PB4L – Positive Behaviour for Learning
Positive Behaviour for Learning (PB4L) improves the behaviour and wellbeing of children and young people.
PB4L is for people throughout our schools and early childhood centres. Its programmes are for individuals, groups, schools, teachers, parents and whānau. Programmes offer tools for supporting positive behaviour in situations of clear need, and in more settled environments.
The PB4L initiatives
Programmes for both the parents and teachers of children aged 3-8. They help reduce challenging behaviour and increase children’s social and self-control skills.
Incredible Years — Teacher
Giving teachers strategies to turn disruptive behaviour around and create more positive learning environments for students aged 3-8 years.
Incredible Years — Parent
Helping parents build positive relationships with their children and develop strategies to manage problem behaviour. It is for parents of children aged 3-8 years.
Programmes for caregivers, whānau and teachers of children on the autism spectrum aged 2-5.
By supporting the skills and confidence of the key adults in the lives of children on the autism spectrum, they aim to promote children’s:
- emotional regulation
- positive social interactions
- communication skills, and
- relationships with others.
The Incredible Years Autism programme (for caregivers and whānau)
A 14-16 session, group-based programme for caregivers and whānau of children on the autism spectrum aged 2-5.
The Incredible Years Helping Children with Autism programme (for teachers)
A 6 session, group-based programme for teachers and early childhood educators of children on the autism spectrum aged 2-5.
PB4L School-Wide is a long term, whole-school approach to help schools develop their own social culture that supports learning and positive behaviour. The framework is evidence based. It provides us with a process for considering both learning and behaviour across the whole school, and student by student.
PB4L Restorative Practice supports schools to build positive, respectful relationships across the whole school community. It also provides schools with a set of tools to manage behaviour when things go wrong, using a relational approach.
The PB4L Restorative Practice Kete books which are suitable for primary, intermediate and secondary schools are available under Support Material on the PB4L TKI website.
Check & Connect is a long-term mentoring programme for students in Years 8-10 at risk of disengaging from school.
My FRIENDS Youth is designed to build young people’s self-esteem and resilience by teaching them practical skills to cope with life challenges.
PB4L will culturally enhance existing programmes. It will contribute to the New Zealand evidence base by supporting and evaluating programmes developed by Māori. Two Kaupapa Māori initiatives are being trialed.
Building social skills with te reo: Te Mana Tikitiki
Uniting whanau, school and iwi: Huakina Mai
Huakina Mai is being developed by the University of Canterbury in partnership with iwi and the Ministry. It’s being trialed in 8 primary schools in Canterbury. The initiative promotes whānau, schools and iwi working together to build a positive school culture based on a Kaupapa Māori worldview.
PB4L represents a major shift in managing disruptive behaviour by students in our education system.
Positive behaviour is a prerequisite to improving the engagement and achievement of our children and young people.
Positive behaviour can be learnt. Using a proactive approach, the environments around children can be changed to support positive behaviour.
PB4L uses a small number of evidence-based programmes and frameworks that we know can work. They provide opportunities to support long-term and sustainable changes in behaviour. There are no quick fixes, however, as behaviour change takes time.
Children and young people will be more engaged and will achieve at school.
Educators will keep more children and young people at school, and feel confident and supported in addressing behaviour problems.
Parents and whānau will have the confidence and strategies to build positive relationships with their children.
School leaders and boards will monitor and improve approaches to build a positive culture and increase the engagement of their students.
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