PBL HubDubbo Public School
PBL · Behaviour Management

Responding to behaviour

A consistent, fair approach across every classroom and the playground. We name behaviour objectively, respond at the right level, and record every incident in School Bytes — so students are supported and families are kept informed.

What are observable behaviours?

Observable behaviours are specific, objective actions we can see or hear — described without judgement or guessing at intent. Naming behaviour this way keeps our response fair and consistent, and makes incidents clear to record.

Each observed behaviour is logged in School Bytes and responded to at one of three levels — Minor, Major or Executive — depending on its severity, frequency and context.

Our process

The three levels of response

What each level looks like, and exactly what to do.

The behaviours below are examples at each level. The actual level — and the response — can shift with severity, frequency and context. The Observable Behaviours chart and your Assistant Principal are the final word.
MinorManaged by the SLSO or teacher

Behaviours (examples)

  • Defiance / refusal
  • Disruption
  • Swearing
  • Intimidation
  • Leaving the classroom
  • Out of bounds
  • Rough play
  • Teasing
  • Theft
  • Repeated minor (same session)

How we respond

  • 1The SLSO or teacher uses de-escalation strategies and expectation clarity.
  • 2The teacher records the incident in School Bytes.
MajorTeacher consults the Assistant Principal

Behaviours (examples)

  • Absconding / truancy
  • Abusive language
  • Aggressive behaviour (without serious injury)
  • Bullying (low-level)
  • Cyber-bullying (low-level)
  • Harassment
  • Mis-use of technology
  • Property damage / vandalism
  • Racism or discrimination
  • Sexualised behaviours (incl. sexual harassment)
  • Spitting
Racism or discrimination also involves the school’s ARCO (Anti-Racism Contact Officer).

How we respond

  • 1The teacher de-escalates the behaviour and consults the Assistant Principal to decide the appropriate action.
No Reflection Room (classroom)

The reporting teacher records in School Bytes and communicates with the family.

Reflection Room (playground)

The teacher records in School Bytes; the AP adds notes and communicates with the family.

ExecutiveExecutive support required

Behaviours (examples)

  • Assault (with serious injury)
  • Absconding (leaving school grounds)
  • Continuing persistent behaviour posing unacceptable risk
  • Criminal behaviour
  • Destruction of property posing a health & safety risk
  • Physical violence
  • Possession of a suspected drug or illegal substance
  • Possession of a prohibited weapon, firearm or knife
  • Psychological abuse
  • Serious behaviours of concern (pending expulsion)
  • Serious criminal behaviour related to the school
  • Supply of a suspected drug or illegal substance
  • Use of a prohibited weapon, firearm or knife
  • Use of a suspected drug or illegal substance
  • Use of an implement as a weapon

How we respond

  • 1The teacher de-escalates and calls the office for Executive Support.
  • 2The reporting teacher records in School Bytes; the executive adds the outcome details.
  • 3The executive assesses the incident — weighing student vulnerabilities and policy — decides the actions, and communicates the incident and outcome with the family.
Call the DP or Principal immediatelyAny time there is a safety concern — don’t wait for the steps above.
Print & pin it up

The one-pager

How to respond to behaviour, at a glance.

How to Respond to Behaviour poster: Minor, Major and Executive responses, and call DP/P immediately if there is a safety concern.
How to Respond to Behaviour · Dubbo Public School