Positive Behaviour (Nov 2009)

Positive Behaviour (Nov 2009)

Behaviour problems associated with school students have continued to hit the news in recent months.

The Minister of Education, Anne Tolley, told NZEI and PPTA conferences at the end of September that $45 million was being allocated to roll-out of the Positive Behaviour for Learning Action Plan. More work is being done on the draft before releasing, but it seems that the centrepiece of the plan is to be the Australian adaptation of the evidence-based School-Wide Positive Behavior Support (SWPBS) approach developed in the US. One of the significant elements of SWPBS is the development of a consistent school culture as part of the strategy to reinforce positive behaviour:

(source: http://www.pbis.org/common/pbisresources/presentations/Horner_Keynote_Vancouver.pptx)

HRiE partners believe, on the basis of experience in Hampshire and more recently in New Zealand, that developing a strong school culture based explicitly on (cross-culturally negotiated and internationally-agreed) human rights could add significant value to such ‘positive behaviour for learning' approaches by grounding them in a normative framework that is respectful of the dignity and rights of all involved, is empowering, and is linked to key elements of New Zealand educational policy guidelines, including the New Zealand Curriculum.

Another key plank said to be in the Positive Behaviour for Learning Action Plan is further development of restorative practices in schools. Jenny Fraser (DP Freeville School) and Ced Simpson recently ran a workshop exploring how restorative practices can be a powerful component of human rights-based education, and how explicit reference to ‘human rights and responsibilities' can add value to restorative practices. They are planning more work on this theme with Margaret Thorsborne during 2010.

• Respectful Schools: Restorative Practices in Education

* Please contact Ced Simpson if your school is thinking about or implementing either positive behaviour support or restorative practices and may be interested in discussing these as a contribution to the Human Rights in Education Initiative.