• Section 1 - Purpose 
• Section 2 - Scope 
• Section 3 - Definitions 
• Section 4 - Responsibilities 
• Section 5 - Policy Principles 
• Section 6 - Consequences of Breaching this Policy
• Section 7 - Notations
• Section 8 - Document Review

Section 1 - Purpose 

(1) This policy is intended to ensure that a positive approach to behaviour management is taken across all the schools of the Catholic Diocese of Maitland-Newcastle (the Diocese), and that other forms of addressing behaviour are the exception not the rule. 

(2) This policy is intended to enable schools of the Diocese to approach behaviour management in schools in a manner that is consistent with the Catholic Social Teachings: 

1. Dignity of the Human Person: everyone should be treated with respect and dignity. Each person is equal in dignity and has equal rights as a child of God. 
2. Common Good (Community): people realise their dignity and rights in their relationships with others, in community. The rights and duties of individuals and groups must be harmonised under the common good. 
3. Solidarity: humans are one family, no matter the differences. We are social by nature and depend on one another. We seek to stand in unity with each other, particularly those who are powerless or disadvantaged, and recognise each persons’ rights regardless of our differences. 
4. Stewardship: the goods of the earth are gifts from God, and they are intended by God for the benefit of everyone. We are responsible for taking care of the world we live in and for sharing all the wonders and resources the earth gives us. 
5. Option for the Poor and Vulnerable: a healthy community can be achieved only if its members give special attention to those with special needs, to those who are poor and on the margins of society. Preference care should be shown to poor and vulnerable people, whose needs and rights are given special attention in God’s eyes. 
6. Subsidiary Participation: all people have the right to participate in decisions that affect their lives. Subsidiarity requires that decisions are made by the people closest and most affected by the issues and concerns of the community. Only when higher authority is required for the common good should there be intervention. 

Section 2 - Scope 

(3) This policy applies to all students and workers in the Catholic Schools of the Diocese of Maitland-Newcastle. 

Section 3 - Definitions 

(4) Common terms and definitions are defined in the glossary. 

(5) Terms and definitions in the table below are specific to this policy and critical to its effectiveness: 

Section 4 - Responsibilities 

Section 5 - Policy Principles 

(6) Catholic Schools in the Diocese will take a proactive and positive approach to developing expected standards of behaviour among all of its students by adopting approaches where all students enrolled are supported and encouraged to:

1. participate positively and engage in their learning and in their community;
2. demonstrate positive and respectful behaviour that will contribute to an inclusive and safe school learning environment; 
3. have opportunity to self-advocate as active participants in their own learning and wellbeing; and
4. feel connected to and use their social and emotional skills to be respectful, resilient and safe learners.

(7) Prohibition on Corporal Punishment: The use of corporal punishment, in all forms, across all learning settings, is expressly prohibited. 

(8) Positive Behaviour for Learning (PB4L) will be the supported and preferred proactive approach across all Catholic Schools, promoting the use of evidence-based behavioural strategies for all students to prevent academic and behavioural difficulties and increase the likelihood of success, by developing the functional capabilities of people, preventing behaviours of concern, and creating supportive contexts.

(9) Behaviour Support Plans: Behaviour Support Plans assist schools to provide additional support and guidance to identified students, outlining strategies to improve their behaviour. The Behaviour Support Plan will guide the actions of others to respond consistently, to reduce the distress of the individual and to keep everybody safe.

1. Collaborative curriculum planning should take place within the broader context of personalised planning that includes interventions and other supports to address identified student behavioural learning and support needs. This involves a team who has significant knowledge and understanding of the student. The team comprises parents/carers, teachers and other significant individuals in the student’s life. It also includes the student themselves.

(10) Adjustments: where students enrolled have identified needs, including due to disability, their needs will be appropriately adjusted for and adjustments will be documented in line with the procedures and guidelines of the Diocese. All reasonable adjustments need to be in place when assessing behaviour against this policy and related procedures and guidelines. In the event behaviour related to a disability occurs without appropriate adjustments being in place, consideration needs to be given to the appropriateness of the response in the context of the disability, reasonable adjustments, risks and impacts of the behaviour.

(11) Restrictive Practice: the Diocese seeks to, over time, eliminate the use of restrictive practices in all of its schools.

1. Where restrictive practice is required to address the risk a behaviour creates to the student or others in the school environment, the restrictive practice will be:
   1. proportionate to the risk presented;
   2. the least restrictive option to address the risk;
   3. documented and reported to the parents or guardians of the child and to the Head of Catholic Schools, on each occasion that the practice is used; and
   4. the documentation and reporting will align with the procedure.
2. Where the use of the practice is not an immediate response to an unplanned situation, the use of a restrictive practice should be:
   1. referenced within a personalised plan, informed by an appropriately qualified practitioner;
   2. assessed for inherent risk and deemed necessary by the Principal; and
   3. authorised explicitly by the parents or guardians of the student and underpinned by appropriate and approved training of staff implementing the practices.

(12) Consequences of Behaviour: clearly defined and established classroom expectations help students to feel safe and secure. The expected behaviours are tied to positive consequences when met, and corrective consequences if unmet/presented:

1. Where it is determined that behaviour is such that a corrective consequence is required to address the behaviour, including where either a suspension or expulsion is appropriate;
2. A corrective consequence will be proportionate to either the risk or impact of the behaviour;
3. In assessing whether a particular corrective consequence for a student is reasonable, decision-makers must have regard for all the relevant circumstances, including:
   1. if the student has a disability (including functional impact and related support needs;
   2. an understanding of the impacts of trauma and how the school has responded to help students feel safe; and    
   3. the effect of the consequence on anyone else (such as fellow students).
4. Corrective consequence will either be known to, or likely to, impact future occurrences of the behaviour for the student or students generally;
5. The relevant procedures of the Diocese (including, but not limited to, the Suspension and Expulsion Procedures) will be followed;
6. Decision-making will be documented in accordance with applicable procedures and guidelines, and recorded in Compass at the earliest possible opportunity, but at most within TWO school days of the decision, including reporting in mnResponse as necessary;
7. Procedural fairness will be afforded to all students (and where applicable staff or others) in determining the response.

(13) General Safety: all behavioural management strategies and implementation should aim to support both the behaviour and preventing risk of injury or harm to workers and any other person likely to be impacted by the behaviour or the management strategy.

(14) Psychological Safety: any practice or outcome in relation to behavioural management should seek to ensure the psychological safety of all workers, students and members of the school community.

(15) Partnerships: Schools need to ensure that they implement and maintain effective systems for collaboration, such as creating staff teams and fostering genuine partnerships with parents. Collaborative partnerships must be developed that engage onsite diocesan agencies who also support identified students who have a behaviour support plan, including St Nicholas (Early Learning and OOSH) and CatholicCare (Beyond The Gates).

Section 6 - Consequences of Breaching this Policy

(16) Any worker found to be in breach of this policy may be subject to disciplinary action, including where a serious breach occurs, dismissal.

(17) It is recognised this policy is a new policy and during implementation the following approach will be taken to any action for breach of the policy:

1. The Code of Conduct ensures the integrity of this policy.
2. In the first year of the operation of this policy, the approach to enforcement will be generally only a discussion with a worker, and disciplinary action will be limited to circumstances where there is also a breach of the Code of Conduct or their actions constitute a blatant and reckless disregard for this policy.
3. In the second year of the operation of this policy, the approach to enforcement will be generally only disciplinary action at the level of formal warnings or training and development unless there is there is also a breach of the Code of Conduct or their actions constitute a blatant and reckless disregard for this policy.
4. In the third year of this policy, the approach to enforcement will be in accordance with normal processes.

Section 7 - Notations

(18) If there is any inconsistency between a policy document in existence before the commencement of this policy, and a policy document developed after the commencement of this policy, the latter applies to the extent of the inconsistency.

Section 8 - Document Review

(19) This policy will be reviewed when there is a legislative change, organisational change, delegations change, technology change or at least every 3 years to ensure it continues to be current and effective.