Behaviour Management
Our school provides a safe physical and emotional environment for students and staff.
St Joseph's School is a PB4L school. PB4L stands for Positive Behaviour for Learning and is a positive, proactive, schoolwide organisational framework for behaviour and discipline. We promote a culture of care and protection of students, and we prioritise this when managing behaviour and dealing with behaviour incidents.
The purpose of PB4L at St Joseph's School is to create, through our CARE values, a school environment where positive behaviour is promoted and reinforced, and students develop and display pride in their academic, cultural, and sporting endeavours.This will enable students to engage as life-long learners and achievers, inspiring them to contribute positively to their communities. We use a restorative approach to behaviour.
At St Joseph's School we promote positive student behaviour and 
de-escalation of challenging behaviour. We accept that challenging behaviour is a result of student distress, and respond accordingly. For more information, see Reducing Student Distress.
De-escalating a stressful or potentially harmful situation is the preferred response to challenging behaviour. It is important when intervening to consider the safety of everyone involved, and to remove observers (such as other students, parents/guardians, etc.) De-escalating focuses on understanding why a student is behaving the way they are, and fostering a more positive relationship to allow for better communication.
Te Kete Ipurangi (TKI) suggests that teachers and staff use the following strategies.
- Ask other students nearby to move away from the area. If this is not possible, it may be better to escort the student(s) with challenging behaviour to another area.
- Allow the student the opportunity to move out of the situation with dignity.
- When appropriate, give the student clear choices and/or directions to help them feel more secure and regain control.
- Show patience, and ensure that a calm and clear tone is used.
- If necessary, send for appropriate help, such as a school nurse or guidance counsellor.
TKI has further resources to assist teachers with developing helpful communication behaviours and how to respond safely to physical aggression 
We also expect our students, staff, and the wider school community to maintain high standards of conduct, and for visitors, parents, and whānau to model positive behaviour for students. Bullying and harassment within the school community is taken seriously, and is dealt with through our behaviour management strategies. We advise our community of procedures to follow if they have any concerns or complaints.
Behaviour management guidelines
At St Joseph's School all staff are made aware of the following behaviour management guidelines.
- We make a clear statement of acceptable and unacceptable behaviour known to all staff, parents/caregivers, and students.
- We communicate to all members of the school the responsibility to recognise bullying, harassment, and inappropriate behaviour, and how to take appropriate action when necessary.
- Staff (including relievers, coaches, tutors, etc.) maintain positive learning environments and relationships within the school community.
- We consistently apply our behaviour management strategies in all cases of unacceptable behaviour, and try to maintain the dignity of the student at all times.
- Staff manage challenging behaviour appropriately and use de-escalation techniques if student behaviour poses a danger to themselves or others. Physical restraint may only be used by teachers or authorised staff members to prevent imminent harm, and only according to our physical restraint guidelines.
- We action procedures outlined by the Ministry of Education for stand-down, suspension, or exclusion in cases of extreme misconduct, continual disobedience, and/or behaviour risking serious harm.
- We work with parents/caregivers, staff, and outside agencies if necessary, to plan individual programmes and strategies for students with particular behavioural needs. These students may be managed outside our behaviour management strategies.
- Seclusion and corporal punishment is prohibited.
Time-out and seclusion
Seclusion is not used at this school. Seclusion is defined as placing a student, involuntarily, into a room by themselves for any amount of time, where they cannot leave of their own will. It is inappropriate, and can be emotionally (and physically) damaging to students.
Time-out is different from seclusion, and can be used at school. In time-out, a student may be asked to go to a specified area, either within the classroom or in another part of the school, in order to calm down. In these situations, the student may be separated from others, but is not secluded. Any student in time-out is checked regularly by staff.
Parent/Caregiver concerns
If a parent/caregiver has concerns about incidents between students, staff, or other parents/caregivers, they should contact our school directly to voice their concerns through the appropriate channels. We do not encourage parents/caregivers to approach students, their whānau, or other members of the school community to privately discuss behaviour issues. This also applies to incidents that occur out of school time or off school grounds but when students are still connected with the school e.g. at camp or on school trips, and while wearing school uniform, or travelling to and from school.
Concerns involving relatives of staff or board members
If a behaviour issue or a concern arises at school that involves the child or relative of a currently employed staff or board member and another student or group of students, the staff or board member is not involved in its resolution. A delegated staff member with no relationship to the student or relative manages the incident.
Related policies
Resources
: Term 1 2023, Term 3 2022, Term 4 2021, Term 1 2019
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