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Behaviour management

At Aspley Special School, we support each student’s behaviour by


  • acknowledging the uniqueness of each student;

  • placing significant emphasis on the development of socially appropriate behaviour;

  • recognising that students who feel safe, accepted, supported and valued are more  likely  to  reflect these qualities in their own behaviour;

  • emphasising the importance of using teaching strategies which incorporate positive preventive actions; and

  • recognising that some students need more help than other students to achieve socially appropriate behaviour and so are committed to a process which develops an individual behaviour support plan for such students. 

  • abiding by our school Responsible Behaviour Plan.



School Expectations

Everything that we do at Aspley Special School is centred around our Rule of 5.  These rules are required to ensure the safe and harmonious operation of the school.  They define the boundaries for appropriate behaviour. Rules help students recognise that in any environment there are social expectations and a need to consider the rules when making behaviour choices.

Students of Aspley Special School are expected to


Be safe

Be sensible 

Have a go 

Keep the distance – hands and feet to ourselves 

Respect – ourselves, others and property


The management of student behaviour relies on the use of teaching strategies which incorporate positive preventative actions and a repertoire of actions to respond to inappropriate behaviour.


We encourage students to make positive behavioural choices by embedding a range of       positive preventative strategies and incentives as indicated by the Recognition Triangle. The deliberate use of these strategies assists to establish a learning environment that encourages each student to be as independent in making positive behavioural choices as they possibly can be.

Positive preventative actions

  • structuring the day for staff and students

  • modelling appropriate behaviour

  • praising and rewarding

  • whole school rewards system

  • interacting positively with students

  • tactically ignoring selected behaviours

  • communicating effectively

  • re-focusing and re-directing

  • anticipating and pre-empting

  • entering into behavioural contracts

A range of reactive behaviour support strategies exist in our school that are designed to encourage students who have made poor behavioural choices to learn the benefits of adopting more appropriate and often more socially acceptable behaviours.


Responsive actions 

On occasions, our students make choices that do not work for them and others. In society there are often negative consequences when one makes a poor decision.  As we are preparing our young people to live in the broader community it is important that they understand negative consequences in the school setting.  

  •     acknowledgement of an inappropriate action
  •      ignoring
  •      encouraging an apology
  •      verbal reprimand
  •      correction
  •      withdrawal
  •      missing a preferred activity
The Consequence Set helps ensure consistent implementation of consequences and empowers staff to determine the appropriate consequence for a given situation.

These ‘responsive actions’, as indicated below, ranges from least to most intrusive (removal from the learning environment) and are used concurrently with proactive behaviour support strategies that encourage the use of desired behaviours. It clearly articulates the range of negative consequences for undesirable behaviour.  This set was collaboratively developed by staff and parents.