SELB has now become the Centre for Inclusive Education (C4IE).
For all enquiries, please visit research.qut.edu.au/c4ie
Schools are complex and busy places charged with the responsibility of teaching an increasingly complex curriculum to a diverse range of students. This occurs under intense scrutiny from parents, departments, accreditation bodies, politicians, media and the general public.
This scrutiny is underpinned by state, national and international measures of student achievement and conduct, the results of which are published in school league tables and the media. These factors can impact the ability of principals and teachers to develop the school environments necessary for student engagement and school connectedness, which can affect wellbeing, academic achievement and behaviour.
Researchers in the SELB School Behaviour strand investigate the many varied components that contribute to positive school environments, including:
- classroom management, interactions and climate
- discipline policy and the use of suspensions and exclusions
- multi-element and multi-tier systems of support, such as Response to Intervention and Positive Behaviour for Learning
- positive and conflictual teacher-student relationships
- restrictive practices
- student connectedness to teachers and school
- student dis/engagement and disruption
- trauma informed practices.
Friendly schools universal bullying prevention intervention: Effectiveness with secondary school students
Questioning the impacts of legislative change on the use of exclusionary discipline
- 7 citations on Scopus
A Systemic Framework for Trauma-Informed Schooling: Complex but Necessary!
- 4 citations on Web of Science
- 3 citations on Scopus
A critical analysis of the rationale for “no excuses” discipline
- 3 citations on Web of Science
- 2 citations on Scopus
2019 Trauma Aware Schooling conference: Building knowledge, skills and practice
Teaching students who have suffered complex trauma: fully online 13-hour module over 4 weeks