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.
Using student voice, videorecorded classroom interactions and teacher feedback to develop positive learning environments
Education Horizon Grant, Department of Education
A randomised controlled trial of a universal and targeted intervention to reduce mental health problems from bullying
National Health & Medical Research Council
Friendly schools universal bullying prevention intervention: Effectiveness with secondary school studentsCross, Donna, Runions, Kevin, Shaw, Therese, Wong, Janice, Campbell, Marilyn, Pearce, Natasha, Burns, Sharyn, Lester, Leanne, Barnes, Amy, & Resnicow, Ken (2019) Friendly schools universal bullying prevention intervention: Effectiveness with secondary school students. International Journal of Bullying Prevention, 1(1), pp. 45-57.
Questioning the impacts of legislative change on the use of exclusionary disciplineGraham, Linda (2018) Questioning the impacts of legislative change on the use of exclusionary discipline in the context of broader system reforms: a Queensland case-study. International Journal of Inclusive Education, Online(Online), pp. 1-21.
A Systemic Framework for Trauma-Informed Schooling: Complex but Necessary!Howard, Judith (2019) A systemic framework for trauma-informed schooling: Complex but necessary! Journal of Aggression, Maltreatment and Trauma, 28(5), pp. 558-565.
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A critical analysis of the rationale for “no excuses” disciplineGraham, Linda J. (2018) Student compliance will not mean “all teachers can teach”: A critical analysis of the rationale for “no excuses” discipline. International Journal of Inclusive Education, 22(11), pp. 1242-1256.
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Teaching students who have suffered complex trauma: fully online 13-hour module over 4 weeks