School Behaviour

  • School Behaviour

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:

  • bullying
  • 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.

Current projects

Recent publications

Friendly schools universal bullying prevention intervention: Effectiveness with secondary school students

Cross, 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.
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    Questioning the impacts of legislative change on the use of exclusionary discipline

    Graham, 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.
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    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.545-565.
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    A critical analysis of the rationale for “no excuses” discipline

    Graham, Linda (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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    Upcoming events

    2019 Trauma Aware Schooling conference: Building knowledge, skills and practice

    Professional learning

    Teaching students who have suffered complex trauma: fully online 13-hour module over 4 weeks

    School Behaviour strand leaders