Behaviour Matters with Mrs Powell
Behaviour Management at St. Matthew’s
At St. Matthew’s, we are deeply committed to ensuring that every child thrives socially, academically, and emotionally. Our Behaviour Management Program is an integral part of achieving this goal. By incorporating the elements of Restorative Justice principles and Ian Luscombe’s Behaveability Framework, we aim to create an environment where children develop respect, responsibility, empathy, and self-regulation. Research strongly supports this approach, highlighting its importance in fostering both academic success and emotional resilience.
Setting the Scene for Success
One way we set students up for success is by creating a calm, structured environment. You may have noticed that we ask children to walk silently to class in the mornings and maintain calm during transitions. This may seem like a small, perhaps old-fashioned request, but it’s part of a broader strategy to help children mentally prepare for the challenges of the school day. Starting the day in a peaceful manner allows children to regulate their emotions, focus, and approach learning with a clear mind.
For many of our neurodiverse students, noise and chaos can be overwhelming. With over 350 students in the school, it is essential that we consider how sensory overload can impact those who are sensitive to the noise and bustle of a busy school environment. Research indicates that students who feel connected and safe in their school environment are better able to regulate their emotions, focus, and engage with their learning. By promoting quiet transitions and creating a calm, welcoming environment, we support all students, particularly those who need a quieter, more structured start, to feel ready and able to succeed.
The other thing that teachers at St. Matthew’s focus on with the children is greetings. Teachers will greet students in the corridor or on the playground by using their names and asking them how they are. The expected response is that students will answer, using the teacher's name, and then in turn ask them how they are. This fosters connection and good relationships between teachers and students. You may want to reinforce this at home when your children greet your friends and neighbours. Encouraging this kind of respectful, reciprocal communication not only builds social confidence but also helps children develop empathy, manners, and a sense of belonging in their community.
The power of approaches like these in building connection within a school is supported by research: Protecting Adolescents from Harm (1997), a National Longitudinal Study on Adolescent Health, found that the largest factor in protecting young people from emotional distress, drug abuse, and violence, other than the closeness they were able to achieve within their families, was "perceived school connectedness." In other words, students who feel a sense of belonging at school are more likely to thrive emotionally and academically.
This sense of connection to school is something we deeply value at St. Matthew’s. Teachers work hard to build flourishing relationships with each student. These relationships are grounded in trust, respect, and understanding. Teachers take the time to get to know each child as an individual, supporting their emotional needs, interests, and learning styles. We believe that when students feel connected to their teachers and peers, they are more likely to engage positively with their learning and with each other.
Responding to "Hands On" Behaviour
We understand that children, at times, will make mistakes. When a child engages in "hands-on" behaviour, such as hitting or pushing, our first response is to help them reflect on their actions in a calm and constructive way. In the first instance, we ask the child to sit out during playtime for a period equal to their age in years. For example, a six-year-old would sit for six minutes to reflect on their behaviour and its impact on others.
If the behaviour is repeated or becomes extreme, particularly when it compromises the safety of others, we will remove the child from the physical space until the situation is resolved and everyone feels safe again. This time away from the group allows the child to reflect on the incident and work through the restorative process. By using restorative practices, we give students the opportunity to make amends and restore relationships rather than simply imposing punishment. This approach helps children develop empathy, understand the impact of their actions, and learn how to repair relationships in a positive, supportive way.
Our Commitment to the Whole Child
At St. Matthew’s, we are committed to the development of the whole child. This includes fostering a child’s academic, social, and emotional growth. Our behaviour management program is designed to support this holistic development, guiding students to become resilient, empathetic, and responsible individuals. By combining structured routines with restorative practices, we help children build self-regulation skills, manage their emotions, and develop healthy relationships with others.
We know that school connectedness is key to helping children thrive. When students feel that they belong, are supported, and are part of a caring community, they are more likely to make positive choices and feel confident in their ability to navigate life’s challenges. We are committed to creating a school environment where every child feels safe, valued, and empowered to reach their full potential.
Thank you for your ongoing support in helping us provide the best possible experience for our students.
At St. Matthew’s, we deeply value the positive relationships we build with parents and carers. We understand that when something happens at school involving your child, it can elicit a strong emotional response. This is a completely normal reaction. Please remember that we are all on the same team, working together to support your child’s growth and wellbeing. One of the most powerful things you can do for your child is to model safe and respectful relationships. This includes approaching staff with kindness and understanding, even when concerns arise. When we work in partnership and communicate respectfully, it helps create the best possible environment for your child to thrive.
If you have any feedback for the Leadership Team regarding our Behaviour Management at St Matthew’s, I would love to hear from you. Please feel free to contact me via email or phone.
Rachel Powell
Curriculum Coordinator