Building Relationships, Supporting Positive Behaviours, Enabling Learning

At University High School, we know that great learning happens in classrooms where students feel safe, respected and empowered. Our approach to behaviour and engagement is built on strong, supportive relationships and clear, shared expectations. This creates an environment where every student can flourish.

Guided by our Relationships, Engagement and Empowerment (REE) Framework, and enriched by the Berry Street Education Model (BSEM), our practice is both evidence-informed and value-driven. These frameworks are embedded in our daily routines and captured in our school-wide Positive Behaviour Expectations Matrix, which supports a consistent and relational approach to learning and behaviour across all classrooms.

We understand that students need to have clear and explicit direction with modelling to best learn how to meet behavioural expectations. That’s why we treat behaviour as a skill to be developed, not just managed. Our teachers approach this with warmth, clarity and consistency, always aiming to build trust and a shared sense of purpose with their students. We call this the “warm demander” stance. We have high expectations and high supports, delivered with compassion and care.

Through our partnership with BSEM, we also use practical strategies such as brain breaks, positive primers and co-regulation techniques to help students manage stress, build resilience and stay engaged. Our wellbeing and sub-school teams further reinforce this work through targeted interventions and strength-based support.

Our school-wide expectations are simple; Be Safe, Be Kind, Engage in Learning. These were co-developed with students and are revisited regularly in the classroom. Teachers work collaboratively with their classes to develop agreements that reflect these values, ensuring that behavioural expectations are clear, consistent and meaningful.

At University High School, positive behaviour is recognised and reinforced. Whether through everyday encouragement or formal acknowledgement, we celebrate growth, effort and the contribution every student makes to our community.

Each term, a selection of positive behaviours is highlighted through our “behaviours of the week”. Teachers acknowledge and reinforce positive behaviour regularly, using immediate, specific and authentic verbal praise, as well as formal recognition through Compass Chronicle entries.

The work to develop consistent positive behaviours and build character is an ongoing partnership between our school and our community and we value your support.