Discussion on the Development of Family-School Partnership in Positive Behaviour Support System Based on Educator Perspectives

Yuting Jin

doi:10.54097/4fetse65

Authors

Yuting Jin School of Education, Western Sydney University, Sydney, 2200, AU

DOI:

https://doi.org/10.54097/4fetse65

Keywords:

Positive Behaviour Support; Family-School Collaboration; Teacher Perspective; Behavioural Support; Collaborative Education.

Abstract

Positive Behaviour Support (PBS) emphasizes understanding the underlying needs of students' behaviours through functional behaviour assessment, and providing effective support to students by adjusting the environment and cultivating skills. For this work to achieve practical results, cooperation between home and school is indispensable. Based on the policy background provided by the "Opinions on Improving the Mechanism for School-Family-Society Collaborative Education" in 2023 and the "Work Plan for the School-Family-Society Collaborative Education 'Education Alliance" in 2024, this paper studies the specific requirements for teachers in implementing family-school collaboration stipulated in these two documents. This paper examines the implementation of PBS family-school cooperation from the perspective of teachers’ daily work. The challenges include: a single mode of communication; low parental involvement; and a lack of systematic school support. Teachers, who are in the middle of families and schools, transform the old concept of controlling behaviour into a new one that focuses on understanding needs and providing support. At the same time, establish a hierarchical collaborative framework centered on prevention in practice. Based on the above, a regular communication path will be created, parent skills training will be organised, and an evaluation-and-feedback mechanism will be optimised. These measures are in support of each other to form a set of actions that front-line teachers can apply flexibly in their classes.

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References

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