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ACT 2914 Australia
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03. Student Behaviour Management Policy


03. Student Behaviour Management Policy



Legislation and Documentation 

Education Act 2004 (ACT) Implementation 22.12.2022

Related Policies 

Suspension, Expulsion, Termination

Responsible Officer 

Executive/Senior Teacher

Approval Authority 


Current Version 

January 2024

Review Date 


Policy Authorisation 


Policy Implementation by 






We recognise that a supportive and cooperative environment is essential for the smooth  running of the school and for students to reach their potential. The purpose of this  Behaviour Management Policy is to establish a framework for promoting positive behaviour,  maintaining a safe and respectful learning environment, and addressing inappropriate  behaviour among students in our school.  

This policy aims to establish clear expectations, guidelines, and consequences for student  behaviour, preventing disruptive behaviours, and addressing any behavioural issues that  may arise. 

By implementing this policy, we strive to foster a supportive and nurturing atmosphere  where students feel valued, empowered, and motivated to learn. We aim to develop  students' self-discipline, responsibility, and respect for themselves and others, preparing  them for success not only academically but also in their personal and professional lives. Our  behaviour management policy serves as a framework for teachers, staff, and 

parents/guardians to collaboratively support students in their behavioural growth and  development. Through consistent enforcement, early intervention, and ongoing  communication, we aim to create a positive partnership between the school and home,  ensuring that students receive the necessary guidance and support to thrive academically,  socially, and emotionally. 

This policy also addresses the requirement for the staff to maintain a consistent and positive  approach to behaviour management and foster a climate where personal responsibility and  self-discipline are developed within both the school and classroom context. 

● Every student has the right to a learning environment free from bullying and  intimidation and to feel safe and happy at school. They also have the right to be  treated fairly and with dignity. 

● Discipline is necessary to ensure the safety and welfare of all students, teachers, and  staff and to provide a conducive learning environment. 

● This policy sets out the framework through which the school manages student  behaviour. 

We expect all students to abide by the policy and forecast their best behavioural manners.  

The National Safe Schools Framework 

The National Safe Schools Framework (MCEECDYA- 2011) states:  

'In a safe and supportive school, the risk from all types of harm is minimised, diversity is  valued and all members of the school community feel respected and included and can be  confident that they will receive support in the face of any threats to their safety or  wellbeing.'  

Our school community embraces the Islamic tradition, which not only adds context  and meaning to our teachings but also instils a sense of purpose. By incorporating  this tradition, we create an environment that fosters personal growth and inspires  hope for all individuals within our community. 

Our behaviour management procedures aim to establish a comprehensive system  that holds each individual student accountable for their behaviour, promoting a clear  and firm understanding of acceptable conduct. To effectively manage students, it is  crucial that this approach is consistently implemented throughout the entire school.  In addition to our behaviour management procedures, our school complements  them with various teaching and learning programs designed to specifically teach a  diverse range of social skills, as mandated by the Australian curriculum.

The primary emphasis is on cultivating respectful relationships with students through  the implementation of best practices. This is achieved by establishing rules across  the school that prioritize safety, respect, and learning in compliance with the  National Safe Schools Framework 2010, elements 1.9, 2.2, 2.4, 3.3, 5 and 9  (

School Community  

We believe in partnership with our school community. This includes not only teachers and  staff but also, families, parents, guardians, and volunteers. At our school, the growth and  development of children is rooted in the concept of partnership. The teacher-student  relationship, along with the involvement of families, plays a crucial role in unlocking  everyone’s potential and effectively addressing any behaviours that may hinder academic,  social, and emotional growth.  

We encourage students to reflect on their actions, what they do, say, and encourage them  to strengthen their relationship with Allah first, then themselves and then others.  

Our Restorative principals inhibit in the growth and sincerity to promote meaningful and  transparent discussions that result in concrete and measurable steps being taken within our  school community.  


Restorative justice is an approach to managing student behaviour that focuses on repairing  harm caused by the wrongdoing and restoring relationships between individuals involved. It  aims to address the underlying causes of the behaviour and promote accountability,  empathy, and personal growth. The restorative justice approach aims to create a sense of  understanding, empathy, and connection among individuals involved, fostering a positive  school climate, and promoting long-term behaviour change. It prioritizes repairing  relationships, addressing the root causes of behaviour, and supporting students in their  personal development. 

Key Principles: 

1. Respect and Inclusion: Restorative justice emphasizes treating all students involved with  respect and dignity, valuing their perspectives and experiences.  

2. Dialogue and Communication: Restorative justice encourages open and honest dialogue,  allowing students to express their feelings, concerns, and needs. It provides a safe space for  participants to actively listen, share their experiences, and gain a deeper understanding of  the impact of the behaviour. 

3. Accountability and Responsibility: Restorative justice emphasizes personal accountability  and responsibility for student’s actions. The focus is on understanding the harm caused and 

taking steps to repair it. The student is encouraged to take ownership of their behaviour and  actively participate in finding solutions. 

4. Restitution and Repair: Restorative justice seeks to repair the harm caused by the  behaviour through meaningful actions.  

5. Support and Growth: The restorative justice approach recognizes that students may need  support and guidance to address the underlying issues contributing to their behaviour. It  offers opportunities for personal growth and skill-building to help prevent future incidents. 

6. Mediation and Facilitation: Restorative justice often involves the behaviour coordinator,  and counsellor (if a referral occurs) who guides the process, ensuring fairness, safety, and  constructive communication. They help create a structured environment for the dialogue  and assist in reaching agreements or resolutions. 

7. Community Involvement: Restorative justice recognizes the importance of involving the  broader community in the process. This may include the behaviour coordinator, counsellor, teachers, parents/guardians, counsellor, and other supportive individuals who can  contribute to the student's growth and provide ongoing support. 

Restorative justice approach will be implemented in Levels 1-3. It is a proactive and  relational approach to resolving conflicts and addressing behaviour issues. It focuses on  repairing harm, restoring relationships, and fostering a sense of responsibility and  accountability.  

Behaviour Framework 

At Taqwa School, all staff members are expected to provide engaging and stimulating lessons  to captivate the interest of the students learning. It is the responsibility of all staff members  must treat students with respect and develop a connection based on dedication and  compassion. 

There are two behaviour charts that are implemented at Taqwa School, one for primary  students and one for secondary students.  

The developed behaviour charts address behaviours of students that may occur during  school hours and classifies how staff should appropriately deal with the student behaviours.  

Both primary and secondary charts have the main category levels:  

Level 1 (Low) 

Level 2 (Medium) 

Level 3 (High)

Staff members are guided to the behaviour levels and ways to address and act upon those  behaviours through given consequences. Consequences may be adjusted by the behaviour  coordinator depending on the behaviour of the student(s) and the consistency of that  behaviour. Effective behaviour strategies are implemented to ensure student success and  improvement behaviourally and academically.  

We understand that at times students commit to certain behaviours and make decisions  that are inappropriate, which inhibits and affects their own learning and those around them.  We aim to work together to shape those behaviours and the behaviour coordinator will  mentor/coach teachers to offer a safe, inclusive, and engaging environment offering them  effective classroom behaviour management strategies. 

At Taqwa we believe: 

That Students have the right for growth  

In making a difference  

In having a positive impact  

Behaviour Chart Outline for Consequences  

The behaviour chart outlines some of the common misbehaviours that occur in  school. Staff/teachers will deal with those behaviours appropriately as follows: 

Level: Minor 

Issue three verbal warnings to the student  

If the concerned behaviour is repeated more than thrice, do a seat change. If the behaviour persists, notify the behaviour coordinator (BC) via email. Teacher to notify the parent(s)/guardian of persistent behaviour via email 1 to 2 times of reflection or 1 to 2 sessions of Community Service will be administered.  If the breach persists, the behaviour coordinator will escalate the case and implement  the following. 

2 to 3 times of Reflection  

Full day in-school Reflection 

2 to 3 sessions of Community Service (Recess/Lunch) 

Level 2: Medium 

Issue three verbal warnings to the student  

If the behaviour persists, notify the behaviour coordinator via email. BC to administer 2 to 3 times of reflection or 2 to 3 sessions of Community Service BC will notify the parent(s)/guardian of persistent behaviour.  

Behaviour Coordinator will arrange a meeting with the parents, attended by the teacher. 

The following consequences will be administered: 

4 to 5 times of Reflection  

Two full days of in-school Reflection 

3 to 5 sessions of Community Service (Recess/Lunch) 

If the breach persists, the behaviour coordinator will escalate the case and implement  the following. 

Arrange another meeting with the parents and assign an appropriate consequence to  the student. 

A Behaviour contract will be created for the student and signed by parent(s)/guardians,  behaviour coordinator/principal. 

Level 3: High 

Teachers to notify behaviour coordinator immediately.  

The Behaviour Coordinator will schedule a meeting with the parents to discuss the  situation and administer a suitable consequence. 

A Behaviour contract will be created for the student and signed by  parent(s)/guardians, behaviour coordinator/principal. 

If behaviour persists, the Behaviour Coordinator will organize a subsequent meeting  with the parents to address the issue and impose a more severe consequence on the  student. 

2 to 5 days of suspension. 

Note: Suspension for up to 20 days per year. A suspension must not start  immediately after another suspension ends. Student maybe suspended if he  poses harm to a student/staff member or engages in serious noncompliant  behaviour, escaping school, vaping, etc.  

Student to be referred to school counsellor and Imam (School Chaplain)  If student behaviour persists and poses any harm, is unsafe and non-compliant and  all reasonable measures/alternatives have been exhausted by the school, the result  of student behaviour is expulsion (Reference: Amendment of Education Act 2004 2022) 

Secondary Students Consequences 

A. While the outline of the primary and secondary behaviour charts is the same, the  secondary chart introduces a point system and Merit point system. The purpose is to  hold secondary students responsible and accountable for their actions and  behaviour and prepare and train them for maturity, balance, and preparations for  the future.  

B. Secondary Students fall under the point/Merit system. The purpose of the  point/Merit system for Secondary is to reinforce the values of our Taqwa School  environment, implementing respect and reverence towards one another. When a 

student behaviour goes against the core values of Taqwa School, they will be  assigned points and demerits.  

C. The severity of the violation will determine whether the student receives 2 points,  loses one merits, or multiple merit. Each lost merit corresponds to a required  detention (reflection), except for the first two points received during the school year,  which serve as a warning. Upon receiving the third point, and for every three points  thereafter, one merit will be recorded. Secondary students are entitled to 10 merit  points per academic year, with any merit points deducted recorded on their file to  be received every three months.  

D. All secondary students begin each year with a clean slate (Start at 10 MP). Students  who receive three points or less during a term, will have those points gained back to  their Merit point system at the end of each term. This does not apply to students  who loses one Merit point. Merit points maybe removed after six months if student  has demonstrated outstanding behaviour and nonrepetitive actions of misbehaviour  recorded. 

E. Students with exceptional behaviour are entitled to be rewarded in additional 5  merit points per academic year. The merit points will be decided among the  behaviour coordinator and teachers. 

Staff and Teacher Role 

All staff are expected to report any behaviour concerns/issues to the behaviour  coordinator.  

All staff members to document the occurrences of any misbehaviour. All staff members to document any meetings conducted with parents about student  behaviour and send the parents a summary report via email. 

All staff members appreciate and reward positive behaviours. 

Teachers in classrooms are to regularly communicate with parent(s)/guardians about  student misbehaviour, but also applaud positive behaviour where necessary. Teachers to control their overall body language and modality of voice when dealing  with misbehaviours. 

All staff members to treat students with respect, fairness, firmness, and consistency  in a balanced manner. 


Taqwa school is committed to develop a culture of positive discipline by setting clear  expectations of students and encouraging positive behaviour. Strategies for developing  this culture include:

● To clearly set behaviour expectations. 

● To ensure that the values of Taqwa School underpin all aspects of school life and  are communicated in school documentation, on the school’s website and on  classroom posters.  

● To provide visible, fair and equitable behavioural responses that foster  confidence and trust. 

● To ensure that the School curriculum includes a substantial values education  focus within the Islamic Studies.  

● To ensure that positive student behaviour is appropriately recognised on the School  website, in class, at assemblies and at awards ceremonies. Students are encouraged  to work towards receiving special awards or prizes for exemplary achievements  both academically and socially.  

● To support the participation of all students, taking special measures to support the  inclusion of children and young people who are at higher risk of being subjected to  exclusionary responses (including Aboriginal children, children in care, and children  with disabilities)  

● To work in accordance with the Australian Curriculum, to provide teaching  programs that integrate the development of social skills and collaborative  learning.  

● To ensure that students experiencing difficulty achieving positive behavioural  outcomes have a range of support programs in place, including mentoring by a  teacher, counselling or an individualised behaviour management program  focussing upon agreed goals.  

● To communicate expectations with the Taqwa school community and to keep  parents informed via phone or email when a student is displaying ongoing  behavioural issues.  

● To work with the school and the Taqwa community to support the needs of all  students.  

● To maintain records with respect to student behaviour.  


Taqwa School is committed to: 

a. prohibit corporal punishment; and 

b. explicitly or implicitly not to sanction the administering of corporal punishment by  non-school persons, including parents, to enforce discipline at the school. 

The use of any corporal punishment by a staff member is strictly prohibited. Any staff  member who breaches this rule will be subject to disciplinary proceedings which may  include dismissal.

Amendment of Education ACT 2022  

According to the Amendment of Education ACT, students may engage in Unsafe or  noncompliant behaviour and is outlined below:  

(1) if the behaviour reduces the safety or effectiveness of the learning environment at the  school because it:  

(a) is persistently or disruptively noncompliant; or  

(b) poses an unacceptable risk to the safety or wellbeing of:  

(i) another student at the school; or  

(ii) a member of staff of the school; or  

(iii) someone else involved in the school’s operation.  

(2) A student's conduct can be deemed unsafe or noncompliant even if it occurs outside  of school premises or outside of regular school hours. For instance, engaging in social  media activities or chatting platforms after school hours to incite violence against  another student at school the following day, engage in online bullying against another  student or speak ill of a staff member inciting negative thoughts and unkindness, will  face consequences accordingly. 

Communicating with Parent(s)/Guardians and Students 

1. Proactive Communication: 

 a. The school will provide parent(s)/guardian with a clear and comprehensive overview of  the behaviour policy at the beginning of each academic year. 

 b. Regular updates and reminders about the behaviour policy will be shared with parents  through communication channels. 

2. Timely Communication: 

 a. In the event of any significant behaviour issues or concerns, parents will be promptly  informed by the behaviour coordinator. 

 b. The communication will be clear, specific, and respectful, focusing on the behaviour  exhibited by the student, its impact, and the steps taken by the school to address it.  c. If necessary, a meeting between the parent(s)/guardian, student, teacher, and relevant  school staff will be arranged to discuss the behaviour in detail and develop a collaborative  plan for improvement. 

 d. Student(s) involved must be notified about any proposed decision, decision, or notice in  relation to their behaviour. 

3. Two-Way Communication: 

 a. The school will encourage parents to share any concerns or observations regarding their  child's behaviour, either through scheduled meetings, emails, or designated communication  platforms.

 b. The school will acknowledge and respond to parent inquiries or concerns regarding the  behaviour policy in a timely and respectful manner. 

 c. Regular communication channels, such as parent(s)/guardian conferences or progress  reports, will be utilized to discuss the student's behaviour and progress.  d. Students will have the opportunity to clarify themselves if engaged in noncompliant  behaviour and are encouraged to be honest about what has occurred. 

4. Confidentiality and Privacy: 

 a. All communication between the school and parent(s)/guardian regarding student  behaviour will be treated with utmost confidentiality and privacy. 

 b. Information shared will be limited to those directly involved in addressing the behaviour  concern, ensuring the student's rights and privacy are protected. 

5. Support and Collaboration: 

 a. The school will provide parents with resources, strategies, or referrals to external  support services, if required, to assist in addressing behaviour concerns.  b. Parent(s)/guardian will be encouraged to actively collaborate with the school in  implementing consistent behaviour expectations and interventions at home. 


A student can be suspended for the purpose of ensuring a safe and effective learning  environment at the school (section 17B). In other words, Taqwa School can suspend a  student if their behaviour is unsafe or non-compliant in a way that reduces the safety or  effectiveness of the learning environment at the school because it is: 

persistently or disruptively noncompliant;;r 

poses an unacceptable risk to the safety or wellbeing of other students, staff or  other people at the school; 

the school has exhausted all reasonable alternatives to suspending the student, and it is considered reasonable to suspend the student after hearing the student’s views  and the views of their parents/carers (section 17H). 

A student can also be suspended if it happens outside of school hours or not on school  grounds, but only if their behaviour: 

reduces the safety or effectiveness of the learning environment at the school; or poses an unacceptable risk to the safety or wellbeing of other students, staff or  other people at the school. 

An example of this would be using social media outside school hours to encourage violence  against a student at school the next day. This behaviour has an impact on the safety of the  victim’s learning environment whilst at school.

Standard Suspension Conditions 

The principal may suspend the student only if:  

(a) The student’s parents have been given an opportunity to be consulted, and told  in writing, about the proposed suspension of the student and the reasons for it; and  

(b) As far as the student’s maturity and capacity for understanding allow, the  participation of the student has been sought, and any views of the student considered,  in deciding whether to suspend the student; and  

(c) The student has been given sufficient information about the decision-making  process, in a language and way that the student can understand, to allow the student  to take part in the process; and  

(d) The student has been given a reasonable opportunity to continue the student’s  education during the suspension.  

A student can be suspended for up to 20 days at a stretch. There can be more than one  suspension for a student at different times. 


From 20 December 2022, a student can only be expelled if: 

their behaviour is unsafe or non-compliant in a way that reduces the safety or  effectiveness of the learning environment at the school; 

all reasonable alternatives to expelling the student have been exhausted. it is not in the best interests of the student, another student, or a staff member for  the student to remain at the school; and 

it is reasonable to expel the student considering all the circumstances, including any  views of the student and their parents/carers about the proposed transfer. 

If the expulsion is recommended because it is not in the best interests of the student to  remain at the school, the Principal may consider whether the relationship between the  student and the school has deteriorated to such an extent that remaining at the school is no  longer in the student’s best interests (section 17U). 

What does ‘exhaust all reasonable alternatives’ mean? 

If expulsion is proposed for a student, the principal must be satisfied that no other  alternative is likely to be suitable or successful for managing the student’s unsafe or  noncompliant behaviour.

This means that all other alternatives that a school is able to make must have been  considered before making the decision to expel a student (section 17D). 

Suspension and Expulsion-Counselling: 

In the consequence that a student is either suspended or expelled, the principal  must give the student and the parent(s)/guardian a reasonable opportunity to  attend counselling if they wish to do so. 


Students have a right to procedural fairness in disciplinary decisions. The principles of  procedural fairness include the right to: 

1. know what the rules are, and what behaviour is expected; 

2. have decisions determined by a reasonable and unbiased person; 

3. know the allegations that have been made, and have the opportunity to respond to  them; 

4. be heard before a decision is made; and 

5. have a decision reviewed (but not so as to delay an immediate punishment). 

Taqwa School stands by procedural fairness when managing discipline and disciplinary  action.  


Students at Taqwa School are expected to abide by the rules of the school, and the  directions of teachers and support staff. They should: 

● be respectful; 

● be honourable; 

● be reliable; 

● be authentic; and 

● embrace challenges. 


National Safe Schools Framework 2010  

Children and Young People Act 2008  

Amendment of Education Act 2022