From behaviour management to behaviour education: a call for systemic change in Australian schools

Objective This article calls for a systemic shift in Australian schools from reactive behaviour management to behaviour education - a proactive, inclusive, and rights-based approach grounded in developmental psychology, learning and behaviour science, and systems change theory.Method We synthesise current research, national policy reports, and established frameworks including Positive Behaviour Interventions and Supports (PBIS), Social and Emotional Learning (SEL), and Multi-Tiered Systems of Support (MTSS) to present a conceptual model of behaviour education. The role of educational and developmental psychologists in driving system-wide change is also examined.Results Exclusionary and punitive practices disproportionately impact students with disability, those in out-of-home care, and students affected by trauma. In contrast, behaviour education emphasises teaching, modelling, and reinforcing adaptive skills, and addressing the function and context of behaviour. Psychologists are key to supporting implementation by guiding data-informed decision-making and embedding tiered supports within school systems.Conclusions Behaviour education provides a more effective and equitable alternative to traditional behaviour management. By fostering student engagement, inclusion, and wellbeing, and by focusing on developmental support rather than control, schools can better uphold every child’s right to participate in education.