Behaviour support in schools means 2 things in NSW. Schools run whole-school programs such as Positive Behaviour for Learning for every student. A student on the NDIS can also get individual behaviour support, where a practitioner assesses them, writes a plan and coaches teachers to use it with the principal’s agreement.
When a child has a hard time with behaviour at school, everyone feels it. The child feels it most. Parents get the phone calls. Teachers try to keep a whole class calm and learning. Behaviour support in schools is about getting the adults on the same page, so the child can feel safe, learn and join in.
This guide is for parents of school-age children in NSW. It is also for the teachers and school staff who work with them. We explain how NSW public schools approach behaviour and how that differs from individual NDIS support. We also cover who pays for what, and how a behaviour support practitioner can work alongside a school.
What does behaviour support in schools mean?
Behaviour support in schools can mean school-wide support for every student or individual NDIS behaviour support for one student. School-wide support is run and funded by the school. Individual support is funded through the student’s NDIS plan and delivered by a behaviour support practitioner. It helps to keep the 2 apart.
- School-wide support. This is the approach a school uses for every student. It covers clear expectations, teaching those expectations, noticing positive behaviour and responding to problems in a consistent way.
- Individual NDIS behaviour support. This is support for one student who is an NDIS participant. A behaviour support practitioner works out why a behaviour happens, writes a plan and helps the adults around the student use it. The funding comes from the student’s NDIS plan.
Both draw on the same ideas. Positive behaviour support (PBS) starts from the view that behaviour has a purpose. It focuses on changing the environment and teaching new skills, rather than on punishment. It also puts the person’s quality of life at the centre.
The difference is scale. School-wide approaches shape the whole school. Individual behaviour support in schools zooms in on one child. It looks at their needs and the people around them at home, at school and in the community.
How do NSW public schools approach student behaviour?
NSW public schools follow the Department of Education’s Student Behaviour policy, and every school must have a School Behaviour Support and Management Plan. Many schools also use Positive Behaviour for Learning, a whole-school framework with 3 tiers of support. Catholic and independent schools set their own policies.
In NSW public schools, the starting point is the Department of Education’s Student Behaviour policy. It applies to all NSW public schools. It requires every school to have a School Behaviour Support and Management Plan. That plan should support whole-school, prevention-focused and positive approaches to behaviour.
The policy says responses to behaviour should be fair, inclusive and proportionate. Schools are asked to consider a student’s age, disability and learning needs. They also consider factors such as trauma and culture.
Many NSW public schools also use Positive Behaviour for Learning (PBL). The department describes PBL as an evidence-based framework. It brings the whole school community together to build a positive, safe and supportive learning culture. PBL is organised in 3 tiers:
- Tier 1: school-wide and classroom systems for every student.
- Tier 2: targeted support for small groups who need a bit more help.
- Tier 3: intensive, individual support for students with higher needs.
Catholic and independent schools have their own policies and frameworks. If your child attends one, ask the school how it approaches behaviour.
Who pays for behaviour support at school: the school or the NDIS?
Schools pay for teaching, learning adjustments, learning support staff and general teacher training. The NDIS may pay for individual behaviour support for a participant, including the assessment, the written plan and training staff on that plan. The split comes from a national agreement between governments.
The answer comes from a national agreement called the Applied Principles and Tables of Support (APTOS). It sets out what the education system is responsible for and what the NDIS may fund.
Schools are responsible for teaching and learning. That includes adjustments so a student can access the curriculum. It also includes learning support staff, plus general training and resources for teachers.
The NDIS may fund disability supports that are not mainly about learning. This can include training for teachers and staff about the specific support needs of one student. It can also include behaviour support for a participant, where it is part of their plan.
In practice, a school’s PBL program and learning support are funded by education. Individual assessment, a written behaviour support plan and staff training on that plan are generally funded through the student’s NDIS plan. Every plan is different, so check what your child’s plan includes. Our rate is $252.99 per hour, in line with NDIS pricing arrangements. Travel is charged at a 50% reduced rate, and we charge no kilometres. The NDIA reviews rates each year, so we confirm your rate at your first consultation and in your service agreement.
Knowing this split makes behaviour support in schools easier to plan.
How does a behaviour support practitioner work with teachers?
A practitioner observes your child at school, shares the school parts of the plan with teachers, helps keep home and school consistent and trains staff on the plan. All of this happens only when the school agrees. Here is what each part looks like.
When the school agrees, a practitioner can work with your child’s teachers as part of your child’s NDIS plan. At My Behaviour Support, we deliver support at home, at school and in the community. Here is what that work can look like.
Observing at school
Behaviour at school can look very different from behaviour at home. A classroom has noise, group work, transitions and a busy playground. Watching your child in that setting helps us understand what is going on. Observation is part of a Functional Behaviour Assessment, along with talking to you and to your child’s teachers.
Sharing strategies from the plan
A behaviour support plan sets out practical strategies. Some aim to prevent hard moments. Others guide what to do when things start to escalate. We share the parts that matter for school in plain language. That way, teachers can use them in a busy classroom.
Strategies might include a visual schedule, a warning before each transition, a quiet space to reset, or a set phrase everyone uses. The aim is to fit with what the school already does, including its PBL expectations.
Keeping home and school consistent
Children often find things easier when the adults around them respond in similar ways. We help families and teachers agree on a few shared approaches. For example, the same calm-down routine at home and in class. Or the same way for your child to ask for a break.
Training school staff
Staff training, part of our Family & Carer Training, can help teachers and learning support staff understand one student’s needs and the plan. The training is practical. It focuses on what to notice, what to try and what to record. We then check in, review how the strategies are going and adjust the plan over time.
How do I get NDIS behaviour support delivered at school in NSW?
Ask the principal in writing. In NSW public schools, the principal decides whether an NDIS-funded provider can deliver services at school, after meeting with you. The provider needs Working with Children Checks and a written agreement with the school. The department recommends therapy generally happens outside school time.
In NSW public schools, the principal decides whether an NDIS-funded provider can deliver services at school. The department’s information for parents and carers sets out 4 steps:
- Ask the school in writing, so there is a record of your request.
- Meet with school staff to talk through the details. You can bring reports or your child’s NDIS plan.
- The principal considers your request. They weigh up your child’s needs, other students and how the school runs.
- The principal lets you know whether the provider can deliver services at school.
Providers must meet legal requirements before they start. This includes a Working with Children Check for staff who work in the school. The provider also signs a written agreement with the school. You can ask for a copy of that agreement.
The department and the NDIA recommend that NDIS-funded therapy is generally delivered outside school time. This protects your child’s learning time. If the principal says no, the school may still talk with your provider about how their work can support your child’s learning goals.
Privacy and consent come first
Information about your child is private. A practitioner needs your consent before sharing a report, a plan or observation notes with a school. You can choose what is shared and with whom. Where your child can take part in the decision, their views matter too.
Consent can work both ways. The school may also need your permission before it shares information with a provider. Signing consent forms early helps the work start without delays.
What questions should I ask my child’s school about behaviour support?
Ask whether the school uses PBL, what its behaviour plan says about students who need extra help, and who your main contact is. Ask about current adjustments, how incidents are reported and whether a practitioner can visit. A good conversation with the school sets up everything else. These questions can help:
- Does the school use PBL, and what are its school-wide expectations?
- What does the school’s behaviour support and management plan say about students who need extra help?
- Who is on the learning and support team, and who is my main contact?
- What adjustments are in place for my child right now?
- How will the school tell me about incidents, and how soon?
- Can our behaviour support practitioner observe at school or meet with staff?
- How can we share strategies so home and school stay consistent?
Write down the answers. Bring them to your first meeting with a practitioner. They make a helpful starting point.
How are restrictive practices handled at school?
A restrictive practice is any action that restricts a person’s rights or freedom of movement, with the main purpose of protecting the person or others from harm. In PBS it is always a last resort, with a goal to reduce it over time. Schools follow their own rules on restrictive practices, separate from NDIS rules.
In PBS, restrictive practices are only ever a last resort to keep people safe. Any plan that includes one should also include a clear goal to reduce it and, where possible, remove it over time. That goal guides our work, as our Reducing Restrictive Practices page explains.
Schools follow their own rules on restrictive practices, separate from NDIS rules. The NSW Department of Education says it remains committed to the national goal of reducing, and where possible ending, the unnecessary or inappropriate use of restrictive practices in its schools. Its policy in this area is under review. Ask your child’s school how it currently approaches this, and how you will be involved.
Frequently asked questions
Can an NDIS behaviour support practitioner visit my child’s school?
Yes, if the school agrees. In NSW public schools, the principal decides whether an NDIS-funded provider can work at school. Start by asking the principal in writing. The provider will need a written agreement with the school and Working with Children Check clearances. Catholic and independent schools set their own processes, so ask your school what applies.
Does the school pay for behaviour support in schools?
Schools fund school-wide programs such as PBL, learning support and general training for staff. Individual behaviour support in schools is different. The assessment, the plan and staff training on that plan are generally funded through the student’s NDIS plan, where behaviour support is included. Check your child’s plan, or ask us to help you read it.
Is PBL the same as positive behaviour support?
They share many ideas, such as teaching expected behaviour and preventing problems before they start. PBL is a school-wide framework used across NSW public schools. Individual positive behaviour support focuses on one person. It starts with an assessment and leads to a plan written just for them.
Is behaviour support in schools only for children with autism?
Individual behaviour support is for students with a range of disabilities and needs. These include autism, ADHD, intellectual disability and anxiety. If your child has autism, our guide to behaviour support for children with autism explains what to expect in more detail.
If your child is finding school hard, you do not have to work it out alone. We support children, teenagers and adults across South West and Western Sydney, including at school. To talk it through, make a referral or call Delia on 0415 930 548.
