Our aim is to transform lives through Positive Behaviour Support (PBS) by fostering inclusive, equitable environments across schools, families, and communities. We collaborate with diverse stakeholders to challenge systems and practices, promote evidence-based approaches, elevate marginalised voices, and enhance behavioural, social, and emotional outcomes for individuals across their lifespan.
We seek to understand the factors that place young people at risk of poorer wellbeing, engagement, and educational outcomes, and the conditions that can help them thrive. Our interdisciplinary research examines how mental health, gender, socioeconomic inequality, school engagement and attendance, digital cultures, and family and community contexts shape young people’s experiences and opportunities. Working with young people, families, schools, communities, and other partners, we aim to generate research that responds to contemporary challenges facing children and adolescents. By connecting research with practice, we seek to strengthen prevention and early intervention, inform educational policy and practice, and support more equitable outcomes for young people.
Staff
Associate Professor Shiralee Poed
HDR students
Brooke Avery-Overduin
Collaborators
Adjunct Professor Dr Jeffrey Chan from the School of Education
Adjunct Research Fellow Trent Carberry
Positive Behaviour Support Plan Quality
Positive behaviour support is an evidence-based, effective therapeutic approach to support people who are at risk of, or are engaging in, challenging behaviours that may limit their life opportunities, and/or are a risk of harm to themselves and others. Challenging behaviour is a form of communication that often expresses a person’s unmet needs. Via positive behaviour support, functional behavioural assessment, the development of a positive behaviour support plan and its implementation are the mechanisms used to effect positive quality of life and behavioural change.
Find out more
Keeping prep-aged students engaged at school: Creating a preventative pathway for eliminating school disciplinary absences and restrictive practices (2024-2026)
Sometimes I'm too safe. Exploring the dignity of risk with adults with intellectual disability. (2025-2026)
Contact us
Get in touch to learn more about our research.
Associate Professor Shiralee Poed