The Value of Positive Behaviour Managemen
Building Character Through Behaviour
Positive behaviour management in schools goes far beyond maintaining discipline — it helps children grow in confidence, empathy, and resilience. At The Independent School of Jakarta (ISJ), a British international school in Pondok Indah, this philosophy underpins everything we do.
Rooted in research and lived out with consistency, it shapes not only how our pupils behave, but who they become. The approach is led by Mrs Vivienne Withey-Hudaya, ISJ’s Deputy Head (Pastoral) and Safeguarding Lead, whose experience in wellbeing and pastoral care ensures that the principles of fairness, reflection, and compassion are embedded in every part of school life.
“Positive behaviour management is about building trust, teaching responsibility, and fostering a community where every child feels seen, safe, and supported.
Guiding Behaviour Through Care, Consistency, and Respect
At ISJ, behaviour is seen as a daily opportunity for growth — a chance for pupils to practise respect, responsibility, and resilience alongside their academic learning. A school’s approach to behaviour doesn’t just shape the atmosphere of the day; it shapes the kind of people pupils grow up to be.
While it can be tempting to rely on punitive systems that focus on what children get wrong, decades of research — from educational psychology to child development — show that positive behaviour management is far more effective. Children respond best when expectations are clear, when successes are recognised, and when mistakes are treated as opportunities to learn.
In short, behaviour is best guided not by fear of punishment, but by the encouragement of responsibility, respect, and reflection.
Learning together in a calm, caring environment where every pupil feels seen and supported.
High Expectations, Shared Responsibility
At ISJ, we set high standards for behaviour because we believe our children are capable of meeting them. These expectations are not imposed from above, but lived out every day through routines, relationships, and shared values.
Being involved means every member of our community takes responsibility for behaviour — staff, pupils, and parents alike. We work together, not in isolation, to create a culture where kindness, respect, and responsibility are the norm.
This approach reflects the principles outlined in our School Charter, which defines the values that guide every aspect of life at ISJ — from enjoyment and academic achievement to personal development and community spirit. These shared principles help ensure that The ISJ Way is not only practised but deeply understood across our whole school community.
Recognising What’s Right
Research shows that children are more likely to repeat positive behaviours when those behaviours are noticed and praised. At ISJ, we make a point of recognising and celebrating the many small acts of kindness, effort, and integrity that happen each day.
This might be as simple as a teacher thanking a pupil for helping a classmate, or as formal as our House Points and weekly celebrations. By focusing on what pupils do well — rather than only correcting what goes wrong — we send a powerful message: you are seen, you are valued, and your choices matter.
Over time, this approach builds self-esteem and teaches pupils that good behaviour is not about pleasing adults, but about contributing to the wellbeing of the whole community.
Learning Through Reflection
No child gets it right all the time — nor should we expect them to. Making mistakes is part of growing up. What matters is how we respond.
At ISJ, our approach is grounded in fairness — proportionate, balanced, and focused on helping children learn from their mistakes. When behaviour falls short of expectations, we help pupils reflect, take responsibility, and make amends.
Consequences, when needed, are purposeful rather than punitive. A restorative conversation, for example, helps pupils consider the impact of their actions and how they might put things right. In this way, even mistakes become valuable learning opportunities.
Behaviour, Wellbeing and Safeguarding
Positive behaviour management is not just about keeping order; it’s also fundamental to safeguarding and wellbeing. Children who feel safe, respected, and supported are more likely to thrive academically, socially, and emotionally.
By contrast, environments built on fear or harsh punishment risk silencing children and eroding trust.
The ISJ Way ensures that pupils know they will be listened to, guided fairly, and supported to improve. This openness is the foundation of our pastoral care and safeguarding culture — one that prioritises dignity, fairness, and trust.
Learn more about how we nurture character and wellbeing at ISJ on our Character and Personal Development page.
Preparing Pupils for Life Beyond the Classroom
Ultimately, behaviour management is about far more than a smooth school day — it’s about preparing children for life. Pupils at ISJ learn that good behaviour is not about avoiding punishment, but about making thoughtful choices, respecting others, and taking responsibility for themselves.
These qualities serve them well beyond the classroom — in friendships, families, and future workplaces. They learn that kindness, empathy, and fairness are not rules to follow, but values to live by.
Why It Matters
Across The Schools Trust, we have seen that the most effective behaviour models are those that combine structure with compassion. Punishment may produce short-term compliance, but it does not nurture long-term character.
At ISJ, we invest in an approach that is Involved, Supportive, and Just — because we know it works, because the research confirms it, and because our pupils deserve nothing less.
Positive behaviour management is about more than keeping order. It’s about building trust, teaching responsibility, and fostering a community where every child feels seen, safe, and supported.
High expectations balanced with fairness and care — ensuring our pupils grow not only into successful learners but into kind, thoughtful, and resilient young people.