ABSTRACT
This chapter provides insight into the Positive Behaviour Support (PBS) framework from my perspective as a teacher with over ten years experience. Teachers need to think broadly about the range of staff in schools who may regularly observe or work with students perceived as more challenging. In learning more about the more challenging students you may have in your class, and to gain useful information that can inform the development of suitable support strategies, there are a number of readily accessible but often undervalued sources of information in schools. Ground staff are a different but valuable resource in schools and can help support the needs of more challenging students when guided effectively by support staff and administration. Teachers in the middle years of schooling may have to teach out of their field and, in such circumstances, may not feel confident in their mastery of the subject content.
