UJEB Student Behaviour Policy

United Jewish Education Board Student Behaviour Policy


By enrolling and or participating in UJEB programs, camps or events, participants are expected to contribute to and benefit from UJEB’s purpose: Providing the highest quality formal and informal Jewish education to learners outside the Jewish day school system to strengthen Jewish continuity, identity and involvement. Participants also Join UJEB in fostering its values of Identity, Engagement, Community and Inclusivity. 

UJEB has a commitment to promote and facilitate the all-round growth of each participant to their maximum potential and to enable all students to learn and to feel safe and secure at UJEB. 

To this end, UJEB has expectations of its students’ general behaviour. These expectations are designed in such a manner so as to be of benefit to all UJEB participants and staff in creating a safe, non-threatening and respectful environment. 

Participants in any UJEB program that involves a form of enrolment includes an agreement to abide by this policy. This policy is also on our website for all occasion Participants to access.

UJEB values all students, and all students are treated equally under this policy. 


Our approach to behaviour management is consistent across all UJEB programs. We aim to promote positive engagement and behaviour to optimise and maximise the learning experience for every child.

  • Teachers have the right to teach and students have the right to learn. Our classroom management plan outlines consequences for inappropriate behaviour whilst reinforcing appropriate behaviour.
  • Students should accept responsibility for their own behaviour. Behaviour occurs as a result of choices, conscious or unconscious, which are based on the student’s perception of the best way to satisfy a particular need. In our classrooms we display behaviour expectations and students will be helped to meet these through consistent approaches.
  • Good behaviour management is based on rules that are maintained consistently.  The classroom management plan is for all students and operates fairly and predictably for them.
  • All behaviour has consequences, which affect future opportunities.  Good behaviour management provides students with a choice by making clear the consequences that result from particular behaviours. Students need opportunities to alter inappropriate behaviour.  Classroom management plans are discussed with students at the commencement of each semester/term/year. A “step” warning system is used, when appropriate, so that students can exercise a choice about continuing inappropriate behaviour before a consequence occurs.
  • Inappropriate behaviour requires a response which protects the rights of students who want to learn, supports the rights of teachers to teach, and offers the students involved a chance to learn how to make a more appropriate choice in the future. 
  • Consequences will be applied firmly but without using physical, verbal or psychological aggression.
  • The relationship between student and teacher is at the heart of learning. Disciplining and confronting disruptive behaviour is initially the teacher’s responsibility.  Other staff will not become involved unless requested or the administration staff deems it necessary.
  • Teachers have the right to behaviour management support from members of the administration team. The admin team will provide support in developing classroom management plans, record keeping, parent contact and interview, suspension, exclusion and external referrals and follow-up counselling of students.
  • Every student has the opportunity to develop appropriate behaviour so that they may work harmoniously within the UJEB learning environment.


We acknowledge a shared responsibility to create a positive learning environment for the students at our school, and the behaviour of staff, parents, carers and students has an impact on our school community and culture.


All UJEB teachers adhere to UJEBs Child safety and wellbeing policy.

All UJEB teachers model positive respectful behaviour and adhere to all UJEB’s policies. At the start of each UJEB program teachers and students collaboratively establish program behaviour rules.

  • To be mindful of the physical and psychological wellbeing of each child
  • To know how students learn and how to teach them effectively
  • To use a range of strategies to engage students in effective learning 
  • To know the content they teach and know their students
  • To plan each lesson
  • To follow up absences after children have been away from school for two consecutive classes
  • To create and maintain safe and challenging learning environments 
  • To consistently implement the student behaviour management policy
  • To document incidents relating to the management of student behaviour to help inform decision making 
  • To constantly implement UJEB’s Child Safe standards
  • To inform parents of any welfare/behavioural concerns they have about their children 


All UJEB Parents and carers must support UJEB’s Student Behaviour Policy.

  • To ensure their child’s regular attendance
  • To ensure their children are at school on time each day
  • To engage in regular and constructive communication with school staff regarding their child’s learning
  • To inform UJEB of issues that may affect their child 


Students are in UJEB programs to engage in positive Jewish learning experiences and need to behave in an appropriate way so as to maximise their own learning and the learning of their classmates.

  • To participate fully in the UJEB’s educational program without distracting students from their work and teachers from their teaching 
  • To ensure that their behaviours demonstrate respect for themselves, their peers, their teachers and all other members of the school community
  • To follow the class rules as set in collaboration with their teacher each year
  • To look after the school property and equipment
  • To attend school regularly
  • To be punctual 

Positive participant behaviour 

UJEB promotes positive behaviour, including

  • Being courteous and well-mannered at all times.
  • Showing respect for facilitators, fellow participants and UJEB staff.
  • Showing respect for the personal property of others.
  • Avoid use of foul language and swearing when it offends. 
  • Displaying honesty and personal integrity.
  • Being present in activities and programs. 
  • Having a positive attitude towards feedback and constructive criticism.
  • Being open-minded.

 Negative participant behaviour 

It is unacceptable to demonstrate any disrespectful or harmful behaviour towards other students, Madrichim (leaders) UJEB staff and volunteers. This includes but is not exclusive to:

  • Harmful or rude comments
  • Swearing
  • Excluding other people
  • Derailing programs by not participating or starting irrelevant negative discussions
  • Disrupting what people are doing
  • Disrespecting the physical space (ie. making big deliberate messes or breaking items)
  • Putting yourself or others in unsafe situations
  • Stealing from others, events or the UJEB offices
  • Being obstructive in the online spaces (ie. rude comments on social media, unnecessary messages in the whatsapp groups)

Distinction between negative behaviour and zero tolerance

For negative behaviour in participation, UJEB will engage in the discipline process as outlined below. For behaviour that comes under zero tolerance, an immediate investigation will take place. If the behaviour is proven, expulsion procedures will begin, and the relevant authorities may be contacted. 

Zero tolerance 

UJEB has a zero-tolerance policy towards any act that is against the law, including bullying, sexual misconduct, possessing alcohol or narcotics and assault. Anyone who is removed from a program or event as a result of demonstrating this behaviour may be banned from attending future UJEB programs or events. In instances of illegal behaviour, the police may be contacted and an investigation may ensue. 


As defined by the Fair Work Commission, bullying occurs when an individual or a group repeatedly behaves unreasonably towards a person, and that behaviour creates risk to health and safety. This can be in the form of negative words and/or actions which cause distress or pain to another student or risks that student’s well-being.

Repeated and unreasonable behaviour

The concept of repeatedly behaving unreasonably refers to the existence of persistent unreasonable behaviour, and may include a range of behaviours over time. There is no specific number of incidents required for the behaviour to be ‘repeated’, provided there is more than one occurrence. This would include (but is not limited to) violent behaviour (ie. punching, kicking, hair pulling etc.)  and behaviour that is victimising, humiliating, intimidating or threatening.

Risky Behaviour

The behaviour poses a risk to the safety and or wellbeing of participants and or staff members.

Sexual Misconduct

“Sexual Misconduct” means:

  • Unwelcome conduct of a sexual nature;
  • Non-consensual physical contact of a sexual nature;
  • Indecent exposure;
  • Behaviour that could reasonably be expected to make a person feel offended, humiliated or intimidated.
  • Sexual Misconduct can be physical, verbal or written.

Possession of alcohol, drugs or cigarette and e-cigarette

Anyone caught in possession of alcohol, drugs cigarette or e-cigarette during a UJEB program or event will be immediately removed and banned from rejoining. 


An assault is the act of inflicting physical harm or unwanted physical contact upon a person. Anyone found to engage in physical or mental assault during a UJEB program or event will be immediately removed and banned from rejoining. 

Discipline Process 


For the purposes of this policy inappropriate behaviour will be divided into two categories Tier 1 and Tier 2, involving a discipline procedure aimed to return the student to acceptable behaviour and productive learning.

The third category is Zero tolerance described above.

Tier 1- Minor inappropriate behaviour, actioned by the teacher 


Tier 2- continued or extreme inappropriate behaviour actioned by a program manager, Deputy Principal, the Executive Principal or UJEB President or Board delegate

Tier 3 – Zero Tolerance, the behaviour is confirmed unacceptable and will result in an immediate expulsion.

“Minor Inappropriate Behaviour” means 

  • Any behaviour that disrupts other children’s learning, or
  • Behaviour that causes disputes among children, or
  • Behaviour that is disrespectful to staff or other students.

“Extreme, inappropriate Behaviour” means 

  • Any intentional behaviour that results in actual injury (whether physical or psychological), or
  • Behaviour that was not resolved in Tier 1.

Procedure for Minor Inappropriate Behaviour (Tier 1)

Examples of tier 1 behaviour include minor disruption and distraction to students learning and teachers teaching. Below are examples of potential actions teachers may take with respect to the specifics of the circumstances.

  1. 1st incident: a verbal warning provided by the teacher, explaining the inappropriate behaviour and reiterating classroom expectations.
  2. 2nd incident: a second warning provided by the teacher and some action taken in the classroom (eg. moving the student to another seat in the class)
  3. 3rd incident: a third warning provided by the teacher. Student is moved to sit next to the teacher in that class and told that a further incident will involve an email or conversation with their parent/guardian
  4. 4th incident: the student is removed from the class activity for a “Time Out”

 The Parent is informed of this by email at the earliest convenience.

  1. Should a further incident occur, The situation is escalated to tier 2

At any point if a child does not comply with the direction of the teacher, the manager may contact the parent/guardian. All discussions with parents/guardians must be confirmed in writing to the parent/guardian.

Procedure for Extreme Inappropriate Behaviour (Tier 2)

Tier 2 Procedure will be implemented if either the Tier 1 Procedure has not resulted in a normalisation of behaviour or if the behaviour is an ’Extreme inappropriate behaviour’. Below are examples of potential actions teachers may take with respect to the specifics of the circumstances.

Examples of tier 2 behaviour: Abusive language, physical contact, leaving the room without permission, loud and/or aggressive behaviour, rude and/or disrespectful behaviour etc.

  1. The student is removed from the program and is supervised by the Manager. If the student refuses to move, other students will be relocated and the Manager will supervise and call the parents. 
  2. The Manager informs the Executive Principal or delegate for approval of next steps
  3. Parent/Guardian is phoned and explained the situation that has led to this Tier 2 situation. The parent is informed that the student is suspended from UJEB activities until a behavioural Management plan is agreed on.
  4. Manager emails parents/guardians with a meeting request & summary of the allegations.
  5. At meeting allegations & consequences will be explained, providing opportunity for parents & child to respond
  6. Outline Behaviour Management Plan and consequences if non-compliant (eg. suspension/expulsion)
  7. Allow time for parent/student to discuss and agree to conditions of Behaviour Management Plan
  8. Email parents confirmation of Behaviour Management Plan
  9. UJEB will formally notify parents/guardians of suspension/expulsion if conditions are not met.

Procedure for Zero Tolerance Behaviour (Tier 3)

  1. The student is immediately removed from the program and is supervised by the Manager. If the student refuses to move, other students will be relocated and the Manager will supervise and call the parents. 
  2. The alleged Zero Tolerance behaviour is investigated and confirmed.
  3. If the behaviour is proven, expulsion procedures will begin, and the relevant authorities may be contacted. 

Participation Re-Engagement Procedure

Participant re-engagement will be considered only if there is a parent request in writing. 

If this occurs, the Manager will consult with the relevant staff members and the Executive Principal. 

The following may occur:

  • The severity of behaviour may deem the participant too high risk to allow for re-engagement.
  • Participants will be allowed to re-enrol by signing a strict behaviour agreement that starts them at the final warning.

In these instances, the option chosen for the participant will be enclosed to the parents in email format. If the participant agrees to the terms, an in person meeting may be held.

Foundational resources 

Victorian Government Education and Training Discipline guidelines

Victorian Government Education and Training Child Safe Standards

We aim to achieve this through our 4 key Values:


Our programs support learners in exploring and understanding their Jewish identity. We hope to foster a feeling of connection to Jewish life and Israel.


The quality educational experiences provided aim to create curious and passionate learners who are engaged with their Jewish identity.


Program participants can begin establishing a lifelong connection and commitment not only to their local Jewish community, but to the wider, global Jewish community.


We strongly believe that all Jews have a right to learn about their Jewish identity. We aim to create programs that cater to those with special needs, and programs that are affordable to all.