Abstract
One of the major difficulties facing teachers globally is behavioural difficulties in the classroom,
and within the South African context, behavioural challenges of learners continue to be a major
problem in schools at both primary and secondary school levels. Positive Behaviour Support was
selected for its particular value within South Africa’s history of corporal punishment, as well as
the country’s contextual factors of poverty and teacher (pre and in-service) under-preparedness in
the area of behaviour support. Given that behavioural challenges contribute to learner exclusion in
schools, this article aims to share findings that Limpopo in-service teachers in relation to the value
and effectiveness of the Positive Behaviour Support (PBS) model (Sugai & Horner, 2002, 2009;
Sugai & Simonsen, 2012) within the context of their foundation phase classrooms.