I understand each child’s behaviour, triggers, strengths and challenges are extremely unique, often stemming from an unmet need, which means my role is to understand and teach rather than simply manage. Arthur et al. (2021) emphasise that well-planned environments and predictable routines prevent many behaviours from arising. I chose the Pyramid Model (National Center for Pyramid Model Innovations, n.d.) because its tiered approach begins with nurturing relationships and supportive environments, adding targeted social-emotional teaching and individualised support only when children need them (Figure 8). This approach aligns with the EYLF V2.0, which places wellbeing and secure relationships at the heart of children's learning (Australian Government Department of Education, 2022). The Pyramid Model gives me a practical, relationship-based framework for responding to behaviour in ways that protect children's dignity and build their self-regulation skills. Because it prioritises prevention, it also guides me to organise learning environments that support children who need additional help and reduce the likelihood of challenging behaviour occurring.