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Learning behaviour report comments, plus how to phrase concerns positively

Example comments for effort, organisation, teamwork and resilience, and a swap list for writing about concerns honestly without making parents defensive.

7 min read · Updated 10 October 2026 · Use as models, or with ChatGPT, Claude, Gemini or your school's approved AI tool

How do you write a report comment about a behaviour concern?

Describe the behaviour, not the child's personality, pair it with a genuine strength, say what is being done about it, and give one specific next step. For example, write 'is learning to recognise when it's time to listen' instead of 'talks too much'. Raise serious concerns with parents before the report goes home.

Free tool: report comment generatorPick a strength and a next step and get a specific comment for Foundation to Year 10. Try the report comment generator.

General and learning-behaviour comments are the hardest to write well. It's easy to fall back on "is a pleasure to teach", and just as easy to write a concern so bluntly that the whole report gets lost in the reaction to one sentence. Describe what the student does, not who they are, and always pair a concern with a next step.

Phrasing concerns: instead of this, try this

Instead of	Try
is lazy	is capable of more consistent effort, especially on tasks that need sustained focus
talks too much	is learning to recognise when it's time to listen and when it's time to share ideas
is disruptive	is working on settling quickly to tasks and helping keep the room calm for learning
can't concentrate	works best when longer tasks are broken into shorter steps
is weak at maths	is developing confidence with [specific skill]
never hands in homework	will benefit from a regular routine for completing and submitting homework
is shy	contributes thoughtfully in small groups and is building confidence to share with the whole class
is bossy	shows leadership and is learning to make sure every group member's ideas are heard
is messy	is working on presenting work neatly so ideas can be clearly understood
gives up easily	is learning to try a new strategy before asking for help
is a pleasure to teach	say what makes them a pleasure, e.g. "welcomes new students and helps them find their way"

Softer wording should never hide the concern. If a parent finishes the report without knowing there's an issue, the comment hasn't done its job.

Organisation and independence

[Name] arrives ready to learn, with equipment organised and homework completed on time. [Name] uses a planner to break larger assignments into steps and meets deadlines without reminders. A next step is to use spare time in class to check work before handing it in.

[Name] is building independence and now starts most tasks without needing instructions repeated. Keeping track of belongings and notes is still developing. A simple end-of-day checklist, used at school and home, will help [Name] arrive organised each morning.

Effort and engagement

[Name] approaches every task with determination and takes feedback on board quickly. In our science investigation, [Name] redid a set of measurements to make sure the results were accurate. This persistence is a real strength to keep building on.

[Name] is capable of producing high-quality work, as shown in the persuasive speech presented this term. Effort is less consistent on tasks [Name] finds less interesting. Setting a small goal at the start of each lesson will help [Name] bring the same standard to all subjects.

Working with others

[Name] is a cooperative group member who listens to others' ideas and shares the workload fairly. During our design challenge, [Name] helped the group resolve a disagreement by suggesting they test both ideas. [Name] is encouraged to take on a leadership role in future group tasks.

[Name] has strong ideas and is keen to lead group work. [Name] is learning to make sure every member's ideas are heard before a decision is made. Asking each person for their view before starting will help [Name] become an even more effective leader.

Resilience and growth

[Name] has grown in confidence this semester and is now more willing to attempt challenging problems. When [Name] makes a mistake, [Name] is starting to see it as part of learning rather than a reason to stop. Continuing to try a second strategy before asking for help will build on this progress.

[Name] sets high standards and can become frustrated when work does not go to plan. With encouragement, [Name] is learning to take a short break and return to the task calmly. Celebrating effort as well as results, at school and home, will support [Name]'s confidence.

Behaviour concerns, written constructively

[Name] is a friendly student with a good sense of humour. [Name] is working on settling quickly at the start of lessons and staying on task during independent work. We have agreed on a seating arrangement and a quiet signal, and [Name] has responded well when using them. Consistency with these strategies will help [Name] achieve to potential.

[Name] contributes enthusiastically to class discussions. Waiting for a turn to speak is an area for growth, as calling out sometimes stops others from sharing. [Name] is practising raising a hand and noting ideas down while waiting, and improvement has been noticeable in recent weeks.

Students needing extra support

[Name] has worked hard this semester and made progress in reading short texts with familiar words. [Name] benefits from instructions given one step at a time and from checking in with the teacher before starting a task. These supports will continue next semester, and regular reading at home will help consolidate [Name]'s gains.

Keep diagnoses, learning plans and support funding out of report comments unless your school's policy says otherwise. Describe what helps, not why.

Rewrite a blunt draft with AI

If you've written a comment that says what you mean but sounds harsh, this prompt keeps every fact and fixes the tone. Leave the student's name out.

Rewrite this report comment so it is honest but constructive.

Keep every fact. Do not soften it so much that the concern disappears.
Describe behaviour, not personality.
End with one specific next step and, if useful, one way home can help.
Under [80] words. Write [Name] where the student's name goes.

My draft: [paste]

Replace the [brackets] with your details

Writing a full set of comments? See the report card comment examples by year level and the step-by-step AI workflow.

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Common questions

Should I put negative comments in a report card?

Yes, if they are accurate and important, but they should never be the first time parents hear about a serious concern. Raise significant issues in a conversation before reports go home, then use the report to describe the concern, what is being done, and the next step.

What are learning behaviours in a school report?

Learning behaviours are the habits that support learning rather than achievement in a subject: effort, organisation, independence, cooperation, persistence and how a student responds to feedback. Many Australian schools report on them separately with a rating scale and a general comment.

How do I avoid generic report comments?

Name a specific task or observation, describe one skill rather than a trait, give one next step, and ban stock phrases such as 'a pleasure to teach'. Short, specific notes for each student make the biggest difference, whether you write the comments yourself or with AI.