Understanding the diversity in children's social behaviours is vital to support effective learning.  This innovative model of Social Behaviours for Learning (SBL) relies on the positions of the observers in relevant contexts.  The key question is whether sociability is a personal trait or about persons in specific contexts. Materials adapted Rowe Behaviour Rating Inventory and ASK-KIDS Inventory [www.acer.edu.au] for parents, teachers, children and trained observers to report children's social behaviours at home and at school. The selected location close to the national average controls for socio-economic indicators. Study 1 (N=36) was with 8 to 12 year old children, and Study 2 (N=85) was with 4 to 13 year old children, parents and teachers, and observers. Systematic screening suggests moderate mood, cognitive skills and abilities in a representative sample.  In Study 1, results showed the reliability and concurrent validity of children's self concepts. Study 2 showed related-yet-discrete continua of social, attentive and settled behaviours for younger and older children.  It is clear that models of social behaviours as personal traits and persons-in-context were not satisfactory. Instead, the SBL Model highlighted discrete positions of observers of children's social behaviours at home and school. In conclusion, we need to consider reports by parents, teachers and children about social behaviours as well as systematic observations by trained professionals of children's social behaviours in relevant contexts.  Findings highlight the need to add perspectives on children's social behaviours in designing programmes that support learning.