Your school must support all students involved who are enrolled at your school.
This includes:
students who experienced abuse
other students who may be affected.
Child abuse can cause trauma. It can also significantly impact a child’s health, safety and wellbeing and disrupt their education.
You play a central role in:
ensuring the students feel safe and supported at school
meeting their individual educational and wellbeing needs.
Support complements refer. Both actions can happen at the same time if that is the best way to help the student.
Engage the student to find the right support
It is important to talk to the student about the support they want. This can help them feel empowered, and more likely to take part in the process in a positive way.
You can:
hear their thoughts and acknowledge their situation
discuss your concerns about their safety and wellbeing
highlight the support available through your school
help them to explore their options and develop appropriate plans.
Talk to the student in a way that is culturally safe, suitable for their age, trauma-informed and respectful.
Select the dropdown that applies to your school to see the support available.
Then continue with the support steps on this page.
People
Ensure the right staff in your school carry out these actions for all impacted students. Your school’s wellbeing team may lead this work.
When your schoolreports an incident, we notify relevant regional or centralised services. They will help your school to arrange support for impacted students and staff.
These services include Health, Wellbeing and Inclusion Workforces. They are made up of regional and area-based education and allied health professionals. They have specialist skills and knowledge to help students with health, wellbeing and learning goals. Student Support Services (SSS) are part of these workforces.
Support
Identify which resources are likely to be the most suitable. This depends on the type of abuse and the support that the students need.
You can use optional identifying and responding to child abuse templates to keep records. These templates help to document your support strategies, including timeframes for review. It can be used as a reference as you implement the support.
Schools Mental Health Menu: a list of programs, staff, and other support from an evidence-based menu. This includes whole school approaches to individual interventions.
Student Support Group (SSG): a team made up of the school, the student, parents or carers and relevant agencies. Together, they support the student’s educational, health, social, cultural and emotional wellbeing.
Individual Education Plan: a written statement created by the SSG. It shows the changes, goals and plans to support a student’s learning and wellbeing needs.
Behaviour Support Plan: a document that addresses inappropriate behaviour of a student. It outlines strategies to improve their behaviour.
Ensure the right staff in your school take actions to support and refer all impacted students. For example, a member of your school’s leadership team may be best placed to lead.
When your school makes a report, your governing body will advise you of the next actions.
This could include engaging:
external agencies such as The Orange Door, local sexual assault services, Headspace
your school’s wellbeing team.
Support
Identify which resources are likely to be the most suitable. This will depend on the type of abuse that occurred and the support students need.
Consider adjustments all impacted students might need. Adjustments should ensure their ongoing safety in the school environment.
Programs and tools
Schools Mental Health Menu: a list of programs, staff, and other support from an evidence-based menu. This includes whole-school approaches to individual interventions. The menu is publicly available. It helps Catholic schools find effective programs and resources. These are based on evidence to support student mental health and wellbeing.
Individual Safety/Wellbeing Plan: helps to manage and reduce risk. This is for students who may be a danger to themselves or others, including students who may be at risk of harm. It includes warning signs, coping strategies, and a list of contacts for support. It is usually created by school staff with the student and their family. It may have input from allied health staff.
Behaviour Support Plan (BSP): supports students to develop positive social interaction skills. This helps them be more successful learners and to create a safe learning environment for all.
Program Support Groups (PSG): connect key stakeholders who know and support the student. They review adjustments described in their PLP or BSP. The group work to establish goals for the student. These goals support the student’s educational, social and emotional development.
Mandatory Reporting Policy: teachers and other professionals must report suspected child abuse or neglect to authorities. This policy outlines required actions. It ensures all Catholic school staff know and follow their reporting obligations. This protects the safety and wellbeing of children and young people.
Be You consultant and directory: Be You features professionals in education and mental health. They help schools implement strategies for improved mental health and wellbeing. Be You programs directory is a searchable database. It lists external mental health and wellbeing programs for schools.
School referral pathway: a school-based document that outlines the referral pathway to support students.
Contact your governing body for additional advice on other relevant support.
Independent schools should follow the procedures outlined in their school policy.
Contact Independent Schools Victoria (ISV) for support and advice on child safety related matters.
ISV member schools have access to a menu of support services which can be accessed via ISConnect.
Student Support Group (SSG): a team made up of the school, the student, parents/carers and relevant agencies. Together, they support the student’s educational, health, social, cultural and emotional wellbeing.
Individual Education Plan: a written statement created by the SSG. It shows the changes, goals and plans to support a student’s learning and wellbeing needs.
Schools Mental Health Menu: a list of programs, staff, and other resources from an evidence-based menu. This includes whole school approaches to individual interventions. The Menu is publicly available. It helps independent schools find effective programs and resources. These are based on evidence to support student mental health and wellbeing.
Behaviour Support Plan: a document that addresses inappropriate behaviour of a student. It outlines strategies to improve their behaviour.
Support actions all schools can take
Work with school staff with information sharing responsibilities. They can share and request information withother Information Sharing Entities (ISEs) under:
the Family Violence Information Sharing Scheme (FVISS).
This can help you decide what support to provide for students. To share information safely and appropriately, follow the guidance for staff who use CISS and FVISS.
If you do not know which services a child is linked with, ask staff who have access to Child Link. They can check:
the child’s participation in key early childhood and education services
key family relationships
if the child or their sibling has a past or current child protection order.
If not completed in identify, engage school staff who are Child Link users. They can check for service sector involvement. Contact Child Protection immediately for advice if there is an active Child Protection case with the student or their family.
partner with the local Koorie community to develop place-based ways to improve student outcomes
support the development of high expectations and individualised learning for Koorie students
ensure all Koorie students have an individual education plan
create a learning environment that acknowledges, respects and values Koorie cultures and identities
view success for their Koorie students as core business.
Consider the needs of First Nations Peoples in your school community. Talk to First Nations Peoples about their experiences and needs. This helps to build a shared understanding of how First Nations Peoples want to engage with the support your school can provide.
When supporting a student, you should pay attention to their individual circumstances. Some children or young people may experience increased vulnerability.
