Supporting students with diverse needs

To support First Nations people impacted by child abuse, consider the following.

Cultural safety

Consider:

• whether they feel school is culturally safe
• experiences of discrimination and racism
• trauma passed down through families
• whether they feel comfortable speaking with school staff
• whether they feel comfortable being themselves
• whether they feel unable to express their individuality.

Trust and engagement

First Nations people are overrepresented in the criminal justice system. This is also true of Child Protection and Out of Home Care. Consider:

• suspicion of government authorities
• distrust of authorities
• fear of repercussions
• connection to their First Nations community
• kinship and family situation
• how engaged they are at school and any changes to their attendance or participation.

Access to services

First Nations people may have difficulty getting support services. Consider:

• whether services are available
• whether services offer a culturally safe experience
• any intersectional experiences.

Schools must provide culturally safe and appropriate support for First Nations students. This is critical if a child has been impacted by child abuse. You should be aware of the ongoing effects of the Stolen Generations and intergenerational trauma.

Cultural safety means a safe, nurturing and positive environment where First Nations students:

• feel comfortable being themselves
• are encouraged to share who they are and their identity
• feel comfortable expressing their culture, including spiritual beliefs
• know their Aboriginality is respected.

See resources for more on supporting First Nations students.

When supporting students from CALD backgrounds affected by child abuse, consider the following.

Some factors that may impact students include:

• their cultural beliefs and practices
• their role in the family – some children take on a parent-like role to support their family
• their communication skills in each language they speak
• cultural beliefs or norms around disability – the student may need specialist CALD support services
• experiences of discrimination or racism
• difficulty accessing services
• distrust of government authorities
• concerns about how reporting may impact their visa
• overlapping barriers or disadvantages.

You should use an accredited interpreter or translator when:

• a person asks for an interpreter
• you cannot understand what the person is saying
• the person does not fully understand what is being said in English.

Always maintain confidentiality when engaging with translation services.

People from small language groups may have concerns about privacy. They may not feel confident that interpreters and translators can keep information confidential.

You must provide confidential translation services to parents and carers who have limited or no English. Do not use family members.

In some cases, school staff may help as translators or interpreters. For example, the Multicultural Education Aide (MEA) in government schools can assist.

Staff members should not interpret if the situation is:

• high-risk
• beyond their professional ability
• beyond their language skills.

See resources for more on supporting students from CALD backgrounds.

Students from the Deaf Community

Students from the Deaf Community impacted by child abuse need specialist support.

Professionals who work with Deaf families understand cultural and language needs. They can help choose the most suitable intervention.

See resources for more on supporting Deaf students.

Students from refugee backgrounds

Students from refugee backgrounds impacted by child abuse may have existing trauma.

This trauma can impact both the student and their family. It may come from:

• exposure to violence
• loss
• persecution
• forced displacement
• long and complex resettlement processes.

To support students from refugee backgrounds, consider:

• the student’s past experiences of trauma
• their family wellbeing
• how trauma may impact a parent or carer’s ability to provide care.

Use an accredited interpreter or translator when:

• a person asks for an interpreter
• you cannot understand what the person is saying
• the person does not understand what is being said in English.

Always maintain confidentiality when using interpreting or translation services.

See resources for more on supporting refugee students.

To support international students affected by child abuse, consider:

• cultural norms that may impact reporting
• isolation from family and peers in home country
• wellbeing and accommodation arrangements
• the student’s available support networks
• whether an interpreter is needed
• overlapping barriers or disadvantages.

International students may hesitate to disclose child abuse. They may fear it will impact their visa. Family pressure and cultural norms can also discourage reporting.

Tell students that it is safe to disclose abuse.

Consider cultural norms when communicating with parents and carers of international students. Some families may have different understandings of what child abuse is.

International students have Overseas Student Health Cover (OSHC). This may cover counselling services. You can contact the student’s OSHC for information.

See resources for more on supporting international students.

To support a student with disability impacted by child abuse, consider:

• their communication needs, including listening devices or Auslan interpreters
• cognitive abilities that may impact decision-making
• preferred language (Auslan and other languages)
• physical vulnerabilities
• family and living situation, including out-of-home care
• vulnerability to ongoing abuse
• changes in behaviour – some students may need specialised professional support
• overlapping barriers or disadvantages.

Recognising changes in behaviour

You should also consider:

• signs and indicators of abuse and harm
• changes to usual behaviours linked to a disability – for example, an autistic student might stim more than usual to self-regulate under stress
• behaviours seen in a previous school or setting, especially if staff do not know the student well
• behaviour changes in response to trauma or triggering events
• signs of distress, such as fear of the perpetrator or difficulty talking about the abuse
• how a student with disability may communicate that they feel unsafe
• support strategies that match their developmental needs – work with their service providers where possible.

Support planning and supervision

Review and update the student’s support plans. These may include an Individual Education Plan or a Behaviour Support Plan.

Also review supervision arrangements in all settings, including classrooms, transitions, playground, and transport.

Your policies and practices must be inclusive of students with disability.

See resources for more on supporting students with disability.

This includes people who are lesbian, gay, bisexual, trans and gender diverse, intersex, queer or asexual.

To support LGBTIQA+ students impacted by child abuse, consider:

• the unique forms of abuse LGBTIQA+ people may face, including:
  • family violence targeted at their sexuality, gender identity or expression, or intersex status
  • change or suppression (conversion) practices

LGBTIQA+ students may also experience:

• discrimination or harassment at school and in the community related to their sexual orientation, gender identity, sex characteristics or intersex status
• difficulty accessing services, particularly in regional and rural areas
• lack of peer, community or family support
• reluctance to report abuse because they fear being outed. Students may worry their sexuality or gender identity could be shared without consent, or before they are ready.

Consider:

• who the student has disclosed their identity to. This includes sexual orientation, gender identity, sex characteristics or intersex status
• who they feel comfortable knowing this information
• any intersectional experiences.

Schools must ensure their policies and practices are inclusive of LGBTIQA+ students. Schools must support LGBTIQA+ students to be safe and supported at school.

School staff must follow the Schools’ Privacy policy. You can disclose the student’s sexuality or gender identity only with their consent.

See resources for more on supporting LGBTIQA+ students.

Some students can’t live at home. They may live in out-of-home care. This can be statutory or informal.

Statutory out-of-home care includes:

• foster care
• kinship care
• permanent care
• residential care
• lead tenant arrangements established through a court order.

Informal out-of-home care is an arrangement without a legal order.

Students living in out-of-home care arrangements have often experienced trauma and dislocation.

When supporting students in out-of-home care impacted by child abuse, consider:

• earlier experiences of child abuse that may have led to their placement in care
• how past trauma may impact behaviour or reactions
• fear of further changes to their living arrangements
• how engaged they are at school and any changes to their attendance or participation and educational outcomes
• how accommodation arrangements impact them
• travel distance and transport to and from school
• lack of peer, community or family connection and support
• any intersectional experiences

For students in statutory out-of-home care, contact the student’s case manager. They can support the student or help arrange extra support.

You can also contact LOOKOUT Education Support Centres for advice.

See resources for more on supporting students in out-of-home care.

Resources

For more resources refer to:

• Services, helplines and websites

Aboriginal and Torres Strait Islander students

• Victorian Aboriginal Community Controlled Health Organisations
• Koorie-Cultural-Inclusion-consolidated-Practice-Notes
• Victorian Aboriginal Child and Community Agency (VACCA) supports Aboriginal and Torres Strait Islander young people who can’t live with their birth family
• VAEAI (Victorian Aboriginal Education Association Inc.)

Students from culturally and linguistically diverse (CALD) backgrounds

• Centre for Multicultural Youth: I need to know you’re safe framework
• Interpreting and Translation Services policy

International Students

• Interpreting and Translation Services policy

Students with disability

• Deaf Connect
• Deaf Education
• Deaf Victoria
• Expression Australia
• Raising Children Network
• Speak up and be safe
• Statewide Vision Resource Centre
• Victorian Deaf Education Institute
• Vision Australia

LGBTIQA+ (lesbian, gay, bisexual, trans and gender diverse, intersex, queer, asexual) students

• Minus18
• Safe Schools. Helps to support school staff to create safe and inclusive environments for LGBTIQA+ students

Students in out-of-home care

• LOOKOUT Education Support Centres. Educational engagement support for students in out-of-home care.
• Victorian Aboriginal Child and Community Agency (VACCA). Supports Aboriginal and Torres Strait Islander young people who can’t live with their birth family.

Further information

For more information refer to:

• Schools – diversity and equity guidance as part of Child Safe Standard 5
• Schools – culturally safe environments guidance as part of Child Safe Standard 1
• Change or suppression (conversion) practices offence
• Schools’ Privacy policy

Workforces

• Koorie Education Workforce
• Mental Health Practitioner Workforce
• Health, Wellbeing and Inclusion Workforces
• Student Support Services

PAL Policies

• Koorie education
• International Student Program (ISP)
• LGBTIQA+ student support
• Mental Health Practitioners initiative
• Preventing and addressing racism in schools
• Students with disability
• Supporting students in out-of-home care

Resources

• Multicultural education aide handbook
• Disability inclusion profile
• Disability inclusion resources
• Individual Education Plan
• Diverse Learners Hub