CHILD SAFETY IS EVERYONE'S RESPONSIBILITY 

CHILD SAFE STANDARD 5

Equity is upheld and diverse needs are respected in policy and practice.

In complying with Child Safe Standard 5

The school council, parents and carers, visitors, staff and principal will:

• develop and endorse a policy statement or curriculum document that details the strategies and actions it will take to uphold diversity and equity, that:
  • makes sure school staff and volunteers understand the diverse circumstances of students, and how to provide support, and respond to vulnerable students
  • gives students, staff, volunteers and the school community access to information, support and complaints processes in ways that are culturally safe, accessible and easy to understand
  • pays particular attention to the needs of:
    • students with disability
    • students from culturally and linguistically diverse backgrounds
    • students who are unable to live at home
    • international students
    • lesbian, gay, bisexual, trans and gender diverse, intersex and queer (LGBTIQ+) students
    • Aboriginal students and provides and promotes a culturally safe environment for them.

Recognise the diverse backgrounds, needs and circumstances of students

• Recognise the range of diverse student and family attributes. Pay attention to:
  • cultural safety for Aboriginal and Torres Strait Islander students
  • the needs of students with disability and responses to disability
  • the needs of students from diverse religious and cultural communities
  • the needs of very young students and children
  • the impact of prior trauma
  • gender differences
  • the experiences of lesbian, gay, bisexual, trans and gender diverse, intersex and queer (LGBTIQ+) students
  • challenges for students who are in foster care, out of home care, living away from home or international students
  • students experiencing pregnancy or who are young parents
  • socio-economic factors (experiencing family homelessness, insecure employment or accommodation, individual or family contact with the justice system, poverty, addiction, low educational attainment, remote or regional isolation).
• Pay attention to diverse student cohorts and individuals in your community, recognising that they may have higher risk of harm.
• Normalise asking for and using people’s pronouns and names for students.
• Use contemporary, culturally sensitive and inclusive examples when discussing families, relationships or professions and vocations.

Identify and address challenges that students experience due to their diverse attributes

• Communicate that discrimination and bullying are not tolerated – if incidents of bullying or discrimination occur, address the incident in line with school policy.
• Let students know they can raise concerns or report incidents that occurred at school and outside the school.
• Check in with vulnerable students and their families to confirm their needs are being met. This can occur at pick-up or drop-off, at parent teacher interviews, you tell us or through informal discussions.
• Engage genuinely with students. Find out what matters to them, what they know and don’t know about safety, and what they need to be safe and feel safe.
• Validate students’ feelings. Students may feel that they have not been listened to or believed in the past.
• Offer buddying and mentoring for students who are at risk of social isolation.
• Discuss how students feel about discussing their personal circumstances and respect their wishes. Note that where staff or volunteers have formed a reasonable belief that sharing information is necessary to lessen or prevent a serious threat to an individual’s life, health, safety or welfare, they may be required to share information despite the wishes of the student that their information remain confidential.
• Take a holistic approach when responding to family violence.
• Respond to family violence in a way that is accessible, culturally responsive, safe, child-centred, inclusive and non-discriminatory.

Put in place policies and strategies to help meet the diverse needs of students

• Ensure school environments are welcoming and inclusive. For example:
  • display flags representing different cultures within the school community
  • provide materials in different languages
  • decorate the school with artistic expressions from students and young people.
• Provide child safety information in accessible, child-friendly language and formats.
• Accompany child safety information with the support materials needed to help students and families interpret it.
• Anticipate the needs of students from diverse backgrounds and life circumstances. Don’t expect all students to be equally empowered to ask for what they need.
• Provide staff and volunteers with training to identify and address racism, bullying and discrimination.
• Create opportunities to remind staff and volunteers about student diversity and accommodating students and young people’s needs.
• Seek out expert advice as needed to support inclusion, such as an occupational therapist, speech pathologist, provision planning.

Support diversity through school planning and resources

• Recognise dates that connect with your school community, for example:
  • Cultural Diversity Week (March)
  • IDAHOBIT (International Day Against Homophobia, Biphobia, Intersexism and Transphobia, 17 May)
  • National Reconciliation Week (27 May–3 June)
  • World Mental Health Day (10 October)
  • International Day of Persons with Disability (3 December)
• Compile a range of age-appropriate instructional materials for exploring differences and similarities in class and across the whole school community including:
  • Resilience Rights and Respectful Relationships resources
  • Books, and resources that reflect diverse views and perspectives
  • Speech and drama scripts that explore themes around diversity.
• Use images of students with diverse characteristics in school publications to reflect the school community.