Frequently asked questions.

FAQ

  • A disclosure occurs when a person tells someone that they have experienced—or in some cases, perpetrated—workplace gendered violence, including sexual harassment, bullying, or other forms of harmful behaviour. Disclosures can happen formally or informally, and may relate to recent, ongoing, or historical incidents. They may be made by the person directly affected or by someone acting on their behalf (such as a friend, colleague, or manager).

    Disclosures are acts of trust and vulnerability. People may not use words like “harassment” or “violence” when sharing their experiences, and disclosures might occur in a range of settings, such as one-on-one conversations, anonymous feedback, or staff check-ins. It is important that these moments are recognised and handled with care, confidentiality, and professionalism.

    For more detail, see

    Key Things to Know About Disclosures:

    • Disclosures may not involve a formal complaint or request for action. A person may simply want to share their experience or seek support.

    • Responses should be non-judgmental, empathetic, and person-centred.

    • It is critical to believe the person, assess any immediate safety risks, and explain available options (including support services and referral pathways).

    • People making disclosures should be empowered to decide what happens next—and their confidentiality should be respected within legal and organisational boundaries.

    For a more detailed guide to responding, refer to:

  • Good reporting standards for workplace gendered violence — including sexual harassment, bullying, and other forms of harm — are essential to creating safe, respectful, and inclusive environments in TAFEs and Registered Training Organisations (RTOs). Effective reporting systems ensure that all staff and students can raise concerns confidentially, without fear of retaliation, and receive the support they need in ways that uphold their dignity, safety, and choices. 

    According to Our Watch’s Workplace Equality and Respect Framework and the Respect and Equality in TAFE resource, good practice includes offering multiple, accessible avenues for reporting incidents. This means providing informal, formal, anonymous, and external options, so that people can report concerns in a way that feels safe and appropriate to them. Reporting pathways should be clearly communicated, culturally safe, and accessible to all — including people with disability, those from LGBTIQA+ communities, migrant and refugee backgrounds, and Aboriginal and Torres Strait Islander people. 

    A key principle of good reporting is person-centred practice. This approach recognises that the person impacted should be at the centre of the response — their choices, timing, and readiness to speak up must guide how the matter is handled. As recommended by the Champions of Change Coalition, this means giving the individual options to pursue informal resolution, counselling, restorative approaches, or formal investigation, depending on their needs. It also means avoiding rigid, adversarial, or legalistic processes that may retraumatise those who have experienced harm. Time limits for making a report should be flexible, as people may not be ready to disclose until well after the incident has occurred. 

    Confidentiality and transparency are also critical. While the privacy of all parties must be respected, organisations should report on de-identified outcomes and share learnings with staff to build trust in the process and demonstrate accountability. Senior leaders and high-status individuals must not be shielded from scrutiny, and all parties should be supported equally — including access to trained peer advocates or external supports throughout the process. 

    Importantly, investigations should be conducted as quickly as possible, but not at the expense of care or ethical practice. People should not be forced to retell their story multiple times, and responses should be led by trauma-informed staff who are skilled in respectful communication and supported referrals. The establishment of “safe places” — dedicated support services independent of HR or legal teams — is emerging as a promising practice. These spaces offer trusted support, advice, and resolution options, as well as helping to monitor organisational trends and improve culture over time (Champions of Change, 2021). 

    To ensure compliance with national standards, reporting systems in TAFEs and RTOs should align with guidance from ASQA, Safe Work Australia, and workplace laws, while also reflecting best practice prevention and early intervention approaches. 

    Further resources: 

  • A Student Code of Conduct in Australian TAFEs and Registered Training Organisations (RTOs) is a foundational document that sets out the behavioural expectations, rights, and responsibilities of students. These codes are designed to promote positive, respectful, safe, and effective learning environments where all students can succeed academically and professionally.

    Regulatory Framework and Requirements

    RTOs must comply with national and, where applicable, state-based regulatory requirements, such as those set by the Australian Skills Quality Authority (ASQA) and the Victorian Registration and Qualifications Authority (VRQA). These frameworks guide how RTOs support students and manage conduct:

    • Standards for RTOs 2015 require student support and accessible complaints processes (ASQA)

    • VRQA Guidelines include requirements for governance, transparency, training delivery, and child safety (VRQA)

    If students are under 18, RTOs must also comply with Child Safe Standards, implementing child-safe policies, strategies, and agreements with third-party providers (Vic Gov – Child Safe Standards for RTOs).

    Common Elements of Student Codes of Conduct

    Student Responsibilities include:

    • Follow the Policy and Procedures set out for students

    • Respectful Behaviour: Treat staff and peers with courtesy and fairness. Avoid harassment, discrimination, and bullying (TAFE QLD, SuniTAFE)

    • Safe Learning Environment: Adhere to safety protocols and report risks (Qualify Training)

    • Appropriate Conduct: Avoid disruptive, dangerous, or offensive behaviour (South West TAFE)

    • Academic Integrity: Submit your own work, zero tolerance for plagiarism and cheating (TAFE NSW), follow your RTO’s policy on use of AI

    • Respect for Property: Take care of training facilities and others’ belongings

    • Active Participation: Attend classes, meet deadlines, and participate in assessments

    Student Rights include:

    • Respect and Fairness: Be treated equitably regardless of background

    • Safe Learning Environment: Learn in settings where hazards are managed (TAFE QLD)

    • Access to Resources: Get what you need to succeed, including tailored support (ASQA)

    • Fair Assessment: Be evaluated transparently with timely feedback (TAFE QLD)

    • Confidentiality: Personal data is protected unless legally required to be shared

    • Complaints and Appeals: All RTOs must have accessible, fair complaint-handling processes (ASQA)

    Implementation and Enforcement

    • Communication: Students usually sign the code at enrolment. It applies to all RTO-related activities, including online training (TAFE NSW) as well as excursions and student placements

    • Breaches: Incidents are investigated and may result in warnings, probation, suspension, or exclusion depending on severity (ABV RTO)

    • Natural Justice: Students have a right to respond and be heard before decisions are made. Typically,  student codes of conduct will also provide students with the right to have a support person with them at all meetings

    Support Services and Complaints Management

    Support services may include:

    • Literacy, numeracy, and study skills programs

    • Disability support and accessible materials

    • Mental health support or referrals

    • Flexible training options

    When students need extra support, they are often referred to RTO's Student Support team or service. These professionals assess individual needs and can connect students with specialised external support organisations, including services for gambling support, alcohol and drug addiction, mental health assistance, and other community resources. All referrals must be handled confidentially and with respect for student privacy.

    (See full list in ASQA’s support and progression guidelines)

    For complaints, students should first use their RTO's internal process. RTOs are expected to record all complaints, outcomes, and actions taken to avoid repeat issues (ASQA)

    Conclusion

    Student codes of conduct are essential tools for ensuring respectful, safe, and high-quality learning environments in Australian vocational education. They reflect both regulatory obligations and the commitment of RTOs to student wellbeing and success.

    For further information, refer to:

  • A Staff Code of Conduct is a formal document that sets out the professional, ethical, and behavioural expectations of employees, contractors, and sometimes volunteers working within a TAFE or Registered Training Organisation (RTO). These codes are foundational for maintaining a safe, inclusive, and respectful learning and working environment.

    In the context of workplace gendered violence—including sexual harassment—a Staff Code of Conduct plays a key role in setting standards that help prevent harm and guide staff responses.

    Why is a Staff Code of Conduct important?

    In TAFEs and RTOs, staff interact with diverse student cohorts and other professionals. A well-designed Code of Conduct:

    • Promotes respect and inclusion by fostering equitable learning and working environments, as required by national education and anti-discrimination laws.

    • Prevents misconduct through clear definitions of unacceptable behaviour, such as gendered violence and sexual harassment (Respect@Work).

    Ensures compliance with legal and regulatory frameworks like:

      1. Australian Skills Quality Authority (ASQA) Standards for RTOs 2015 (clauses 1.7, 2.1, and 6.1–6.6)

    2. Victorian Registration and Qualifications Authority (VRQA) Guidelines for VET Providers

    3. Occupational Health and Safety laws and regulations of WorkSafe Victoria

    • Supports victims and staff by providing pathways for disclosures and complaints, and outlining staff responsibilities under referral protocols.

    What does a Staff Code of Conduct usually include?

    Key elements often found in a staff code of conduct include:

    • Professional and ethical behaviour: Requirements for honesty, fairness, and compliance with laws and institutional policies.

    • Respect and anti-discrimination: Expectations for inclusive and culturally safe conduct in line with the Fair Work Act 2009 and Equal Opportunity Act 2010 (Vic).

    • Prevention of gender-based violence: Alignment and contributions to fulfilling obligations under national safety requirements, including the Workplace Gender Equality Agency (WGEA) guidance, Fairwork Australia’s Positive Duty obligations, and Respect Victoria prevention frameworks.

    • Reporting and referral procedures: Information on how to respond to and report disclosures, including informal and formal complaint processes.

    • Consequences for misconduct: Clear procedures for addressing breaches of the code.

    • Training requirements: Regular professional development in line with standards such as those described in Safe Work Australia’s model Code of Practice on Workplace Behaviour.

    How is a Staff Code of Conduct linked to gender violence referral pathways?

    In the context of preventing and responding to gender-based violence in the workplace, a Staff Code of Conduct should be:

    • Referenced in training and induction for all new employees

    • Embedded in referral procedures to guide what staff must do if they witness or receive a disclosure

    • Reviewed regularly to reflect updated legislation and best practice in gender violence prevention. Reviews could also be undertaken with an intersectional gender lens to ensure that the codes are promoting equity.

    For example, in responding to a disclosure of sexual harassment, the Code of Conduct helps clarify:

    • what behaviour is unacceptable,

    • who is responsible for acting, and

    • how support and referral are provided in accordance with institutional protocols.

    By maintaining a clear, accessible, and regularly reviewed Staff Code of Conduct, RTOs and TAFEs demonstrate their commitment to workplace safety, compliance, and gender equality.

  • A comprehensive, trauma-informed and structured approach to debriefing and follow-up is essential for TAFEs and Registered Training Organisations (RTOs) to meet their legal, ethical, and care responsibilities following incidents of workplace gendered violence, including sexual harassment.

    Debriefing is not the same as psychological counselling. Avoid forced retelling of traumatic events. Instead, provide a space for staff to share observations and support needs if they wish.

    This process supports the wellbeing of all involved, strengthens prevention practices, and meets your positive duty under Australian law to proactively eliminate sex-based harassment (Safe Work Australia, 2023).

    1. Conduct an Operational Debrief (within 24–72 hours)

    A structured debriefing with staff who were involved in managing the incident should take place within 24–72 hours of the incident (SA Health, 2020). Typically, the structured debriefing is facilitated by the officer or department who “owns” the policy.

    • Focus on process, not blame. The purpose is to identify what worked well and where improvements are needed in systems and protocols (WorkSafe Victoria).

    • Include wellbeing check-ins. Staff who handle disclosures may experience vicarious trauma—normalise conversations around emotional impact and remind staff about support options like EAP or peer supervision (Murdoch University).

    • Document lessons. Keep notes of suggested actions (e.g. training gaps, communication issues) to feed into broader review and improvement activities.

    2. Support Affected Individuals with a Victim-Survivor Approach

    All guidelines stress that the victim- survivor’s wellbeing, safety, and autonomy must remain central.

    • Ensure immediate safety – e.g. separation from the alleged perpetrator (Safe Work Australia).

    • Use psychological first aid – validate the person’s experience, avoid judgement, and listen with empathy (Murdoch University). Psychological first aid is a supportive, evidence-informed approach designed to help individuals in the immediate aftermath of a crisis, disaster, or traumatic event. Its primary aim is to reduce initial psychological distress, meet immediate needs, and promote both short- and long-term adaptive functioning and coping

    • Give clear information and choices – inform the person about reporting options, including formal/informal complaints, police, or commissions such as AHRC or Fair Work Commission.

    • Maintain confidentiality – limit details to those on a need-to-know basis (Safe Work Australia).

    • Provide adjustments and ongoing care – e.g. modified timetables, temporary leave, counselling, regular check-ins.

    “The wellbeing and safety of those who experience sexual harassment must be the focus of the response.”
    (TEQSA, Good Practice Note, 2020)

    3. Ensure Communication and Outcome Transparency

    • Let the person know what steps are being taken and the expected timeframes.

    • Inform them of outcomes (as appropriate) at the end of the process, including whether action was taken.

    • Follow up after the incident is resolved to check on their wellbeing and provide additional support.

    Lack of communication post-incident can erode trust and discourage future reporting
    (Safe Work Australia)

    4. Drive Continuous Improvement

    Every incident should lead to learning and action.

    • Record and review trends. Maintain a secure register to identify patterns (e.g. repeat issues in specific campuses or placements)
      (VEOHRC).

    • Translate debrief learnings into improvements. Update policies, communication, and training based on issues raised.

    • Review policies and training. Were procedures followed? Are supports well known? Are refresher courses needed?

    • Establish governance. Consider a working group to oversee your institution’s respectful workplace reforms (TEQSA).

    5. Meet Legal and Cultural Obligations

    This approach supports your obligations under:

    • WHS laws (positive duty) – proactively eliminate sexual harassment:
      Under the Occupational Health and Safety Act 2004 (Vic), employers must provide a safe working environment, which includes preventing psychosocial hazards such as sexual harassment. New regulations, anticipated to take effect from 1 December 2025, will strengthen requirements for identifying, managing, and controlling psychosocial risks, including sexual harassment, in line with national best practice. The Equal Opportunity Act 2010 (Vic) also imposes a positive duty on organisations to take proactive and reasonable steps to eliminate sexual harassment in the workplace, supported by frameworks such as the Victorian Public Sector Commission’s Respectful Workplaces Framework and Model Action Plan.

    • Anti-discrimination law – fair and safe treatment for affected persons:
      The Equal Opportunity Act 2010 (Vic) prohibits discrimination, sexual harassment, and victimisation on the basis of attributes such as sex, gender identity, disability, age, race, and more, across employment, education, and the provision of goods and services. The Act requires organisations to take reasonable and proportionate measures to eliminate discrimination as far as possible. Recent reforms, including the Justice Legislation Amendment (Anti-vilification and Social Cohesion) Act 2025 (Vic), have expanded protections against hate speech and vilification, ensuring all Victorians-especially vulnerable and marginalised groups-are protected from discrimination and hate-fuelled conduct.

    • Sector standards – including student duty of care and respectful workplace commitments:
      Victorian schools and educational institutions owe a non-delegable duty of care to students, requiring reasonable steps to prevent foreseeable physical and psychological harm, including bullying and harassment. Respectful workplace commitments are embedded in public sector policies, such as the Respectful Workplaces Policy and Guidelines, which require all staff to treat each other with respect, value diversity, and actively address behaviours that could lead to discrimination or harassment. Managers are responsible for setting clear expectations and responding appropriately to concerns or complaints, reinforcing a culture of safety, inclusion, and respect

    These frameworks collectively ensure that Victorian organisations, schools, and workplaces must take active, ongoing steps to prevent discrimination and harassment, protect affected persons, and uphold safe and respectful environments

    Further Resources:

  • Workplace gendered violence can have a significant ripple effect, impacting students who witness an incident, hear about it through peers or gossip, experience classroom disruption, or suffer vicarious trauma. Educators and workplace leaders in Victorian TAFEs and RTOs have a duty to ensure a safe, inclusive and supportive environment for all students. This guide outlines a trauma-informed and practical approach to responding when gendered violence affects students in your learning environment.

    Recognise and Acknowledge Impact

    • Acknowledge distress: If students witness or hear about a violent incident, acknowledge that this can be upsetting. Use a calm, caring tone and listen without judgment.

    • Validate feelings: Reassure students that their feelings are normal and understandable (e.g., “That sounds really hard” or “I’m so sorry this happened”).

    • Avoid pressure: Don’t push students to talk or share more than they want to.

    • Ensure a safe space: Have the conversation in a safe space. This may or may not be a private room (as this may not be what the student/person wants) but a place that is safe for them.

    Read more on how to respond to disclosures from Safe and Equal and Our Watch.

    Follow Duty of Care and Safety Planning

    Educators have a legal and ethical duty to protect students. If any student’s safety is at risk:

    • Take immediate action: Call 000 and alert security.

    • Notify relevant staff: Report to your manager, student welfare, or support team.

    • Report the incident to your manager. Consider if the OHS Team need to be notified. A referral to Student Support can be made with the student's consent.

    • Support discreetly: Offer students options such as adjusted workloads, breaks, or alternative workspaces.

    • Create a safety plan: Involve the student in identifying safe places and people, and steps to take if they feel unsafe. Check in with the student 2 to 4 weeks after the event to see how they are – sometimes reactions and trauma to the event can take a while to surface.

    • Consider if a workplace incident report needs to be completed

    See the Equally Safe at Work Line Manager Guidance for guidance on risk and wellbeing.

    Use a Trauma-Informed Approach

    • Maintain predictability: Stick to routines to help reduce anxiety.

    • Provide reassurance: Let students know what to expect during lessons.

    • Offer choice and control: Allow flexibility in seating or group participation.

    • Be patient: Understand that reactions like withdrawal, distraction, or distress may be trauma responses.

    More on trauma-informed education can be found via Our Watch's tools.

    Manage Communication and Classroom Environment

    • Address gossip quickly and respectfully: Discourage speculation or disrespectful talk.

    • Set ground rules: Encourage privacy, empathy, and support.

    • Keep discussion brief and factual: Don’t share confidential details.

    • Redirect if needed: If a student begins disclosing in class, acknowledge and offer to talk privately.

    Use language that models safety and respect: “Let’s support each other by keeping this space safe and kind for everyone.”

    Connect Students to Support and Resources

    • Know your referral options: Provide contact details for your organisation’s support services or recommend national helplines.

    • Encourage follow-up: Check in with students affected and offer ongoing support.

    • Share services like:

    Posters or flyers about support services should be displayed in common areas.

    Summary

    Educators are not expected to act as counsellors, but you can:

    • Listen and validate students

    • Ensure physical and emotional safety

    • Minimise further harm or retraumatisation

    • Refer students to appropriate supports

    For further information, see:

    A calm, informed, and compassionate approach from educators can make a significant difference in supporting students affected by workplace gendered violence.