1b. Safe and supportive environment - Psychological and Emotional

2b. Respectful environment

Organisational policies

Schools create a safe learning environment and set the scene for respectful communication  through policies and procedures that guide staff, students, parents and guardians. 

Examples of policy documents that are used to help guide appropriate and respectful behaviour in the school community:

• Staff Code of Conduct https://education.nsw.gov.au/policy-library/policies/pd-2004-0020

• Anti-Racism 

  • https://education.nsw.gov.au/policy-library/policies/pd-2005-0235 

  • https://education.nsw.gov.au/policy-library/policy-listing/access-and-equity 

• Multicultural Education

  • https://education.nsw.gov.au/policy-library/policies/pd-2005-0234 

• Student Behaviour Policy

  • https://education.nsw.gov.au/policy-library/policies/pd-2006-0316 

  • Behaviour code for students https://education.nsw.gov.au/policy-library/policies/pd-2006-0316-01 

• Inclusive education for students with disability https://education.nsw.gov.au/policy-library/policies/pd-2005-0243 

These policies include a policy statement, the intended audience, context and responsibilities and delegations. It is essential to your role that you understand these policies to ensure you conduct yourself in a way that aligns with the school.

You will find that NSW Public Schools use the NSW Department of Education policies, where they are available, but each other school or school system has its own policies and procedures that outline positive behaviour programs and strategies. In Government schools in NSW and Queensland, schools can only create their own policies and procedures when the Department of Education does not have what the school requires.

The school's policies will be relevant to the practices and services that you support. You must ensure that you monitor outcomes according to your own organisation's policies and procedures so that you are compliant with best practices and can ensure the most positive outcomes.

2c. Equal opportunities in education

The United Nations Convention on the Rights of the Child (Article 29) (UNCRC) states that a child’s cultural identity must be acknowledged and respected whilst their development of fundamental freedom is supported and encouraged. 

The UNCRC states that children are entitled to the:

• development of the child's personality, talents, and mental and physical abilities to their fullest potential

• development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations

• development of respect for the child's parents, the child’s own cultural identity, language, and values, for the national values of the country in which the child is living, the country from which the child may originate, and for civilizations different from his or her own

• preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of Indigenous origin

• development of respect for the natural environment.

The UNCRC makes these rights a legal requirement, and so they must be followed and respected in any learning environment.

There is reference to EEO on the Policies page as well.

2e. Unconscious bias

Unconscious biases are often defined as a preconception or judgment in favour of or against a person or group, compared to another, in a manner that is considered unfair. It is important to consider any unconscious biases that you may have to ensure they are not brought into the classroom.

Although these assumptions can stem from controllable thoughts, people’s perceptions can be affected by these stereotypes without them even being aware. This is known as unconscious bias. Controlling the unconscious bias can be difficult but needs to be considered whilst teaching or supporting young people.

Techniques for recognising unconscious bias include:

• considering your own background and cultural beliefs

• expose patterns of unconscious bias so that they can navigate their impact on their decision-making processes 

• acknowledge own internal biases 

• practice conscious awareness by questioning personal thoughts and ideologies

• practice strategies that promote change to predetermined philosophies within an organisation.