Originally published in Education Quarterly, Issue 18 2026
I have a student who requires higher levels of support. Unfortunately, an Access Request application was denied. What do I do when a student is eligible and suitable but misses out on a placement?
Discuss the concerns with your school team, the learning and support teacher, executive or principal to seek further information and feedback on the application. Seek advice from your learning and wellbeing officer as part of the Team Around a School to investigate alternate supports or avenues for the student. Discuss the additional supports to best meet the student’s needs in the interim while a placement is not available.
How can I access additional and suitable support for a recently arrived refugee student?
Schools can access further information and support for refugee students and their families by contacting the NSW Service for the Treatment and Rehabilitation of Torture and Trauma Services.
To effectively support refugee students, schools must develop programs that support English language competence across the curriculum so students can commence language acquisition and fully participate in schooling. English as an Additional Language or Dialect (EAL/D) programs can vary between schools, depending on the numbers of EAL/D students, their English language learning needs and the number of specialist EAL/D teachers allocated to the school. The Department of Education’s EAL/D advice for schools provides guidance to schools in how best to manage EAL/D programs.
The English language proficiency equity loading is a resource allocation to support students learning English as an additional language or dialect. To learn more about the loading and funding allocations, members should visit the Department’s English language proficiency and Funding allocations and effective use of funds webpages.
If refugee and/or newly arrived students enrol and they require EAL/D and settlement support in addition to what is already available in your school, there may be capacity to access further funding and support programs via the Department’s New Arrivals Program.
Online, onsite and telephone interpreters can be used by schools, parents or the community for meetings and interviews with a school. Find out more via the Department’s Interpreting and translations webpage and Interpreting and Translation Services Guidelines.
How do I support a student in my classroom who identifies as non-binary?
Public schools are centres of inclusion and this should be celebrated. A student who has identified as non binary or gender diverse should enjoy the same legal rights and protections that are afforded to all students under the duty of care, education and work health and safety laws. This includes respecting a student’s gender identity and ensuring they are not disadvantaged in areas like enrolment, wellbeing, safety or participation in school life.
Support is typically tailored to each individual student rather than applying a single rule for all students. Schools should work with the student and their family to develop appropriate support plans which may include using preferred names and pronouns, adjustments to uniforms or participation in some activities. Teachers and staff are expected to foster respectful classroom environments and promote inclusion through everyday practices and wellbeing support systems.
The Department’s Legal Issues Bulletin 55: Gender Diverse Students in Schools and Legal Issues Bulletin 20: Changing the way a student name is used and recorded by schools should be referenced for DoE guidance. If there are community issues that are raised in relation to the schools inclusion of non binary or gender diverse students, principals should refer to the Department’s Supporting LGBTQIA+ communities in schools toolkit and associated resources.
One of my students is making me feel uncomfortable. How do I know if it is sexual harassment?
Sexual harassment is any conduct (physical, verbal, written or digitally communicated) that is unwelcome, is of a sexual nature and that a reasonable person would anticipate could possibly make the person subjected to the conduct feel offended, humiliated or intimidated. It could include inappropriate questions or comments about your personal life, relationship status or appearance; if students obstruct you, crowd around you or call out across the playground; or say things in the classroom that have sexual references.
In schools, the Workplace sexual harassment prevention and response policy clearly outlines the steps that should be taken. Expectations of student behaviour and responding to students with problematic or harmful sexual behaviour are covered by several linked policies, including the student behaviour policy and the suspension and expulsion procedures. Principals must treat all reports seriously and there is an obligation for anyone who witnesses a situation to be an ‘active bystander’, to intervene where necessary and report it.
Sexual harassment is a work health and safety issue and all reasonably practicable steps must be taken to eliminate health and safety risks in the workplace. This means addressing unwelcome or unlawful behaviour towards workers, including when the behaviour comes from students of any age.
You can talk to your Fed Rep and Women’s Contact for support to report the behaviour.
Recent amendments have been made to the Industrial Relations Act 2006 (NSW) that provide new protections against sexual harassment. Similar provisions prohibiting sexual harassment also exist within the Fair Work Act 2009. The Anti-Discrimination Act 1977 (NSW) provides protections against sexual harassment that can be pursued as an alternative course of action. Members are encouraged to seek advice from Federation if they are experiencing sexual harassment of any nature.
I have a student who is Aboriginal and demonstrates high potential. Should I write a Personalised Learning Pathway (PLP)?
Yes. If you have an Aboriginal student or Torres Strait Islander student who shows high potential, developing a Personalised Learning Pathway (PLP) is recommended and can be a powerful way to support and extend their learning.
It’s highly encouraged that all Aboriginal and/or Torres Strait Islander students have a PLP that is tailored to the student and is regularly reviewed, updated and celebrated. These plans:
- recognise strengths and aspirations focusing on the student’s talents, interests and goals
- set high expectations, reinforcing that they are capable of achieving at the highest levels
- provide tailored support, identifying strategies, resources and opportunities to help them excel
- encourage collaboration, involving the student, their family and community in shaping the plan.
Even if the student is already performing well, a PLP can help develop their potential, connect learning to cultural identity and ensure ongoing progress.
The Department’s Personalised Learning Pathways Guidelines are available online to support teachers in creating PLPs. The My Future, My Culture, My Way campaign also supports student potential through high potential and gifted education.
Questions answered by Federation’s Equity Team:
- Russell Honnery, Aboriginal Education Officer
- John Skene, Disability Officer
- Mandy Wells, Multicultural Officer
- Leeanda Smith, Women’s Officer
- Mel Smith, Officer attached to LGBTIQA+ matters
References
- NSW Service for the Treatment and Rehabilitation of Torture and Trauma Services
- EAL/D advice for schools
- English language proficiency
- Funding allocations and effective use of funds
- New Arrivals Program
- Interpreting and translations webpage
- Interpreting and Translation Services Guidelines
- Legal Issues Bulletin 55: Gender Diverse Students in Schools
- Legal Issues Bulletin 20: Changing the way a student name is used and recorded by schools
- Supporting LGBTQIA+ communities in schools
- Workplace sexual harassment prevention and response
- The new sexual harassment prevention and response policy (webstory)
- Personalised Learning Pathways Guidelines
- Supporting student potential through HPGE and Nanga Ma
Originally published in Education Quarterly, Issue 17 2026
What behaviours are acceptable for me to deal with in my classroom?
A teacher shouldn’t feel ashamed in reporting concerning behaviours taking place in their classroom. While it can be tricky at times, we need to change the idea that ‘If it doesn’t break the skin, it’s not worth reporting’. Teachers need to be more proactive, asking ‘What can we do as a membership to support students more effectively?’
Is your school following proper reporting, suspension and expulsion procedures to meet the needs of students and staff in your school? If you’re not sure, talk to your Federation Representative or Federation Workplace Committee and see what processes can be changed or updated. If there are still concerns, contact your Workplace Organiser.
I’ve heard the word inclusion used in lots of different contexts. What does it mean?
It’s a word that changes meaning often. Take a read of JPL’s article “Is Inclusion Truly Inclusive?” (Semester 2, 2025) to help start conversations in the staffroom and provide professional reflection on inclusion in your classroom, stage or school.
I’m getting ready to return to work after having a baby. What are my rights regarding lactation?
Under state and federal legislation, there are protections for people who are still breastfeeding or need to express breast milk when they return to work. The provision for NSW public school teachers is for up to two paid 30-minute lactation breaks within a full working day to breastfeed or express breast milk. These breaks may align with student meal breaks.
Before you return to work, you should discuss with your principal your intention to use lactation breaks. The principal is required to support you for this to occur but also needs to balance the operational requirements of the school. Not everyone’s routine will match school break or coverage times, and it helps to be clear about your situation because the principal is required to support you but also needs to balance the operational requirements of the school, for example if it requires covering your class or duty they need time to plan ahead.
Importantly, every effort must be made to provide access to suitable facilities to support breastfeeding. This includes a private, lockable, hygienic room with a power point, comfortable seating and facilities for convenient storage of breast pumps and related equipment. There must be facilities for washing hands and equipment. There should also be refrigeration for storage of breast milk. Unfortunately, the design of most schools means these may not be all be in the same room. It is important to discuss what is needed, particularly to ensure that there is clear “In Use” signage for privacy and that cleaning and storage facilities are close by.
Refer to Determination 3 of 2011 — Lactation Breaks and Breastfeeding and Lactation Breaks in Schools — Guidelines for Principals and School Staff (2019)
I’m worried about saying the wrong thing. How do I talk about disability?
Generally, it is best to use ‘person-first’ language when talking to individuals with a disability, especially in the first instance. However, there are some groups or individuals that prefer ‘disability-first’ or ‘identity-first’ language. When in doubt, talk to the individual (or parent/carer), get to know them and ask how they would like to be spoken to.
I am a relieving principal and there has been some anti-LGBTIQA+ sentiment after Mardi Gras. What resources can I access to help respond to parents and broader community?
The Department of Education has a toolkit, Supporting LGBTQIA+ communities in schools, designed to help principals and school leaders take positive action to respond to sentiment that may compromise safe, inclusive and respectful environments for all students and staff.
While this toolkit can be used to respond to any sentiment or concerns relating to any topic that may compromise safe, inclusive and respectful learning environments, the focus is on responding to sentiment about gender identity and/or sexual orientation.
I need to attend Sorry Business. Is there any leave that I can take?
As stated in the Teachers Award Update 2024, family and community service leave of up to two days per occasion will be granted as an entitlement, and cannot be declined, where the teacher is seeking additional leave on the death of a family member for the purposes of Aboriginal kinship, in accordance
with family and community service (FACS) leave provisions.
Our school celebrates Harmony Day (21 March), but I have also heard the term International Day for the Elimination of Racial Discrimination. What is the difference? Are there any suggestions for engaging in meaningful anti-racism?
While they share the same day, Harmony Day and the International Day for the Elimination of Racial Discrimination share two different meanings. While Harmony Day focuses on inclusivity, respect and cultural diversity, the latter aims to drive home the need for combatting systemic racial discrimination.
Critics argue that Harmony Week (16–22 March) shows how language can be used to reframe anti-racism and how the word ‘harmony’ can operate to reinforce inequality and maintain the status quo.
We all have a responsibility to call racism out and to interrogate the various ways it operates. No matter where you are in your individual anti-racism journey, the It Stops With Me website can help you learn
more about racism and take meaningful action to create change.
We’ve also put together a list of suggested readings about the history of Harmony Day and the original intention of International Day for the Elimination of Racial Discrimination, which acknowledges the reality and harms of racism and strategising for change. You can find it within the Member Portal under the Multicultural/anti-racism heading.
I’m new to special education. What documents do I need for my students?
The Department’s Strengthening planning for students page provides templates for use to assist in your programming and planning for individual student needs. These documents can assist you to streamline your information and help others knowing how to engage with and work with students.
Please note: The Health Support Plan is mandatory.
Questions answered by Federation’s Equity Team:
- Russell Honnery, Aboriginal Education Officer
- John Skene, Disability Officer
- Mandy Wells, Multicultural Officer
- Leeanda Smith, Women’s Officer
- Mel Smith, Officer attached to LGBTIQA+ matters
References
Is Inclusion Truly Inclusive?
Determination 3 of 2011 — Lactation Breaks
Breastfeeding and Lactation Breaks in Schools — Guidelines for Principals and School Staff (2019)
Supporting LGBTQIA+ communities in schools
Teachers Award Update 2024
Member Portal
Strengthening planning for students