Complaint Resolution

Policy

The purpose of this policy is to support schools to manage and resolve complaints raised by complainants including parents/carers, students, their representatives, and school community members in a fair and transparent manner, with a focus on student wellbeing, student engagement in learning, and a continual improvement mindset. Complaints raised by community members (persons who do not or did not have a child enrolled in the school) are considered within this policy.

This policy only applies to Victorian government school decisions or actions.

Summary

• A ‘complaint’ is an expression of dissatisfaction, either written or verbal, with an action taken, decision made, or the failure to take action or make a decision at a school.
• The department recognises the right of complainants to make a complaint and its responsibility to ensure that the processes for resolving complaints and concerns are:
  • fair and transparent
  • in the best interest of the student
  • timely and effective
  • strive to preserve the relationships between parties to the dispute.
• The department provides a framework to help resolve complaints, starting with the school.
• The Minimum Standards for School Registration require all schools to have a local complaints policy. Refer to the Minimum Standards and School Registration policy for more information about the requirement and refer to the School Policy Templates Portal (staff login required) for a template policy.

Details

This policy is intended to support the resolution of complaints in a manner that enables parents/carers, students, their representatives, and school community members to maintain a positive relationship with the school and the department, taking into consideration the best interests of the student, the importance of active engagement in education, and the need for fair and transparent processes.

This policy does not apply to matters where there are other processes for review and appeal, such as matters relating to criminal activities, fraud and corruption, legal claims, expulsions, and the year 6 to 7 and Kinder-to-Foundation transition processes. Refer to the Exclusions section on this page for these and other contacts.

Framework for managing complaints

The department provides a framework to help fairly resolve complaints, starting with the school, and taking into consideration the best interests of the student. The school is best placed to work with parents/carers, students, their representatives, and school community members to resolve complaints.

The framework supports schools to consider various complaints resolution options such as mediation and conciliation to achieve early resolution of complaints.

If a resolution cannot be reached at school level, or the complaint is about the principal, the complainant can escalate the complaint to the regional office by contacting the department’s contact centre on 1800 338 663 or enquiries@education.vic.gov.au

The regional complaint handling officer (for example, a Community Liaison Officer) will work in consultation with the school, regional executives, and the complainant to seek a resolution within 30 school days, noting more complex complaints may take longer. Early resolution interventions will be considered, such as mediation, conciliation, or referral to the Independent Office for School Dispute Resolution for possible restorative interventions.

If, following the region’s response, the complainant believes an error has been made in relation to implementation of policy, the complainant may request a Central Office Review. When requesting a Central Office Review, the complainant must:

• be a student, parent, or carer, or an advocate assisting a student, parent, or carer (community member complaints are not eligible for Central Office Review)
• make the request within 30 days of receiving the region’s response (out of time requests may be considered in exceptional circumstances)
• explain why they believe an error has been made in relation to implementation of policy.

The department’s central office will consider the request fairly and objectively. If the Central Office Review request is not accepted, the central office will aim to notify the complainant within 10 school days, providing reasons as to why they consider the review unwarranted. If the Central Office Review is accepted, the central office will complete their review within 60 school days, noting complex complaints may take longer.

Refer to the Guidance tab for further information.

School complaints policy

Schools must develop a local complaints policy that outlines how the school manages complaints. The school’s local complaints policy must:

• be consistent with this Complaint Resolution policy
• ensure procedural fairness (in accordance with good practice and the Minimum Standards and School Registration)
• ensure compliance with the Child Safe Standards and Ministerial Order 1359 which requires schools to have complaints processes that are child-focused, culturally safe and accessible to everyone. For further information, refer to Schools – complaints processes guidance
• include information on how to refer a complaint to the regional office if the complainant is not satisfied that their complaint has been resolved or addressed by the school, or if the complaint is about the principal and the complainant does not want to raise it directly with that person
• be accessible to the school community via the school website and included in staff induction.

Schools can download a complaints policy template from the School Policy Templates Portal (staff login required). Schools can modify the template to suit their local circumstances.

Exclusions

Where separate review or appeal mechanisms are available in relation to a decision, this complaints policy does not apply, and the complainant should be referred to the appropriate process. Some of these processes are referenced below.

Catholic schools

Complainants should be referred to the Victorian Catholic Education Authority.

Compensation claims

The department has a separate process for families to make claims for compensation for injuries or property loss or damage that are alleged to have been caused by negligence of the department. Schools can refer to the Legal Claims policy for further information about negligence claims.

Disability Inclusion Profiles appeals

There is a separate appeal process for Disability Inclusion Profiles (DIP) under the department’s Disability inclusion Profile policy.

Employee conduct allegations

Allegations of employee conduct concerns are managed under the Managing Conduct and Unsatisfactory Performance in the Teaching Service policy.

Enrolment placement policy appeals

The Enrolment policy provides for an appeal process where appeals are considered by the school’s placement/enrolment committee and/or principal, and parents/carers can appeal that decision to the regional director (RD).

Expulsion decisions

The appeal mechanism for expulsion is outlined in Ministerial Order 1125 (MO1125) and the department’s Expulsions policy.

Family Law matters

Parents/carers should provide a copy of the family court order to the school. Disputes between parents/carers about the interpretation or implementation of family court orders should be referred to the parents/carers to resolve.

Fraud and corruption allegations

Complaints about a teacher or school staff involving fraud, corruption, or employee misconduct may be raised with the principal, as the staff member’s manager, or the complainant may contact Speak Up on 03 7022 0121 or email to Fraud.Control@education.vic.gov.au. Refer to the Fraud and Corruption Control policy for further information.

Freedom of Information decisions

There is a review mechanism for objections to decisions to grant or deny access to documents under section 49A of the Freedom of Information Act 1982. Complainants can be referred to the Office of Victorian Information Commissioner (OVIC).

Independent schools

Complainants should be referred to VRQA complaints.

International Student Program complaints and appeals

Schools can refer complainants to the procedures set out in the International Student Program (ISP) policy or have them contact the International Education Division 03 7022 1000 or international@education.vic.gov.au

Ongoing School Community Safety Orders

For questions related to School Community Safety Orders (SCSOs), schools can refer to the School Community Safety Orders policy.

Privacy complaints

Schools can refer complainants to the department’s privacy complaints handling process in relation to complaints about the handling of a complainant’s personal or health information or the personal or health information of the complainant’s child.

Report sexual abuse if you’re a current or former student

If you have experienced any form of sexual abuse as a student at a Victorian government school, either recently or in the past, we encourage you to report it to us and the police.

Information on access to counselling assistance and other supports, and how to make a claim for compensation, is available on the Report sexual abuse if you’re a current or former student webpage.

Reportable and notifiable conduct

Schools must follow the Reportable and Notifiable Conduct policy when they become aware of a reportable conduct allegation against an adult engaged by the department, school or school council in any capacity. This includes employees, contractors, volunteers (including parents), allied health staff, school council employees, agency casual relief staff, labour hire workers, and pre-service teachers.

School council election

Refer to the Election complaints section in the School Council – Elections policy.

Student exchange program

Complainants should be referred to VRQA complaints.

Victorian school curriculum and examination

Complainants should be referred to VCAA complaints.

Definitions

Advocate
An advocate is someone assisting the complainant to present or defend a case. This may be a family member, a friend, a supportive community member, or a formal advocate, for example, representing a disability agency.

Carer
A carer is any adult person with whom a child normally or regularly resides and who has caring responsibilities for the child.

Community member
A community member is any person who does currently have, or historically had, a child enrolled at a school that they are raising a complaint about.

Complaint
A complaint is an expression of dissatisfaction, either written or verbal, with an action taken or decision made, or the failure to take action or make a decision at a school.

Complainant
A complainant is the party making the complaint. For the purposes of this policy, this includes parents/carers, students, their representatives, and school community members.

Complaint handling officer
A complaint handling officer is the officer assigned to resolve a complaint.

Department staff
Department staff refers to school, regional, and central office staff.

Mature minor
A mature minor student (refer to the Mature Minors and Decision Making policy).

Parent
A parent, in relation to a child, includes a child’s parent or any person who has parental responsibility for the child.

For further information, refer to the Decision making responsibilities for students policy.

Support person
A support person is someone who assists the complainant through the complaint process. They are distinguishable from advocates in that they do not present or defend a case and do not receive a fee.

Related policies

• Child and Family Violence Information Sharing Schemes
• Child Safe Standards
• Complaints – Information for Employees
• Disability Inclusion Funding and Support
• Duty of Care
• Equal Opportunity and Human Rights – Students
• Koorie Education
• Managing Conduct and Unsatisfactory Performance in the Teaching Service
• Mature Minors and Decision Making
• Police – Department Protocol on Reporting Criminal Activity
• Privacy and Information Sharing
• Protecting Children – Reporting and Other Legal Obligations
• Reporting Fraud or Corruption
• Students with Disability
• Student Voice, Agency and Leadership
• Values – Department Values for Schools

Related legislation

• Charter of Human Rights and Responsibilities Act 2006 (Vic)
• Child Wellbeing and Safety Act 2005 (Vic)
• Child Wellbeing and Safety (Information Sharing) Regulations 2018 (Vic)
• Code of Conduct for Victorian Public Sector Employees
• Disability Discrimination Act 1992 (Cth)
• Education and Training Reform Act 2006 (Vic)
• Education and Training Reform Regulations 2017 (Vic)
• Equal Opportunity Act 2010 (Vic)
• Family Violence Protection Act 2008 (Vic)
• Family Violence Protection (Information Sharing and Risk Management) Regulations 2018 (Vic)
• Health Records Act 2001 (Vic)
• Privacy and Data Protection Act 2014 (Vic)
• Public Interest Disclosures Act 2012 (Vic)
• Wrongs Act 1958 (Vic)

Guidance

This guidance contains the following chapters:

• Guiding principles
• School role, responsibilities and outcomes
• Support person role
• Regional office role and responsibilities
• Central office role and responsibilities
• Support for school staff in managing complaints

Guiding principles

Guiding principles for resolving complaints

When addressing a complaint, all parties are expected to:

• actively listen to one another, be considerate of each other’s views, and respect each other’s role
• be student focussed
• be resolution focused and attempt to preserve working relationships
• act co-operatively and in good faith
• behave with respect and courtesy
• be inclusive, considerate, and respect the cultural safety of all people, including Aboriginal people, and the human rights of all parties including but not limited to disability, age, race, religion, gender identity, sexual orientation, and marital status
• consider communication needs and preferences
• ensure that complainants and students related to complainants are not victimised for making a complaint or asserting their rights
• respect the privacy and confidentiality of those involved unless permitted or required to share information by law
• operate within and seek reasonable resolutions that comply with all applicable departmental policies.

School role, responsibilities and outcomes

School role

All schools receive and manage complaints on a range of matters. Complaints are best addressed in an environment where parents/carers, students, their representatives, and school community members feel comfortable and safe to raise issues concerning the education and welfare of students.

All schools are required to treat concerns seriously and should welcome opportunities raised through complaints to change or improve practices and learning opportunities for students. Schools must consider complaints that relate to child safety to identify any causes, or systemic risks, and take steps to mitigate those risks and continuously improve practices.

The principal is responsible for the fair, efficient and effective organisation, management and administration of the school including the school’s complaint-handling processes.

Schools must:

• always consider their duty of care to the student or students involved in the complaint
• consider the nature, complexity, seriousness and urgency of the complaint
• consider interventions such as regional or central office team support, facilitated negotiations, conciliation or mediation when resolving complaints
• seek expert advice when necessary
• ensure that all parties are afforded procedural fairness
• seek feedback from the regional complaint handling officers when resolving complex complaints to ensure complainants and schools have the best possible support to resolve complaints locally
• ensure teachers are advised about the complaint where appropriate
• provide culturally appropriate support to Aboriginal students
• develop and publish a complaints policy (staff login required) and process for their school which explains how complaints are managed at the school, including:
  • who to contact to raise a concern or complaint at the school
  • actions upon receipt of a complaint
  • timeframes for acknowledgement and resolution of a complaint
  • potential outcomes
  • escalation process if mutually agreed resolution is not reached (refer to Framework for managing complaints)
• keep a written record of:
  • serious, substantial or unusual complaints
  • complaints relating to the Child Information Sharing Scheme and Family Violence Information Sharing Scheme, to meet regulatory requirements. Refer to Child and Family Violence Information Sharing Schemes for more information
• make all school staff aware of the school’s complaints procedures and, as deemed necessary, provide professional development opportunities on complaints management.

School responsibilities

The responsibility of the school is to work with the complainant and/or support person, in consultation with the region as required, to resolve complaints. Concerns can be raised directly with teachers, or with the principal (or delegate). If a complaint is about the principal or the complainant is not comfortable raising the complaint directly with the school, the complainant can call the department at 1800 338 663 or email enquiries@education.vic.gov.au

When a complaint is raised at a school, the person who receives and manages the complaint must:

• acknowledge receipt of the complaint (verbal or written) in a timely manner
• speak with the complainant to ensure they are aware of the school’s complaints policy and process, and where required seek further information so as to better understand the complaint
• seek to understand the complainant’s desired outcome and endeavour to resolve the complaint if it is within their power and is reasonable to do so.

If a complaint is complex and the complaint cannot be, or is not appropriate to be, resolved with the teacher, the principal or their delegate, the person managing the complaint must:

• seek advice from the regional office and subject matter experts within the department and/or external agencies (please refer to Support for school staff in managing complaints for additional information)
• provide a holding response with indicative timelines relevant to the nature of the complaint
• speak with the complainant directly to ensure they understand the problem and provide any additional support to help resolve the complaint
• acknowledge the goal is to achieve an outcome that supports the best interests and wellbeing of the student/s and that is, where possible, acceptable to all parties
• advise the complainant that for privacy reasons, schools cannot discuss steps taken in relation to another student or family, or staff members
• advise the complainant how the complaint will be addressed
• provide updates throughout the process as agreed with the complainant
• consider the wellbeing of students, teachers and other staff members
• in situations where further time is required, consult with the complainant and the region to discuss any interim solutions, including and considering alternative methods of dispute resolution.

When finalising the complaint, the principal or their delegate may:

• arrange a meeting with the complainant, teacher/s and/or assistant principal
• arrange mediation or conciliation meetings with the complainant, teacher/s and/or assistant principal in consultation with the region
• work with the complaint handling officer of the region to ensure that the school has the best available supports to resolve the complaint
• discuss the school’s findings with the complainant in an attempt to reach an agreed resolution
• communicate to the complainant in writing steps taken or intended to be taken by the school and the complainant (as necessary) to prevent a similar incident or issue from occurring again.

Outcomes of raising a complaint with the school

Outcomes are any actions consistent with department and school values and policies, that are intended to support the student, family and school relationship, engagement, and participation in the school community.

Schools must provide complainants with an explanation as to the steps taken to resolve the matters raised. For privacy reasons, schools cannot discuss steps taken in relation to another student or family, or staff members.

Complainants who are not satisfied with the school’s response or handling of the complaint, may escalate the matter to the department’s regional office by calling 1800 338 663 or emailing enquiries@education.vic.gov.au

Further information and guidance on conflict resolution strategies is available on the Resources tab.

Support person role

A complainant can have a support person to assist at any time during the complaint process.

A support person’s role may include:

• discussing difficulties the complainant is experiencing in relation to the complaint
• helping to develop a good working relationship between the family and the school
• assisting the complainant to understand department policy and guidelines and the resolution being proposed for the complaint.

A support person can be a family member, a friend, a community member, or a person provided through a support or advocacy agency to serve as a support person.

A support person is distinguishable from an advocate in that their role is not to present on behalf of or defend the person they are assisting, and they do not receive a fee.

An example of an advocacy agency are disability advocates. A list of some disability advocate agencies that complainants can be referred to can be found at the Better Health Channel’s Disability groups and networks.

All parties involved in the complaint must follow the guiding principles of resolving complaints, including support persons.

A complainant must advise the school or department that they want to include a support person, advocate or another representative when making a complaint, and provide the name and relationship of the complainant to the nominated person.

For privacy reasons, complainants must provide the school or department with written authorisation (by email or letter) if they would like to authorise a support person or advocate to communicate with the school or department on their behalf, or if they wish to withdraw the authorisation.

Similarly, the school must inform the complainant of the name and role/position of any other people they would like to involve, including department staff, to assist with the complaint process.

Regional office role and responsibilities

Regional office role

The role of the regional office is to assist schools and complainants in the complaint handling process.

The regional office provides support to schools by:

• responding to complaints, when requested by the principal
• finding relevant and accurate information about policy and processes and linking schools with subject matter experts who can provide expert advice when required
• suggesting alternative dispute resolution methods when relevant and appropriate.

The regional office provides support to complainants seeking to make a complaint about the school when any of the following apply:

• an agreement has not been reached between the school and the complainant, and the school or complainant request assistance to resolve the complaint
• he complainant does not feel comfortable raising the complaint with the school
• the subject of the complaint relates to department policy or circumstances which are not within the school’s control
• the complaint is about the principal of a school, and the complainant does not want to raise it directly with that person.

Regional office responsibilities

Regional complaint handling officer handling the complaint

When a complaint is raised, the regional complaint handling officer must:

• acknowledge receipt of a verbal or written complaint in a timely manner
• explain the department’s complaints process to the complainant, and confirm and clarify an overview of the problem
• assist with initiating discussions with the school if the complainant has not raised the issue with the school
• advise the complainant how the complaint will be addressed and provide an indicative time for resolution (30 school days, noting complex complaints may take longer).

The regional complaint handling officer must:

• speak to the school to get a full understanding of the problem, and discuss further options to help resolve the matter
• seek advice from other department staff and/or external agencies to determine if other avenues of appeal/redress exist (as required)
• discuss the issues and suggestions to resolve the complaint with the regional managers and executives, when it is clear that the complainant is not likely to accept the outcome, to ensure the best possible interventions are applied in the early stages of complaint resolution. For example, mediation or other alternative dispute resolution options, or referral to the Independent Office for School Dispute Resolution
• consider any complex needs of the student or complainant, such as disability, to determine if additional specialist staff in the region need to be consulted
• set clear expectations with the complainant and the school about when to expect updates on the progress of the complaint resolution process
• support complainants and school staff in the complaint process by providing appropriate or additional supports
• provide updates and information to the complainant as appropriate to the situation
• maintain accurate records of all discussions, actions taken, and decisions
• communicate to the complainant the steps taken or intended to be taken by the school, region and the complainant (as necessary), while being careful not to divulge information in relation to another student, family, or staff member.

If a complainant indicates they will not accept the outcome of the complaint, the regional complaint handling officer will consult with the executive director for the area to re-consider whether additional interventions or actions can be taken to resolve the complaint. If no further interventions or actions are identified, or any identified actions/interventions are not successful in resolving the complaint, the regional complaint handling officer will:

• discuss the final regional outcome with the complainant
• inform the complainant of the next step in the complaint process, which is to request a Central Office Review by calling the department’s contact centre on 1800 338 663 or emailing enquiries@education.vic.gov.au

Central office role and responsibilities

Central office role

The Complaints and Improvement Unit (CIU) handles complaints requests that come through to the central office. The role of the Complaints Improvement Unit is to:

• assist regions and schools in the complaint handling process and provide support to schools and the regions in responding to complaints
• assist schools and regions to consider alternative dispute resolution methods for early resolution of complaints
• receive requests from complainants seeking a Central Office Review subsequent to the region’s finalisation of a complaint with regional executive endorsement
• assess eligibility of incoming requests for Central Office Review
• undertake Central Office Reviews of eligible matters
• provide policy advice and support to schools, complainants, and department staff (regional and central)
• provide advice and support regarding the complaint management operating procedures
• liaise with and propose referrals of suitable matters to the Independent Office for School Dispute Resolution
• receive and manage requests from the Victorian Ombudsman as it relates to the handling of complaints about Victorian government schools.

Central office responsibilities

When a request for a Central Office Review is received, the Complaints and Improvement Unit will review the request within 10 school days, where possible, to determine if it meets the following eligibility criteria for a Central Office Review:

• complainant must be a student, parent, or carer, or their representative (community member complaints are not eligible for Central Office Review)
• region has responded to, and closed, the complaint with regional executive endorsement of the outcome
• request has been submitted within 30 days of the region’s closure of the complaint (out of time requests may be considered in exceptional circumstances)
• complainant has explained why they believe the school and/or the region made an error in relation to implementation of policy, providing evidence in support of the belief.

If a Central Office Review is not accepted the CIU will:

• respond to the complainant to advise that their request for a Central Office Review has not been accepted, citing reason/s it is not deemed eligible
• explain that this finalises the department’s response to their complaint
• advise the complainant that they may contact the Victorian Ombudsman, or other agency as appropriate, if they remain dissatisfied with the decision.

If a Central Office Review request is accepted, the CIU will:

• notify the regional executive director for the area, regional complaint handling officer, and school principal that a Central Office Review is being undertaken, and advise them of what is expected of them in the process
• provide the complainant, executive director for the area, and school with periodic updates as to the progress of the Central Office Review
• consider whether the complainant and the school may be able to restore a workable resolution and restore the relationship by referring the complaint to the Independent Office for School Dispute Resolution, if the matter has not previously been referred
• aim to provide a written response to the complainant, Executive Director for the Area, and school about the outcome of the Central Office Review within 60 school days of accepting a request for Central Office Review, noting that more complex complaints may take longer.

Support for school staff in managing complaints

For operational support in managing a specific complaint, principals can contact their senior education improvement leader (SEIL) or the executive director for the area.

Regional offices

Regional offices can support principals, schools and complainants in the complaint handling process by:

• helping schools respond to complaints, including helping to identify conflict/dispute resolution supports
• providing alternative dispute resolution advice and services, which can include liaising with and making referrals to the Independent Office for School Dispute Resolution
• helping complainants seeking to make a complaint about a school.

Principals should contact their SEIL or the executive director for the area to discuss available department supports.

Central office

Complaints and Improvement Unit

The department’s Complaints and Improvement Unit can support principals, schools and complainants in the complaint handling process by:

• providing policy advice with respect to this policy
• providing advice and support on the complaints handling process
• providing alternative dispute resolution advice and services, which can include liaising with and making referrals to the Independent Office for School Dispute Resolution
• providing complaint management capability building functions to support continuous improvement
• for complainants, responding to requests for Central Office Review of complaints that were not able to be resolved at a school or regional level where the complainant believes an error has been made in relation to applying department policy.

Legal Division

The Legal Division can provide principals with advice and support in addressing complaints that raise certain legal issues by phone on 03 9637 3146 and email at legal.services@education.vic.gov.au

Conduct and Integrity Division

The Conduct and Integrity Division can provide principals with advice and support in addressing allegations about employee conduct or work performance. Conduct and Integrity can be contacted on 03 7034 6768 and email at employee.conduct@education.vic.gov.au

Employee Wellbeing Support Services

Refer to the Occupational Health, Safety and Wellbeing Management in Schools policy.

Conflict coaching

The Independent Office for School Dispute Resolution offers ‘conflict coaching’ to principals dealing with challenging conflicts with parents, providing support and strategies. Read more about the Conflict coaching initiative.

Independent Office for School Dispute Resolution

The Independent Office for School Dispute Resolution is independent of the department. It helps to resolve escalated and complex disputes that have not been resolved at the school level.

An eligible dispute may be referred to the Independent Office by the department’s regional or central office as part of the department’s complaint escalation process. Disputes may also be referred directly by a student, parent, or carer to the Independent Office. Community member complaints are not eligible for referral to the Independent Office.

Once involved in the formal complaint process, the Independent Office supports all parties (including parents, students and principals) to work towards resolving the dispute.

If requested, the Independent Office may also provide informal advice to regions and schools on dispute resolution strategies and tools to help resolve matters that are having a significant negative impact on the school community and relationships within the school.

Further information about the Independent Office can be found on the Independent Office for School Dispute Resolution website.

Supporting Koorie students

Schools can obtain assistance with Koorie cultural inclusion, Koorie education guidance and support through their region by contacting the Koorie Education Coordinators (KEC). Refer to Contact a Koorie education coordinator.

Schools can also refer to the Koorie cultural inclusion Professional Practice note 19 (DOCX) and the Victorian Aboriginal Education Association Inc. (VAEAI) Protocols for Koorie Education in Victorian primary and secondary schools (PDF).

Managing unacceptable adult behaviour in your school community

Refer to the Risk controls – parent/carer behaviours procedure in the Work-Related Violence in Schools policy.

Unreasonable, vexatious, malicious, disproportionate complaints

There are a number of supports available to schools managing difficult, unreasonable vexatious, or malicious complaints. In these circumstances, principals should connect with their SEIL to discuss strategies for managing the complaint including options for communication plans and engaging with the Independent Office, and independent third-party mediation and conflict resolution services, as appropriate.

Refer to the Guidance tab for more information about support for school staff in managing complaints.

Interpreting services

Refer to the Interpreting and Translation Services policy for more information.

Resources

The following resources are available to support schools to manage complaints:

• Refer to the Support for school staff in managing complaints section on the Guidance tab for regional and central office support and advice.
• A Complaints policy template (staff login required) and a Parent Dispute policy template (staff login required) are available in the School Policy Templates Portal.
• Refer to the Respectful Behaviours within the School Community policy to understand the shared roles of parents, carers and school staff in creating a positive environment for learning.
• For school resources related to racism, refer to the Schools Standing Up To Racism page on the Centre for Multicultural Youth site.
• For Koorie cultural inclusion and Koorie education guidance and support, refer to Contact a Koorie education coordinator. Refer to the Victorian Public Sector Commission’s Aboriginal and Torres Strait Islander self-determination resource to understand the Victorian Government’s commitment to self-determination.

Schools can refer complainants to the following resources:

• Information for complainants on how to raise a complaint about a Victorian government school is available at Make a complaint about your school.
• A flyer has been developed by the department in partnership with VicSRC and Parents Victoria outlining the benefits of respectful and meaningful partnerships in education. Refer to Family engagement in learning (DOCX).
• This resource can be provided to parents and caregivers of students with disability to support them to raise, escalate, and resolve concerns with their school (provided by the Australian Government Department of Education) Steps to raise concerns and resolve a complaint with your school.