Family Violence Support

If you or someone else is in danger, call Triple Zero 000 for immediate assistance

Policy

This purpose of this policy is to:

• support school staff to identify and respond to family violence
• support school staff to understand and action their school’s responsibilities under the Family Violence Multi-Agency Risk Assessment and Management Framework (MARAM)
• explain the supports available for students, parents and staff experiencing family violence.

Summary

• Schools are prescribed as MARAM framework organisations and are required to follow MARAM processes to identify and respond to family violence.
• All school staff are responsible for identifying and responding to family violence. Refer to All staff responsibilities.
• School leaders are responsible for supporting all staff to identify and respond to family violence and identifying 2 to 3 MARAM nominated staff. Refer to School leader responsibilities.
• MARAM nominated staff are responsible for screening for family violence and making basic safety plans, making referrals to specialist services and collaborating to provide ongoing support. Refer to MARAM nominated staff responsibilities.
• Guidance and tools to support school staff to identify and respond to family violence in a safe and consistent way are available in the Guidance and Resources tabs.
• Following this policy and guidance, and using the tools in the Resources tab, ensures schools are meeting their legal obligations under MARAM.
• Mandatory reporting requirements, duty of care and the Child Safe Standards continue to apply and must be followed as outlined on the PROTECT website.

Details

About MARAM

MARAM aims to build a consistent approach and shared responsibility across Victoria’s service system by requiring framework organisations to use consistent tools and procedures to identify and respond to family violence. Alongside schools, key services such as Victoria Police, family violence specialist services, Child Protection and hospitals across Victoria are also prescribed framework organisations.

For further, detailed information about the MARAM framework and how it applies to all sectors, refer to Family Violence Multi-Agency Risk Assessment and Framework.

Following this policy and guidance, and using the tools in the Resources tab, ensures schools are meeting their legal obligations under MARAM.

Roles and responsibilities for implementing MARAM in schools

Identifying and responding to family violence is a shared responsibility between:

• school leaders
• all school staff
• MARAM nominated staff.

Under MARAM, schools have 6 responsibilities relating to ‘identification and screening’. These are:

• Responsibility 1: Respectful, sensitive and safe engagement
• Responsibility 2: Identification of family violence
• Responsibility 5: Seek consultation for comprehensive risk assessment, risk management and referrals
• Responsibility 6: Contribute to information sharing with other services (as authorised by legislation) (this includes FVISS and can also include CISS)
• Responsibility 9: Contribute to coordinated risk management
• Responsibility 10: Collaborate for ongoing risk assessment and risk management.

For guidance and tools to support school leaders, school staff and MARAM nominated staff to meet their responsibilities, refer to the Guidance and Resources tabs.

Support for employees experiencing family violence

Support is available to all DE staff members. For further information, refer to Family Violence – Information for Employees.

Department Employee Wellbeing Support Services

Employee Wellbeing Support Services provides free and confidential advice to proactively support Victorian government school staff wellbeing. Services include:

• Employee Assist provides support and counselling for various personal and work-related issues.
• Manager Assist provides dedicated coaching support to people managers.
• Conflict Assist provides strategies, tools and coaching to deal with difficult workplace and personal situations. This is not a replacement for the conflict resolution support service available to staff currently.
• Family Assist provides counselling for eligible school staff and their immediate family members (aged 18 and over) needing support with personal concerns. Short-term counselling for small family groups (aged 18 and over) or couples is also available.

For more information, refer to: Employee Wellbeing Support Services.

Workplace Contact Officer Network

The Workplace Contact Officer (WCO) network is a group of staff who have volunteered and been trained as a point of contact for colleagues experiencing harassment, discrimination, bullying, victimisation or family violence to provide information, guidance and resources.

Refer to: Workplace Contact Officer Network.

Employees using family violence

If school staff are provided with information that leads them to form a reasonable belief that any of the following behaviours have been engaged in by a DE or Victorian Government School Council employee or volunteer:

• a sexual offence (even prior to criminal proceedings commencing), sexual misconduct or physical violence committed against, with or in the presence of a child
• behaviour causing significant emotional or psychological harm
• significant neglect of a child
• misconduct involving any of the above

they must follow the reporting requirements set out in the department’s Reportable and Notifiable Conduct policy.

Related policies

• Child and Family Violence Information Sharing Schemes
• Child Safe Standards
• Duty of Care
• Family Violence – Information for Employees
• Occupational Health, Safety and Wellbeing Management in Schools
• Privacy and Information Sharing
• Protecting Children – Reporting and Other Legal Obligations
• Reportable Conduct

Relevant legislation

• Children, Youth and Families Act 2005 (Vic)
• Child Wellbeing and Safety Act 2005 (Vic)
• Child Wellbeing and Safety (Information Sharing) Regulations 2018 (Vic)
• Family Violence Protection Act 2008 (Vic)
• Family Violence Protection (Information Sharing and Risk Management) Regulations 2018 (Vic)

Contact

For further advice and support in relation to:

• supporting students who may be experiencing family violence
• educating students and other members of the school community about family violence

schools may contact their regional Respectful Relationships Liaison Officer. For contact details, refer to: Respectful Relationships Liaison Officers (DOCX) (staff login required).

For policy and contact details in relation to concerns that a DET or school council employee or volunteer is using family violence, refer to Reportable and Notifiable Conduct.

For information and advice on supporting school staff members affected by family violence, refer to Family Violence – Information for Employees.

For feedback and general queries about this policy contact family.violence.practice.branch@education.vic.gov.au

Further information about external supports on family violence is available on the Resources tab.

Guidance

This guidance contains the following chapters:

1. Family violence and the MARAM framework
2. School leader responsibilities
3. All staff responsibilities
4. MARAM nominated staff responsibilities
5. Identifying family violence for all staff
6. Screening for family violence for MARAM nominated staff
7. Safety planning for MARAM nominated staff
8. Providing ongoing support
9. Record keeping

1. Family violence and the MARAM framework

Family violence defined

The Family Violence Protection Act 2008 (Vic) defines family violence as behaviour towards a family member where the behaviour:

• is physically or sexually abusive
• is emotionally or psychologically abusive
• is economically abusive
• is threatening or coercive
• in any other way controls or dominates the family member and causes that family member to feel fear for the safety or wellbeing of that family member or another person.

A child can be the victim to any of these behaviours.

Family violence includes any behaviour by a family member that causes a child to hear or witness, or otherwise be exposed to the effects of family violence, including violence between adults and/or adolescents in the home. Coercive and controlling behaviours are common across all experiences of victim-survivors.

These behaviours add up to a pattern of abuse and violence which build and maintain fear of escalation to physical and sexual violence.

MARAM summary

The Family Violence Multi-Agency Risk Assessment and Management Framework (MARAM) is a framework describing best practice for family violence risk assessment and management, based on current evidence and research. There are 10 responsibilities underpinning MARAM. The responsibilities are shared across the service system to support consistent and collaborative practice.

Under MARAM, schools have 6 responsibilities relating to ‘identification and screening’. These are:

• Responsibility 1: Respectful, sensitive and safe engagement
• Responsibility 2: Identification of family violence
• Responsibility 5: Seek consultation for comprehensive risk assessment, risk management and referrals
• Responsibility 6: Contribute to information sharing with other services (as authorised by legislation) (this includes FVISS and can also include CISS)
• Responsibility 9: Contribute to coordinated risk management
• Responsibility 10: Collaborate for ongoing risk assessment and risk management.

School staff are not required to undertake Responsibilities 3 and 4: Intermediate Risk Assessment and Management, and Responsibilities 7 and 8: Comprehensive Risk Assessment and Comprehensive Risk Management and Safety Planning. These responsibilities are undertaken by other services, including Child Protection, family violence specialist services and Victoria Police.

How MARAM and PROTECT align

Following the PROTECT Four Critical Actions will help school staff to meet their MARAM responsibilities.

Action 1: Respond to an emergency

By responding to an emergency, school staff are contributing to the school’s MARAM responsibility to create a respectful, sensitive and safe environment for people experiencing family violence. This includes prioritising the immediate health and safety of victim survivors and responding to disclosures sensitively.

Action 2: Report to authorities or refer to specialist services

By reporting to authorities such as Victoria Police and DFFH Child Protection and referring to the Orange Door or specialist family violence services, school staff are contributing to the school’s MARAM responsibilities to identify family violence, make referrals, and share information.

Any staff member can use the Family violence identification tool (DOCX) to record observable signs of trauma that may indicate family violence, evidence-based risk factors and observed narratives (for example, statements or stories) and behaviours that may indicate an adult is using family violence.

Nominated staff can use the Family violence screening tool (DOCX) to ask screening questions, determine actions required to support victim survivors and record changes in circumstances.

Action 3: Contact parents/carers

By contacting parents or carers (if safe, reasonable and appropriate to do so) about referrals to specialist family violence services, school staff are contributing to the school’s MARAM responsibilities to share information and make referrals.

Nominated staff have been authorised by leadership to share information under the Child and Family Violence Information Sharing Schemes. This includes seeking the views and wishes of children and their families about information sharing.

Action 4: Provide ongoing support

By providing ongoing support, school staff are contributing to the school’s MARAM responsibilities for coordinated risk management and collaborating for ongoing risk assessment and management.

Nominated staff can complete the Family violence basic safety plan (DOCX) for a child or young person (or adult victim survivor if safe, reasonable and appropriate) after forming a reasonable belief that they are experiencing family violence. They may contribute to the plan to keep the child or young person safe, such as by being one of their staff contacts.

Nominated staff can also refer the child, young person or their family to specialist family violence services. Schools and services can share information with other Information Sharing Entities at any time to ensure the ongoing safety and wellbeing of the child or young person and their family.

Please note: Mandatory reporting, duty of care and Child Safe Standards requirements must be followed as outlined in the Protecting Children – Reporting and Other Legal Obligations policy. By itself, making a mandatory report does not acquit a school’s obligations under MARAM. School staff should also refer to their school’s Child Safety Responding and Reporting Obligations Policy and Procedures.

2. School leader responsibilities

School leaders are responsible for the implementation of the MARAM in their school by ensuring school staff are supported to understand and meet the school’s legislated obligations.

School leaders can meet their responsibilities by:

• ensuring the leadership team has briefed all staff on their commitment to implementing the reforms
• developing a culture that supports information sharing, MARAM and ongoing collaboration within and outside the school
• ensuring all staff have a shared understanding of wellbeing and safety, and are aware of their responsibilities to identify and respond to family violence
• ensuring all staff have access to the Family Violence Support PAL policy, guidance and resources
• ensuring all staff understand that the PROTECT Four Critical Actions and mandatory reporting still apply when family violence is identified. For more information, refer to Protecting Children – Reporting and Other Legal Obligations
• identifying 2 to 3 staff members to be MARAM nominated staff with responsibilities for screening for family violence, safety planning and providing ongoing support. MARAM nominated staff should have qualifications, training and experience or a role aligned with wellbeing, such as wellbeing coordinators or leadership staff
• ensuring MARAM nominated staff complete relevant department training
• updating staff onboarding processes to ensure relevant staff are aware of their responsibilities and trained, as required
• ensuring current record keeping systems meet record keeping requirements.

For more information, refer to the Information sharing and MARAM implementation checklist (DOCX).

More information on available MARAM training, including the process for registration, is on the Training for the information sharing and MARAM reforms webpage under ‘Education workforces’.

3. All staff responsibilities

All staff are responsible for the wellbeing and safety of the children and young people in their school and for MARAM Responsibility 1 and contributing to MARAM Responsibilities 2, 5, 6, 9 and 10. In addition, nominated staff hold additional responsibilities which are:

• screening for family violence
• making basic safety plans
• making referrals to specialist services and collaborating to provide ongoing support to the child, young person or their family
• making and responding to FVISS and CISS requests.

School staff can fulfil their responsibilities by:

• engaging respectfully, sensitively and safely with people who may be experiencing family violence
• using the Family violence identification tool (DOCX) to record information if they:
  • receive a disclosure of family violence
  • observe:
    • signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence
    • family violence risk factors
    • narratives (for example, statements or stories) or behaviours that indicate an adult is using family violence
• following the instructions in the Family violence identification tool to respond to family violence in accordance with the Four Critical Actions
• following their school’s Child Safety Responding and Reporting Obligations Policy and Procedures
• keeping appropriate records.

For further information, school staff can refer to the Introduction and All Staff chapters of the Information Sharing and Family Violence Reforms: Guidance and Tools.

4. MARAM nominated staff responsibilities

If a staff member is identified by their school leader to be a MARAM nominated staff member they have the qualifications, training, experience or a role aligned with wellbeing. They are responsible for screening for family violence and making basic safety plans, and supporting children or young people experiencing wellbeing or safety issues, including by making referrals and using Child and Family Violence Information Sharing Schemes to share information.

As a nominated staff member, are responsible for the following under MARAM:

• Responsibility 1: Respectful, sensitive and safe engagement
• Responsibility 2: Identification of family violence
• Responsibility 5: Seek consultation for comprehensive risk assessment, risk management and referrals
• Responsibility 6: Contribute to information sharing with other services (as authorised by legislation)
• Responsibility 9: Contribute to coordinated risk management
• Responsibility 10: Collaborate for ongoing risk assessment and risk management.

MARAM nominated staff can meet their responsibilities by:

• reading the Introduction, All staff, Staff who use CISS and FVISS, and MARAM nominated staff chapters of the Information Sharing and Family Violence Reforms: Guidance and Tools
• attending MARAM training for nominated staff – refer to Training for the information sharing and MARAM reforms, under ‘Education workforces’
• engaging respectfully, sensitively and safely with people who may be experiencing family violence
• using the Family violence screening tool (DOCX) if they have:
  • received a disclosure of family violence
  • observed signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence, family violence risk factors, narratives (for example, statements or stories) or behaviours that indicate an adult is using family violence
  • completed or received a completed Family violence identification tool (DOCX) and/or Family violence screening tool (DOCX) from a colleague
• following the instructions in the Family violence screening tool to respond to family violence in accordance with the Four Critical Actions, including by:
  • developing a safety plan using the Family violence basic safety plan template (DOCX) after completing a Family violence screening tool that identifies current family violence and if the child, young person and/or adult victim survivor parent or carer is open to receiving support
  • making and responding to FVISS and CISS requests
  • making referrals to specialist services and collaborating to provide ongoing support to the child, young person or their family
  • working with other staff who suspect a child or young person is experiencing family violence, or who have received a disclosure from a student
  • keeping appropriate records.

More information on available MARAM training, including the process for registration, is on the Training for the information sharing and MARAM reforms webpage under ‘Education workforces’.

5. Identifying family violence for all staff

Family violence identification tool

Schools must use MARAM processes to identify and respond to family violence. Using the Family violence identification tool (DOCX) ensures school staff are meeting their school’s MARAM responsibilities.

All staff can use the Family violence identification tool to record information if they:

• receive a disclosure of family violence
• observe:
  • signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence
  • family violence risk factors
  • narratives (for example, statements or stories) or behaviours that indicate a person is using family violence.

School staff must act, by following the Four Critical Actions, as soon as there is an incident, a disclosure or a suspicion that a child has been, or is at risk of being, abused. They do not have to directly witness the child abuse or know the source of the abuse.

The tool is self-contained and includes instructions. The information school staff record in this tool will help them decide next steps.

Observable signs of trauma in children and young people

The trauma of experiencing family violence may manifest in children and young people in different ways, depending on their age or stage of development. There are a range of behaviours school staff may observe in children and young people which may indicate that they are experiencing family violence, or another type of abuse or harm.

If school staff observe signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence, they can use the Family violence identification tool (DOCX) to record them.

Family violence risk factors

Family violence risk factors are associated with family violence occurring and/or strongly linked to the likelihood of a perpetrator killing or seriously injuring a victim survivor.

It is important that school staff can recognise family violence risk factors, as they are vital for Child Protection, Victoria Police or family violence specialist services to understand and determine level of risk.

If school staff observe or become aware of family violence risk factors, they can use the Family violence identification tool (DOCX) to record them.

Narratives and behaviours which may indicate an adult is using violence

School staff may suspect an adult is using family violence due to the person’s account or description of experiences, themselves and their relationships (their narrative) or behaviours towards family members or professionals. To help school staff avoid collusion, it is useful to understand the narratives and behaviours which may be demonstrated by an adult using violence.

If school staff observe or become aware of narratives (for example, statements or stories) or behaviours that indicate a person is using family violence, they can use the Koorie Education policyto record them.

Young people using family violence

For adolescents and young people (aged 10 to 18 years old), school staff should use the term ‘young person who uses family violence’, rather than ‘perpetrator’.

It is important that this distinction be made from adults, as a more nuanced therapeutic response needs to be considered due to age, developmental stage, and that they may be victim survivors of family violence as well.

Young people using violence must still be accountable for the use of violence and to learn skills and abilities to move away from the use of violence.

Violence used by young people can be towards:

• a parent, carer or siblings, other family members, including grandparents, pets
• their own intimate partner.

Working collaboratively with children, young people and adult victim survivors from diverse communities

When engaging with children, young people and adult victim survivors with diverse identities, backgrounds or circumstances, school staff must ensure that equity is upheld and diverse needs are respected in policy and practice.

This can be done through the following actions:

• recognise diverse backgrounds, needs and circumstances
• identify and address challenges that people experience due to their diverse attributes
• put in place policies and strategies to help meet diverse needs
• participate in professional development and practice.

For more information, refer to Child Safe Standard 5: Schools – diversity and equity guidance.

Aboriginal communities, family violence and cultural safety

When working with Aboriginal people and communities, school staff should:

• acknowledge and respond to fears about Child Protection and the possibility of children being removed from their care when working with adult victim survivors
• make referrals to Aboriginal community-controlled organisations that support Aboriginal led decision making wherever possible (for nominated staff only)
• use a strengths-based approach that respects and values the collective strengths of Aboriginal knowledge, systems and expertise. Aboriginal people are the experts in their own lives
• acknowledge that family violence against Aboriginal people can include perpetrators denying or disconnecting victim survivors from cultural identity and connection to family, community and culture
• understand that Aboriginal family violence may relate to relationships that aren’t captured by the Western nuclear family model, for example, uncles and aunts, cousins and other community-and culturally-defined relationships.

For more information, refer to Child Safe Standard 1: culturally safe environments guidance and the Koorie Education policy.

Engaging with someone who is suspected or known to be using violence

There may be times when school staff come into contact with people (such as a parent, carer or adolescent) who they suspect may be using family violence.

School staff can use the Family violence identification tool (DOCX) to record any narratives (for example, statements or stories) or behaviours that may indicate an adult is using family violence.

It is the role of specialist family violence services to safely communicate with a person using violence and engage them with appropriate interventions and services.

If you are concerned for your safety or that of someone else, contact the police, and call 000 for emergency assistance.

Avoiding collusion

The term 'collusion' refers to ways that school staff might (usually unintentionally) reinforce, excuse, minimise or deny a person’s use of violence and the extent or impact of that violence. It can be expressed in a nod of agreement, a sympathetic smile or by laughing at a sexist or demeaning joke. Collusion can happen when a person’s excuses for violence are accepted without question.

School staff must actively avoid collusion by:

• not speaking directly with a person about their use of family violence (suspected or confirmed) – this is the role of specialist family violence services. Instead, talk to your school or service’s leadership team
• not asking a victim survivor questions in front of a person who may be using violence – this may increase the risk for a child and their family.

How to talk about family violence

There may be times when school staff need to talk to a child, young person and/or adult victim survivor about family violence. For example, they might need to:

• respond immediately if a child, young person and/or adult victim survivor discloses family violence to you
• start the conversation if you suspect a child, young person and/or adult victim survivor is experiencing some wellbeing concerns or not acting like their usual selves (for example, by asking prompting questions).

School staff should only talk to a child, young person and/or adult victim survivor if it is safe, appropriate and reasonable to do so.

For more information on managing disclosures, refer to: Report child abuse in schools – Strategies for managing a disclosure and Appendix B of the school’s Child Safety Responding and Reporting Obligations Policy and Procedures.

6. Screening for family violence for MARAM nominated staff

Family violence screening tool

Schools must use MARAM processes to identify and respond to family violence, including asking screening questions. Using the Family violence screening tool (DOCX) ensures school staff are meeting their school’s MARAM responsibilities.

MARAM nominated staff can use the Family violence screening tool if they:

• receive a disclosure of family violence
• observe:
  • signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence
  • family violence risk factors
  • narratives (for example, statements or stories) or behaviours that indicate an adult is using family violence
  • have completed or received a completed Family violence identification tool (DOCX) and/or Family violence screening tool from a colleague.

The Family violence screening tool will guide nominated staff through the decision-making process to determine how to respond.

If nominated staff receive a Family violence identification tool from another staff member, they should refer to the information in the tool to support their engagement with the victim survivor.

Nominated staff can ask screening questions directly of a child or young person and/or adult victim survivor – if safe, reasonable and appropriate to do so.

Staff should not seek the views and wishes of a child, young person or family member in the following circumstances:

• If it is unsafe. For example, if it is likely to jeopardise a child’s wellbeing or safety or place another person at risk of harm. Or if timeliness is an issue, such as when there is an immediate risk.
• If it is unreasonable. For example, if the relevant family member does not have a relationship with the school. Or if you are unable to make contact with them.
• If it is inappropriate. For example, if a young person is living independently and their family members no longer have access to their personal information.

The Family violence screening tool is intended to be used as a living document, as family violence is defined by a pattern of behaviour, meaning it is likely to require ongoing support. Nominated staff can use the Family violence screening tool to record and collate new observations they make over time.

Protective factors

Protective factors are strengths or conditions that increase a child or young person’s (or adult’s) safety from family violence.

Protective factors can include a person’s:

• involvement with their school community
• involvement with their broader community (sports clubs and so on)
• relationship with protective family members
• independence (employment, finances, vehicle)
• involvement with professionals who have ‘eyes-on’ the person experiencing family violence, such as teachers, childcare workers, community welfare workers, or community health workers who observe and record concerns.

Nominated staff can use the ‘Record more information relevant to the above…’ section of the Family violence screening tool (DOCX) to record protective factors.

Information sharing

Nominated staff may use the Child and Family Violence Information Sharing Schemes to share the Family violence screening tool when referring the victim survivor to a specialist family violence service, which will provide comprehensive risk assessment and management.

For more information, refer to: Child and Family Violence Information Sharing Schemes.

Misidentification of the predominant aggressor

It may be difficult to determine who the ‘predominant aggressor’ or perpetrator is in a family violence situation, particularly if more than one person is using violence.

It is not the role of school staff to identify the predominant aggressor when identifying and responding to family violence, including when completing the tools. The information recorded in the tools will support specialist services to correctly identify the predominant aggressor, and tailor their response accordingly, to avoid misidentification.

7. Safety planning for MARAM nominated staff

Schools must use MARAM processes to identify and respond to family violence, including safety planning. Using the Family violence basic safety plan (DOCX) ensures school staff are meeting their school’s MARAM responsibilities.

Nominated staff can develop a safety plan using the Family violence basic safety plan if they identify current family violence using the Family violence screening tool (DOCX) and if the child, young person and/or adult victim survivor parent or carer is open to receiving support.

The Family violence basic safety plan consists of strategies victim survivors can use to keep themselves safe. It should be tailored to their circumstances and consider their safety and wellbeing needs. A victim survivor’s Family violence basic safety plan should reflect their views and wishes and the victim survivor should be involved in its development wherever possible.

Nominated staff may use the Child and Family Violence Information Sharing Schemes to share the Family violence basic safety plan when referring the victim survivor to a specialist family violence service, which will provide comprehensive risk assessment and management. Specialist family violence services are responsible for comprehensive safety planning. The school’s primary and ongoing responsibility is for the child or young person’s safety at the school.

Safety plans should be kept at the school. For safety reasons, nominated staff must not provide copies to the child or young person, or the adult victim survivor. This can increase risk if the person using violence accesses it.

School staff must follow all data security and record management requirements that apply to their school. For more information, refer to: Records Management – School Records.

8. Providing ongoing support

Family violence risk assessment and management is an ongoing process. Reporting and referral does not mean the risk has ceased. School staff should provide ongoing support and monitor if risk changes or escalates, requiring further support. School staff can use the Family violence identification tool (DOCX) and Family violence screening tool (DOCX) to record new or updated information about family violence risk.

Schools contribute to coordinated risk management by:

• participating in or establishing a multidisciplinary support team to coordinate ongoing support for children and their families where necessary. This team could be internal, comprised of staff working with the child and family, or have external services participate such as Maternal Child Health, The Orange Door or Victoria Police
• notifying other services if you identify any changes in risk or if a planned risk management strategy is not implemented or fails
• maintaining visibility of the perpetrator by sharing relevant information about the perpetrator with specialist family violence services for risk assessment and management purposes
• being open with the child, young person or victim survivor that you are working with other services to support them whenever it is safe, reasonable and appropriate to do so. This will support a person-centred approach so that they feel supported to share their views.

For more information, refer to: Action 4 – Providing ongoing support.

9. Record keeping

School staff must follow all data security and record management requirements that apply to their school.

For more information, refer to: Records Management – School Records.

Schools staff must keep appropriate records relating to family violence referrals, information sharing and coordinated risk management. This may include:

• the services they collaborate with
• information shared and received from other services
• records of consent or views to information sharing and referrals
• actions required of the school (for example, using the screening tool and basic safety plan)
• the child and family being informed of any updates.

Due to the nature of family violence records, school staff must ensure that records are kept securely by taking the following actions:

• keeping hard copies of documents and tools in a locked cabinet
• keeping electronic records password protected with only staff members who need the information having access
• ensuring only school leaders and MARAM nominated staff have access to completed Family violence screening tools and Family violence basic safety plans
• ensuring that records are not destroyed as they may be needed at a later time (for example, as evidence in future court proceedings).

If school staff share information under the Child and Family Violence Information Sharing Schemes, they should use the Record keeping template for staff who use CISS and FVISS to ensure they follow the record keeping requirements of those schemes.

For more information, refer to: Child and Family Violence Information Sharing Schemes.

If you or someone else is in danger, call Triple Zero 000 for immediate assistance

Resources

Department resources for schools

Multi-Agency Risk Assessment and Management (MARAM) Framework

• Information Sharing and Family Violence Reforms: Guidance and Tools
• Family violence identification tool (DOCX)
• Family violence screening tool (DOCX)
• Family violence basic safety plan (DOCX)
• Observable signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence
• Family violence risk factors
• Narratives and behaviours that indicate a person is using family violence

For more information and to register for training, refer to Non-accredited MARAM training (Education workforces) on the Training for the information sharing and MARAM reforms webpage.

PROTECT

The department’s PROTECT website applies to all employees, contractors and service providers and includes advice on how to create a child safe environment, identify and report signs of abuse and mandatory reporting requirements. Refer to:

• PROTECT

Respectful Relationships

The Respectful Relationships program supports schools and early childhood settings to promote and model respect and positive attitudes and behaviours. It teaches children how to build health relationships, resilience and confidence. To contact your Respectful Relationships staff please contact your area office. Refer to:

• Respectful Relationships program

Student health and wellbeing

Support services, guidance and materials to make sure students are healthy and safe at your school.

• Student health and wellbeing for schools

Department resources for parents

• Information for parents about family violence, including family violence supports, can be found on the What is family violence page.
• A range of generic supports for parents, carers and families including family intervention services can be found at: Services for parents and carers

Department resources for school staff

Employee Wellbeing Support Services

Employee Wellbeing Support Services provides free and confidential advice to proactively support Victorian government school staff wellbeing. Converge International is the department’s external provider of Employee Wellbeing Support Services.

Employee Wellbeing Support Services offerings

Eligible individuals can arrange to speak with a practitioner over the phone, via video, or in person (subject to availability) for the following services:

• Employee Assist provides support and counselling for various personal and work-related issues.
• Manager Assist provides dedicated coaching support to people managers. Principal-class employees, business managers and other school leaders are encouraged to use Manager Assist for coaching and advice on staff wellbeing matters, having difficult conversations, leading through change, developing leadership competencies and any other people management matters.
• Career Assist provides career development advice, interview skills support and vocational counselling.
• Nutrition & Lifestyle Assist provides specialist advice on nutrition, sleep, mindfulness, addictive behaviours and positive lifestyle changes.
• Conflict Assist provides strategies, tools and coaching to deal with difficult workplace and personal situations. This is not a replacement for the conflict resolution support service available to staff currently.
• Money Assist provides money management coaching to help staff address their financial wellbeing.
• Legal Assist provides confidential legal advice for personal and non-work-related issues in the following areas of law: personal family law, wills/probate, tenancy/renting, real estate and consumer disputes. Please refer to Legal Assist frequently asked questions (DOCX) for further information on the service.
• Family Assist provides counselling for eligible school staff and their immediate family members (aged 18 and over) needing support with personal concerns. Short-term counselling for small family groups (aged 18 and over) or couples is also available.

Specialist helplines

There is a dedicated specialist helplines for eligible individuals who identify or are:

• experiencing domestic and or family violence: 1300 338 465

Subject to availability, specialist support may include practitioners with lived experience or who are trained to respond to the needs of staff and their families who identify themselves as above, including cultural safety and the use of inclusive language.

Specialist helplines can be accessed through telephone, Converge live chat function or email: customerservice@convergeintl.com.au. Specialist helplines are not available to book via the Converge mobile phone app or online booking portal.

Eligible school staff can also access specialist helplines via the main service phone line at 1300 291 071. Simply let the Converge intake officer know which specialist helpline is desired.

For further information about Employee Wellbeing Support Services, refer to:

• Occupational Health, Safety and Wellbeing Management in Schools

Leaders and senior staff also have access to Manager Assist and the Principal class Early Intervention Program. Phone: 1300 090 924 Email: eiprogram@cogentthinking.com.au

Workplace Contact Officer Network

The Workplace Contact Officer Network is a group of staff who have volunteered and been trained as a point of contact for colleagues experiencing harassment, discrimination, bullying, victimisation or family violence.

• Workplace Contact Officer Network

HR e-learning module for principals and managers

Family Violence Module for Managers and Principals E-learning can be accessed in LearnEd through your eduPay. This can be useful for all staff to complete.

• Family Violence Module for Managers and Principals E-learning (staff login required)

External resources – advice and support for schools and for people experiencing family violence

safe steps (24/7)

This Victorian state-wide family violence crisis support service for women and children includes accommodation (refuge) options and information in 10 languages. You can contact safe steps by phone or email at anytime or online chat through their website Monday to Friday 9 am to 9 pm.

• 1800 015 188
• safesteps@safesteps.org.au
• https://www.safesteps.org.au/

1800RESPECT (24/7)

This national service can provide counselling advice and support for people experiencing family violence. The website has resources in 29 languages. The service also provides debriefing to those providing to support to people experiencing family violence including family, friends and professionals.

• 1800 737 732
• www.1800respect.org.au

The Orange Door

The Orange Door is a free service for all adults, children and young people who are experiencing or have experienced family violence and families who need extra support with the care of children.

School staff can also seek expert advice, other relevant information and referral options from area-based specialist family violence services. To locate your local specialist family violence service visit:

• Orange Door website

Sexual Assault Services Victoria

The peak body for sexual assault and harmful sexual behaviour services in Victoria. Sexual Assault Services Victoria (SASVic) work to promote rights, recovery and respect for victim survivors and other people impacted by sexual violence and harm.

School staff can find specialist services in their local area via the SASVic website that support victim survivors of sexual assault and their family members by providing free and confidential crisis support services.

• Sexual Assault Services Victoria

Sexual Assault Crisis Line

Provides statewide after-hours confidential telephone service for people who have experience past and recent sexual assault.

• 1800 806 292
• Sexual Assault Crisis Line

InTouch

State-wide family violence support for Multicultural women and men, their families and communities. They can provide information and referral options for family violence, support relating to visas, family court issues and case management.

• 1800 755 988
• www.intouch.org.au

Djirra

Djirra is an Aboriginal Family Violence Legal Service supporting Aboriginal people who are experiencing or have experienced family violence (women and men). Djirra also assists non-Aboriginal people experiencing family violence who are parents of Aboriginal children.

• 1800 105 303
• Legal Services team: info.afvls@djirra.org.au

Men’s Referral Service

State-wide phone service providing support and information for men who are concerned about their behaviours or have used violence.

• 1300 766 491
• www.ntv.org.au

School Update articles relevant to this topic (staff login required)

• Family violence support and resources for schools – published 27 October 2020
• Family violence support services and resources – published 1 September 2020