Expulsions

Supported transition

To uphold the principle that no child will be excluded from the government school system, if a student is expelled it is essential that a supported transition plan (DOCX) and a student absence learning plan is promptly developed and enacted to ensure the student remains engaged in education. In many cases, a transition to a new setting with the right support will enable the student to thrive.

The regional engagement coordinator is responsible for overseeing and monitoring the student’s transition. This includes providing oversight and support to the school on the student transition plan and student absence learning plan.

The local area team and regional office, in collaboration with the principal, will work to identify a new setting and implement a transition plan for the student. The principal of the expelling school will facilitate a placement in a new setting within a month of the expulsion taking effect where possible, and develop the supported transition plan for the student. The principal will provide the regional engagement coordinator with the supported transition plan. This supported transition plan will build on discussions and options identified at the behaviour support and intervention meeting, reflect the needs and goals of the student and family, and consider the student’s strengths and any insights from the school about the best educational options for the student.

The information provided in the supported transition plan will support the receiving school to successfully plan for, and integrate, the student. In many cases, a transition to a new setting with the right support will enable the student to thrive.

Students of compulsory school age must be:

• enrolled at a registered school
• enrolled at a registered training organisation (RTO)
• engaged with an employment agency or other organisation that provides services that support their future employment.

Students beyond compulsory school age and their parent/carer must be provided with information about:

• other schools or RTOs that may provide suitable opportunities for the student, or
• employment agencies or other organisations that support engagement in employment.

In identifying a new setting for the student regional staff and the principal should be guided by the Placement Policy and Transfers sections of the department’s Enrolment Policy which outline students’ entitlements to enrolment and the expectations placed on enrolling schools.

The principal must establish a Student absence learning plan (DOCX) (staff login required) and ensure that the school continues to provide the student with meaningful work until they have successfully transitioned to the identified setting. This may need to be monitored and updated and the designated teacher should offer support, as required.

The principal will provide the regional engagement coordinator with the student absence learning plan. The regional engagement coordinator will follow up with the new setting one and 6 months after the expulsion has occurred and refer the case to the local area team if additional support is required. The regional engagement coordinator will monitor compliance of the student absence learning plan until the student has successfully transitioned to the identified setting.