JavaScript is required

Inclusive and Equitable Workplaces

Policy last updated

6 October 2026

Scope

  • Schools

On this page

Date:
25 Mar 2020

Policy

Policy

This policy provides advice for school leaders and employees on:

  • fostering an inclusive and equitable workplace
  • leading and working in diverse teams.

Summary

  • The department is committed to creating safe, respectful and inclusive workplaces that reflect the Victorian community. This commitment is outlined in the Workforce Diversity and Inclusion Strategy 2026–2030(opens in a new window).
  • Inclusive workplaces require strong leadership, ongoing education, and proactive measures to prevent and respond to discrimination. Department managers and principals have a responsibility under the Equal Opportunity Act 2010 (Vic) to take reasonable steps to prevent discrimination, sexual harassment, vilification and victimisation.
  • All employees have a responsibility to actively support inclusion, challenge stereotypes, and value the unique contributions of their colleagues.
  • Employees are encouraged to join staff networks, which provide opportunities to connect with others and help make the department a safe, respectful and inclusive workplace.
  • Supports and resources are available to employees, including Workplace Contact Officers and Employee Wellbeing Support Services. Advice and tools to support inclusive workplaces can be found on the Guidance and Resources tabs.

Details

This policy supports the department’s Workforce Diversity and Inclusion Strategy 2026–2030(opens in a new window) (the Strategy). The Strategy outlines the department’s approach to creating a safe, respectful and inclusive workplace.

An inclusive and equitable workplace is one where everyone belongs and feels valued. People are treated fairly and can do their best work. This is true for all employees, no matter their background, identity, or circumstances.

The Strategy has 5 priority employee groups:

  • women and gender diverse people
  • First Nations people
  • LGBTIQA+ people
  • people with disability
  • culturally and racially marginalised people.

These groups face barriers to access and inclusion at work, such as conscious, unconscious, and systemic bias, lack of accessibility and discrimination.

Diverse, equitable and inclusive workplaces:

  • are more innovative and engaged
  • have stronger wellbeing and performance
  • attract and retain talented people.

The department wants students to see themselves in their school’s staff. We want all employees, including those from the priority employee groups, to feel safe, respected and included at work.

This policy provides guidance and resources to help school staff and leaders achieve this vision. It gives recommended actions and links to related policies and tools.

Legislative obligations and complaints

In addition to the practices recommended in this policy for all school staff, school leaders can refer to:

Employees wishing to raise concerns about discrimination, bullying or sexual harassment can refer to:

Definitions

Important terms used in this policy are defined below. To support understanding, some key concepts are explained in the context of schools and the department. More advice about respectful language for diverse groups can be found in the Communication chapter of the Guidance tab.

Accessibility
Accessibility means that people with disability can participate in the workplace on an equal basis. Types of access can include:

  • digital accessibility, like using the accessibility features in Microsoft Word so that documents can be read using accessible technology (for example, screen readers, braille readers)
  • physical accessibility, like having plenty of room to move around with a walking stick, assistance animal or wheelchair
  • print accessibility, like using high contrast colours and large font
  • accessible facilities, like accessible bathrooms and parking spaces
  • social accessibility, like giving people time to think and respond.

Lots of things can be made accessible from the start. This means there will be fewer barriers to participation for everyone. This approach can make people with disability feel included and valued. It means people with disability can contribute and participate.

Many people with disability will also need specific things made accessible for them. They can request workplace adjustments to make their workplace accessible.

Read the Disability and Reasonable Adjustments – Staff policy for more information.

Anti-racism
Racism and religious intolerance are defined in detail in the Preventing and Addressing Racism in Schools policy.

Anti-racism recognises that workplaces must take active steps to end racism. Promoting inclusion is an important part of the solution, but it is not the whole picture. To end racism, workplaces must actively prevent it and respond to it.

The Preventing and Addressing Racism in Schools policy supports government schools to strengthen their culture and practice to prevent and address racism, religious intolerance and racial and religious vilification. All Victorian government schools must implement this policy. It also supports compliance with Victoria’s Child Safe Standards.

The policy supports schools to build staff capability in culturally safe practice and to set clear, inclusive reporting and response pathways. The same capability and pathways that protect students also shape how staff treat each other. A school that safely prevents and addresses racism safely for students, families and carers, is better placed to do the same for its workforce.

Discrimination
When someone has been discriminated against, it means they have been treated badly or unfairly because of a personal characteristic that is protected by the law. Read the Equal Opportunity – Employees policy for more information.

Diversity
Diversity is the different perspectives, experiences and backgrounds each person brings to the workplace.

Equality
Workplace equality is when everyone can fully participate in the workplace and perform at their best.

Equity
Equity recognises that we don’t all start from the same place. Employers use equity to achieve equality and inclusion.

Equity means the department may need to:

  • offer extra help and support to some people or groups
  • remove barriers for some people or groups.

Inclusion
Inclusion means every individual feels respected, valued and safe at work.

Intersectionality
Intersectionality recognises that identities and experiences are complex. Overlapping forms of discrimination, marginalisation and privilege can create unique and compounding harms or advantages. Read Understanding intersectionality(opens in a new window) for more detail.

Marginalisation
Marginalisation happens when people or groups are denied power and pushed to the ‘margins’. They are further from the centre of power. Marginalisation happens because of prejudice, discrimination, lack of accessibility, and unfair policies and systems.

Self-determination
First Nations self-determination is a spectrum of rights that are necessary for First Nations Victorians to achieve economic, social and cultural equity. These rights are based on cultural values and ways of life.

Self-determination is the guiding principle when working with First Nations people and communities.

Social model of disability
The social model of disability recognises that disability is caused by barriers in an inaccessible society. For example, when workplaces are not accessible to a person with an impairment, that person is disabled by the workplace, not their condition.

The social model places the responsibility on society to create access. This is different from the medical model of disability. The medical model focuses on an individual’s impairment.

The department adopts the social model of disability as the appropriate model for workplace accessibility and inclusion.

Relevant legislation

See the Equal Opportunity policy for a full list of relevant discrimination legislation.

Contact

Principals and other school staff can contact People and Workplace Relations for support applying this policy: 1800 641 943 or via email: workplace.relations@education.vic.gov.au.

Guidance

Guidance

This guidance contains the following chapters:

  • Recruitment and onboarding
  • Leading and managing diverse teams
  • Meetings and events
  • Aboriginal cultural safety and self-determination
  • Allyship
  • Valuing diversity
  • Communication
  • Facilities
  • Staff networks
  • Employee wellbeing
  • Raising concerns and responding to complaints

Recruitment and onboarding

Recruitment and onboarding

Inclusive recruitment and onboarding helps create a workforce that reflects the school community. All school leaders and employees must create a culture where new employees feel welcome.

Recruiting for diversity

Recruitment in Schools is a comprehensive overview of recruitment processes schools must follow. It includes advice about attracting diverse candidates.

The Victorian Public Sector Commission has guidance about Recruiting for diversity(opens in a new window). This guidance can be used by schools and includes:

  • hiring using special measures
  • recruiting people with disability
  • a neurodiversity employment toolkit.

Selection panel members are encouraged to complete the Inclusive Recruitment eLearn module to learn more about inclusive recruitment. The module can also be found by searching for ‘Inclusive Recruitment’ in the Find Learning section of My LearnEd on eduPay (staff login required)(opens in a new window).

Diversity and inclusion training can also help leaders and employees to create an inclusive workplace for new starters. For available sessions, go to Arc(opens in a new window).

Diversity Council of Australia has inclusive recruitment tools(opens in a new window). Employees can access these resources by creating an account using their department email address.

Australian Disability Network also has resources on accessible and inclusive recruitment(opens in a new window).

Special measures

Special measures can help recruiters attract the most appropriate person for the role. It is a lawful way to create equal opportunity for candidates. Special measures can be used for any job.

Most of the time, recruiters use a special measure when they hire to:

  • define who can apply for a role
  • deliver work that needs lived experience, cultural and/or religious expertise
  • increase the number of employees from a specific group of people
  • prioritise a group of people in a selection process
  • work with people from a specific group.

There is information about supporting diversity and inclusion in the Recruitment in Schools policy. For information on how to use special measures, you can refer to the VPSC Guide to hiring with special measures in the public sector.

Workplace adjustments in recruitment and onboarding

Workplace adjustments help employees with disability to contribute and participate at work. The Disability and Reasonable Adjustments – Staff and Equal Opportunity – Employees policies apply to all stages of employment, including recruitment.

Leading and managing diverse teams

Leading and managing diverse teams

Providing direction, establishing expectations, and giving feedback are important parts of good leadership and management.

Employees from marginalised groups may need their manager’s or leader’s support to:

  • use specific entitlements
  • remove barriers to career progression and professional development.

Model inclusion

Principals and school leaders must model and build a workplace where employees feel:

  • safe to raise concerns
  • supported in their career development
  • respected when requesting reasonable adjustments and flexible working arrangements.

Leaders can model inclusion by:

  • learning to pronounce names correctly, demonstrating respect for people’s cultures, languages and identities
  • ‘leaving loudly’ at the end of the day to demonstrate the importance of work-life balance
  • championing Aboriginal self-determination, inclusive language, inclusive recruitment, workplace adjustments, flexible work, taking active bystander action, and other aspects of inclusion.

Leave and entitlements

Employment conditions and entitlements can remove barriers to inclusion. Principals and managers must provide employees with the terms and conditions of their employment and support them to use their entitlements:

Managing employee conduct and performance

It is important to establish expectations of respectful behaviours and address any instances of disrespectful or harmful behaviour. These policies provide guidance on managing conduct and unsatisfactory performance:

Consider whether an employee may need a different approach to career development and work planning for accessibility, cultural safety or psychological safety:

Professional development

A diverse and representative workforce enriches learning experiences for students. Diverse leadership teams make better decisions. School leaders are encouraged to support the professional development of diverse employees.

When seeking to develop aspiring or new school leaders, leaders can consider the sponsorship approach. Read more about sponsorship below:

Supporting colleagues affirming their gender in the workplace

Gender affirmation is when a trans or gender diverse person takes steps to socially or physically feel more aligned with their gender. Gender affirmation may also be called gender transition. This process is different for every person.

Gender affirmation can include:

  • changing how they interact with others
  • changing their name or using different pronouns
  • changing their appearance and how they present
  • seeking medical assistance.

Employees in schools can discuss appropriate leave with their principal or manager or the Employee Diversity, Inclusion and Engagement team: employee.inclusion@education.vic.gov.au.

To support an employee or colleague affirming their gender at work:

  • understand each person’s needs will be different
  • be sensitive, open-minded, adaptable and respectful. Gender affirmation is often a new experience for both the individual and the workplace
  • let the employee drive the process
  • make the safety and wellbeing of the employee the priority
  • take active bystander action if the employee is misgendered or an incorrect name is used (sometimes called a ‘dead name’ – an old name the person no longer uses).

An employee affirming their gender will communicate how best to support them. The employee and their principal or manager can go to Gender affirmation in Victorian public sector workplaces(opens in a new window) (including schools) and use its Gender affirmation plan template.

Employees are entitled to use toilets and other facilities appropriate to their affirmed gender. Any employees who have concerns about the use of toilets and facilities should raise these concerns with their principal or manager.

Workplace adjustments

The department encourages all school leaders to have conversations with their employees about workplace adjustments.

People with disability can request a workplace adjustment at any time. The department will provide adjustments whenever it is needed, possible and reasonable to do so. Under anti-discrimination law, employers must make workplace adjustments for employees and prospective employees with disability, except in specific circumstances (detailed in the Disability and Reasonable Adjustments – Staff policy).

Principals and managers can also invite team members to tell them if they need workplace adjustments at any time. Leaders can champion workplace adjustments as a way to make the workplace accessible and inclusive.

Read Disability and Reasonable Adjustments – Staff for information about workplace adjustments.

Flexible work arrangements may be requested as a workplace adjustment. When flexible work is a workplace adjustment, the Disability and Reasonable Adjustments – Staff policy must be applied.

The Victorian Public Sector Commission has a template Workplace adjustment and arrangement passport(opens in a new window), which school staff can download and work through with their principal and support persons. This resource helps ensure the right supports are in place and can be easily communicated.

Principals and school leaders can go to Equal Opportunity – Employees to learn about their responsibilities as employers.

Meetings and events

Meetings and events

Welcome to Country and Acknowledgment of Traditional Owners

A Welcome to Country or an Acknowledgement of Traditional Owners demonstrates respect and acknowledges First Nations peoples’ spiritual, physical and cultural connection to Country.

To learn who the formally recognised Traditional Owners are for a school area, use the Welcome to Country and Acknowledgment Map(opens in a new window).

For more guidance, read Acknowledgement of Traditional Owners and Welcome to Country in Schools.

Inclusive and accessible meetings

Making meetings inclusive means all staff can contribute their best. Simple steps can make meetings and events more inclusive:

  • before a meeting, ask attendees if they have accessibility requirements
  • allow attendees to attend meetings virtually, where possible
  • ask what a person’s preferred method of communication is
  • make sure any documents are accessible and are sent out ahead of time
  • organise any adjustments ahead of time, such as captioning or interpreters
  • check attendees’ dietary needs and label food correctly (for example, Halal, pork-free, beef-free, vegetarian, vegan, Kosher)
  • emphasise that non-alcoholic drinks will be provided and appropriate food served
  • check a cultural events calendar to avoid excluding any groups (for example, don’t book an active excursion during Ramadan, when Muslim colleagues may be fasting).

Inclusive online and hybrid meetings

Use the resources below to create accessible online and hybrid meetings:

Aboriginal cultural safety and self-determination

Aboriginal cultural safety and self-determination

Cultural safety is about inclusion, and how staff are welcomed, respected, recognised and valued. It’s about everyone feeling safe to be themselves at work.

Everyone has a role in establishing culturally safe workplaces for First Nations staff, by actively recognising, respecting and valuing each individual’s unique identity and contributions.

In culturally safe workplaces, there is shared respect, shared meaning and shared knowledge. There is no challenge or denial of First Nations identities. Staff feel safe and can practice their culture without the experience of discrimination or racism.

Cultural safety is part of all stages of an employee’s journey. A culturally safe workplace benefits everyone.

Under the Child Safe Standards, schools must also be a culturally safe environment for First Nations children and young people.

To support cultural safety in the workplace, principals and school leaders can:

  • strengthen your understanding of cultural safety
  • embed the principles of self-determination
  • attract First Nations people to roles at your school
  • support First Nations employees to attend professional development.

The Aboriginal Employment policy also has details about important department strategies for First Nations education, inclusion and employment, including Dhelk Wukang(opens in a new window) and the Aboriginal Employment Plan(opens in a new window).

Self-determination

As part of the continuous improvement approach for the Aboriginal Employment Plan, the department is committed to actively building its capability to prioritise First Nations self-determination.

First Nations cultural safety and self-determination are described in the department’s Aboriginal Employment Plan, drawing on the Victorian Aboriginal Affairs Framework(opens in a new window). First Nations self-determination is a spectrum of rights that are necessary for First Nations Victorians to achieve economic, social and cultural equity. These rights are based on cultural values and ways of life.

Self-determination is the guiding principle when working with First Nations people and communities. It is embedded in all the department’s First Nations strategies and policies. Go to Aboriginal Employment and First Nations Education to read these documents.

Allyship

Allyship

An ally is an advocate for inclusion – a colleague, supporter, friend or person who wants to help make change. Allies are important. They may have privilege or power that people from marginalised communities are less likely to have. This means the support of allies can be powerful to create positive change.

To be an effective ally:

  • listen to colleagues who experience marginalisation and make time to understand their experiences
  • believe colleagues who share their experience with you, and don’t minimise or invalidate their experiences or feelings
  • amplify the voice and work of colleagues who experience marginalisation
  • ask colleagues how you can support them, and follow their leadership
  • attend or help organise community events
  • take learning opportunities, such as those in the Resources tab of this policy
  • be an active bystander.

People from marginalised communities are often expected to speak on behalf of or represent their communities. This can create an additional mental, cultural, emotional, psychological, or workload. Allies can help to alleviate this load by taking the actions listed above.

Active bystander

A bystander is someone who witnesses disrespectful or harmful behaviour but is not directly involved.

Active bystanders take action to:

  • stop a disrespectful or harmful situation from escalating
  • disrupt a disrespectful or potentially harmful situation.

VicHealth’s ‘Take Action’ active bystander(opens in a new window) resource gives a ladder of action bystanders can take:

  • diffuse the situation with a light-hearted comment or giving a disapproving look
  • check in with the target of the disrespectful behaviour
  • call out the person behaving disrespectfully
  • formally report the behaviour (read raising concerns or complaints for more information).

All department employees can attend centrally-funded Active Bystander training. Go to the Resources tab for more information about training opportunities.

Valuing diversity

Valuing diversity

Visibly valuing diversity fosters an inclusive workplace and ensures staff know they are valued and supported.

Days of significance

There are many events and celebrations that showcase peoples’ cultures, identities and communities. Leaders are encouraged to work with staff and students to develop a yearly ‘Inclusion calendar’. The calendar shows what days of significance the school will recognise over the year. Schools can choose the days most relevant to the school community.

School staff can:

Positive story sharing

Marginalised employees do not have their good work acknowledged as often as others. Staff and leaders can make sure to recognise the work of diverse colleagues:

  • nominate diverse staff for local or department awards
  • recognise good work or achievement in a team meeting, school newsletter, or assembly
  • send an email or message to the team recognising good results or effort.

Marginalised staff are often discussed with ‘deficit language’. This can affect their mental health and entrench prejudice. To combat this, in team or staff meetings, include a positive story about inclusion, achievement or excellence. This small action is an evidence-based way to change attitudes and behaviour.

Demonstrations of inclusion in the workplace

Visibly demonstrate support by:

Another important demonstration of inclusion is to take the time to learn to pronounce your colleagues’ names correctly. This shows respect for your colleagues’ languages, cultures and identities.

Communication

Communication

Communicating inclusively ensures that colleagues and employees feel respected and included and can work effectively and collaboratively.

Inclusive language

Safe and inclusive language is constantly evolving. When referring to individuals, it is best to listen to how they talk about their identity. It’s usually best to use the same words. If this is unclear, respectfully asking the person is a good option.

For more information about appropriate language, go to:

Note that the Australian Government Style Manual uses ‘Koori’ to refer to Victorian First Nations people. The department uses the spelling ‘Koorie’, where it appears in names of documents, job titles or titles of work areas.

Accessible communications

Making communications accessible to all staff is everyone’s responsibility. Accessible communication ensures that everyone can participate in the workplace.

The Victorian Government accessible communications policy(opens in a new window) has detailed advice about making digital communications accessible.

For print communications, the Roundtable on Print Disability has guidelines for producing clear print(opens in a new window).

See this guide from the Australian Government’s Job Access for communicating with colleagues who are deaf or hard-of-hearing(opens in a new window).

Using the right tool for the task makes work more accessible:

Neurodiversity and communication

Understanding the diversity of communication styles can help create neuroinclusive workplaces. People who are neurodivergent may:

  • be direct
  • need direct instructions
  • need written instructions or visuals
  • ask clarifying questions
  • need time to prepare, think and respond
  • prefer pre-arranged phone calls and meetings with a clear purpose.

Diversity Council Australia has a resource about leading practice for neuroinclusive workplaces(opens in a new window), including neuroinclusive communication.

Inclusive images

When using photographs or illustrations in your communications, marketing or promotions, any people featured should represent the diversity of the department’s workforce and the community.

Facilities

Facilities

Accessible and inclusive facilities meet employees’ essential needs in a dignified way. They help uphold the right to equal opportunity. These facilities can include accessible bathrooms, carers’ rooms, quiet sensory spaces, all gender toilet facilities and multi-faith rooms (noting the requirements of the Special Religious Instruction policy).

Some schools may face limitations to facilities they can offer, including:

  • smaller schools
  • schools with heritage buildings
  • schools with limited accommodation.

Schools in this position are encouraged to negotiate with employees on a case-by-case basis, prioritising access to dignified facilities to meet their needs.

Schools are recommended to have separate inclusive facilities for staff and students, where possible.

Accessible toilets

The Building Quality Standards Handbook – School Construction and Design Standards sets minimum criteria for accessible toilets.

The Australian Disability Network also provides advice about the design of accessible toilets(opens in a new window).

Carer rooms

Carer rooms provide a clean, private space to express milk, breastfeed or bottle feed. They may also be called lactation rooms, nursing rooms, expressing rooms or wellbeing rooms.

The World Health Organisation recommends breastfeeding babies and children to 2 years and beyond(opens in a new window). Employees often return from parental leave while continuing to breastfeed. A breastfeeding-friendly workplace helps to support a parent’s breastfeeding goals.

The Australian Breastfeeding Association provides advice about being a breastfeeding-friendly workplace(opens in a new window).

The department’s Parental Absence – Teaching Service: Policy and Guidelines has information about lactation breaks and facilities. Lactation breaks and facilities must be provided under the Victorian Government Schools Agreement.

Quiet space

Schools can consider having a dedicated quiet space for staff to manage the over-stimulation that can be experienced in the workplace. These rooms can also be used for quiet contemplation or meditation.

Suggested inclusions in a sensory room include:

  • offering adjustable lighting or light-covers
  • minimising strong smells
  • noise should be kept to a minimum in and around the room.

All gender toilets

An all gender toilet does not have gendered signage and can be used by a person of any gender.

The Building Quality Standards Handbook – School Construction and Design Standards sets requirements for all gender toilets.

To learn more about all gender toilets and when they should be provided in the workplace, read WorkSafe Victoria’s guide to All gender toilet facilities in the workplace.

Multifaith facilities

Dedicated multifaith rooms provide space for people of all religious beliefs to spend time in reflection, prayer and meditation. These rooms assist staff to meet their religious duties with minimal disruption to work commitments.

To learn more about multifaith rooms read Multifaith guidelines – Diversity Council of Australia(opens in a new window) (staff can create a free DCA account with a department email address).

Staff networks

Staff networks

The department has several staff diversity networks that employees can join. Members can:

  • connect with community
  • seek peer support
  • engage in professional development opportunities
  • contribute to the department being a safe and inclusive workplace.

The department encourages employees, including school staff, to join a network or promote them to colleagues and new starters.

Learn more about the staff networks and how to join below.

African Australian Network

The African Australian Network (staff login required)(opens in a new window) aims to support and advocate for the personal and professional development of people of African descent in the department.

To join or for further information, email de.african.australian.network@education.vic.gov.au.

Enablers Network

The Enablers Network is an employee-led alliance for people in the department with lived experience of disability and their allies. The network represents the needs, interests and concerns of department employees with lived experience of disability or long-term health conditions.

The Enablers Network:

  • advocates and provides advice to the department on systemic barriers to full participation in employment
  • collaborates with members and their managers to implement reasonable adjustments and fully utilise available support services
  • provides peer support to colleagues with a disability across the department
  • raises awareness of the rights of people with disability to promote and embed inclusion and acceptance in the department.

To join, or for more information, email enablers@education.vic.gov.au.

Koorie Staff Network

The Koorie Staff Network (staff login required)(opens in a new window) provides a safe and supportive environment for First Nations staff. It allows First Nations staff to share experiences, provide support for each other and contribute to the work of the department.

To join, or for more information, email ksn@education.vic.gov.au.

All staff can apply to become a Yan Ngitj. Yan Ngitj ambassadors include First Nations staff and allies who support culturally safe and inclusive workplaces by promoting First Nations cultural safety and respect for our shared history and cultures.

To join, or for more information, email yan.ngitj@education.vic.gov.au.

PriDE Network

The PRiDE Network (staff login required)(opens in a new window) is a peer-led network created to connect and support LGBTIQA+ employees and their allies in the department, including at government schools. The network:

  • promotes understanding of issues faced by LGBTIQA+ staff
  • helps to make the department a safe and inclusive workplace.

To join, or for further information, email pride@education.vic.gov.au.

Employee wellbeing

Employee wellbeing

Inclusive workplaces promote staff wellbeing. Employees with better wellbeing contribute to a more inclusive workplace and are supported to perform at their best.

For information on the employer’s responsibility in creating a psychologically safe workplace go to Psychological Health and Safety for School Staff.

Employee Wellbeing Support Services

For information about support services, eligibility, and how to book an appointment, go to Occupational Health, Safety and Wellbeing Management in Schools.

Specialist helplines

The Employee Wellbeing Support Services has 6 specialist helplines for people who are:

All specialist helplines can be accessed by phone, Converge live chat or email (customerservice@convergeintl.com.au).

Crisis support (urgent counselling)

Crisis support (urgent counselling) is available 24 hours a day, 7 days per week via phone. Go to Occupational Health, Safety and Wellbeing Management in Schools for more information.

Principal Health and Wellbeing Supports

There are a range of dedicated health and wellbeing supports available to principals and assistant principals in Victorian government schools.

For more information, go to Principal Health and Wellbeing.

Raising concerns and responding to complaints

Raising concerns and responding to complaints

Inclusive workplaces don’t just happen. They are built through:

  • living the department values
  • how colleagues behave towards each other every day
  • how schools respond to discrimination.

Raising concerns or complaints

School staff can find information about raising a concern, making a complaint or appealing a decision in the following policies:

Responding to concerns and complaints

Principals and managers must understand their responsibilities when managing conduct and responding to complaints:

The LGBTIQA+ safety, respect and inclusion in schools toolkit (DOCX) (staff login required)(opens in a new window) includes templates and tools to promote inclusion and respond to incidents.

Resources

Resources

Department strategies

Professional learning

Department resources

Student resources

Wellbeing

  • Employee Wellbeing Support Services – for information about support services, eligibility, and how to book an appointment, visit Occupational Health, Safety and Wellbeing Management in Schools
  • Workplace Contact Officers – contact officers who can provide information and support in relation to workplace behaviour concerns
  • Switchboard Victoria(opens in a new window) – a community based not-for-profit organisation that provides a peer-based, volunteer-run support service for LGBTIQA+ people
  • Rainbow Door(opens in a new window) – a free specialist LGBTIQA+ helpline providing information, support, and referral to all LGBTIQA+ Victorians, their friends and family
  • GenSHED(opens in a new window) – a VPS-wide safe space for intersex and trans and gender diverse (I&TGD) folks. A ‘virtual roof’ for initiatives connecting trans, intersex, non-binary, gender diverse peers (Innovation Network login required)
  • Black Rainbow(opens in a new window) – a national Aboriginal and Torres Strait Islander organisation that supports Aboriginal and Torres Strait Islander lesbian, gay, bisexual, queer, trans, intersex, asexual, sistergirl and brotherboy (LGBQTIA+SB) through a variety of community projects and programs

Inclusive recruitment resources

Leading and managing diverse teams

Valuing diversity and significant dates

Communications

Meeting and events

Facilities

Carer rooms

Accessible toilet facilities

Prayer rooms

Back to top