Support: respond to child abuse in the family

Guidance on how to support students through your school. Support is one of the 4 Critical Actions.

Schools

As soon as you believe a student has been or is at risk of being abused by someone in the family, you must act.

4 CRITICAL ACTIONS

⬣ Identify ● Support ■ Refer ▲ Report

Also see

• Other sources
• Posters and resources
• I work in early childhood

On this page

• Engage the student to find the right support
• Sector-specific support
• Support actions all schools can take
• Continue support for as long as necessary
• Next steps

Your school must support all students involved who are enrolled at your school.

This includes:

• students who have experienced abuse
• other students who may be affected.

Child abuse can cause trauma. It can also significantly impact a child’s health, safety and wellbeing and disrupt their education.

You play a central role in:

• ensuring students feel safe and supported at school
• meeting their individual educational and wellbeing needs.

Support complements refer. Both actions can happen at the same time if that is the best way to help the student.

Engage the student to find the right support

It is important to talk to the student about the support they want. This can help them feel empowered, and more likely to take part in the process in a positive way.

You can:

• hear their thoughts and acknowledge their situation
• discuss your concerns about their safety and wellbeing
• highlight the support available through your school
• help them to explore their options and develop appropriate plans.

Talk to the student in a way that is culturally safe, suitable for their age, trauma-informed and respectful.

To learn more, see the managing trauma guide.

Sector-specific support

Select the dropdown that applies to your school to see the support available.

Then continue with the support steps on this page.

Open all

• Government schools: engage people and support

People

Ensure the right staff in your school carry out these actions for all impacted students. Your school’s wellbeing team may lead this work.

When your school reports an incident, we notify relevant regional or centralised services. They will help your school to arrange support for impacted students and staff.

These services include Health, Wellbeing and Inclusion Workforces. They are made up of regional and area-based education and allied health professionals. They have specialist skills and knowledge to help students with health, wellbeing and learning goals. Student Support Services (SSS) are part of these workforces.

Support

Identify which resources are likely to be the most suitable. This depends on the type of abuse and the support that the students need.

You can use the optional identify and respond to child abuse templates to keep records. These templates help to document your support strategies, including timeframes for review. It can be used as a reference as you implement the support.

Support options available through your school

The Family Violence Basic Safety Plan is a tool your school’s MARAM nominated staff can use to:

• plan for the student’s safety at school
• guide a one-off conversation about safety at home. Do this at the most appropriate time. For example, after completing the Family Violence Screening Tool in the identify action.

Consider any adjustments impacted students might need. Adjustments should ensure their ongoing safety in the school environment.

Programs and tools

• Mental health and wellbeing toolkit: advice to support student mental health and wellbeing. This includes a map of key mental health and wellbeing support.
• Schools Mental Health Menu: a list of programs, staff, and other support from an evidence-based menu. This includes whole school approaches to individual interventions.
• Student Support Group (SSG): a team made up of the school, the student, parents or carers and relevant agencies. Together, they support the student’s educational, health, social, cultural and emotional wellbeing.
• Individual Education Plan: a written statement created by the SSG. It shows the changes, goals and plans to support a student’s learning and wellbeing needs.
• Behaviour Support Plan: a document that addresses inappropriate behaviour of a student. It outlines strategies to improve their behaviour. If you are not sure which support may be best, you can seek advice. See support and advisory services for school staff.

• Catholic schools

People

Ensure the right staff in your school take actions to support and refer all impacted students. For example, a member of your school’s leadership team may be best placed to lead.

When your school makes a report, your governing body will advise you of the next actions.

This could include engaging:

• external agencies such as The Orange Door, local sexual assault services, Headspace
• your school’s wellbeing team.

Support

Identify which resources are likely to be the most suitable. This will depend on the type of abuse that occurred and the support students need.

• Family Violence Basic Safety Plan: your school’s MARAM nominated staff can use the Family Violence Basic Safety Plan tool to:

• plan for the student’s safety at school
• have a once-off conversation about safety at home. This action should occur at whatever time is most appropriate. For example, after completing the Family Violence Screening Tool in the identify action.

Consider adjustments all impacted students might need. Adjustments should ensure their ongoing safety in the school environment.

Programs and tools

• Schools Mental Health Menu: a list of programs, staff, and other support from an evidence-based menu. This includes whole-school approaches to individual interventions. The menu is publicly available. It helps Catholic schools find effective programs and resources. These are based on evidence to support student mental health and wellbeing.
• Individual Safety/Wellbeing Plan: helps to manage and reduce risk. This is for students who may be a danger to themselves or others, including students who may be at risk of harm. It includes warning signs, coping strategies, and a list of contacts for support. It is usually created by school staff with the student and their family. It may have input from allied health staff.
• Personalised Learning Plan (PLP): helps with learning and teaching for students with disabilities and additional needs.
• Behaviour Support Plan (BSP): supports students to develop positive social interaction skills. This helps them be more successful learners and to create a safe learning environment for all.
• Program Support Groups (PSG): connect key stakeholders who know and support the student. They review adjustments described in their PLP or BSP. The group work to establish goals for the student. These goals support the student’s educational, social and emotional development.
• Mandatory Reporting Policy: teachers and other professionals must report child abuse or neglect to authorities. This policy outlines required actions. It ensures all Catholic school staff know and follow their reporting obligations. This protects the safety and wellbeing of children and young people.
• Mental health and wellbeing toolkit: advice to support student mental health and wellbeing.
• Be You consultant and directory: Be You features professionals in education and mental health. They help schools implement strategies for improved mental health and wellbeing. Be You programs directory is a searchable database. It lists external mental health and wellbeing programs for schools.
• School referral pathway: a school-based document that outlines the referral pathway to support students. Contact your governing body for additional advice on other relevant support.

• Independent schools

Independent schools should follow the procedures outlined in their school policy.

Contact Independent Schools Victoria (ISV) for support and advice on child safety related matters.

• Call: 03 9825 7200

• Email: enquiries@is.vic.edu.au. ISV member schools have access to a menu of support services which can be accessed via ISConnect.

• Student Support Group (SSG): a team made up of the school, the student, parents/carers and relevant agencies. Together, they support the student’s educational, health, social, cultural and emotional wellbeing.

• Individual Education Plan: a written statement created by the SSG. It shows the changes, goals and plans to support a student’s learning and wellbeing needs.

• Schools Mental Health Menu: a list of programs, staff, and other resources from an evidence-based menu. This includes whole school approaches to individual interventions. The Menu is publicly available. It helps independent schools find effective programs and resources. These are based on evidence to support student mental health and wellbeing.

• Mental health and wellbeing toolkit: advice to support student mental health and wellbeing. This includes a map of key mental health and wellbeing support.

• Behaviour Support Plan: a document that addresses inappropriate behaviour of a student. It outlines strategies to improve their behaviour.

Support actions all schools can take

Open all

• Use information sharing to enhance your support

Work with school staff with information sharing responsibilities. They can share and request information with other Information Sharing Entities (ISEs) under:

• the Child Information Sharing Scheme (CISS)
• the Family Violence Information Sharing Scheme (FVISS). This can help you decide what support to provide for students. To share information safely and appropriately, follow the guidance for staff who use CISS and FVISS.

• Check Child Link

If you do not know which services a child is linked with, ask staff who have access to Child Link. They can check:

• the child’s participation in key early childhood and education services
• key family relationships
• if the child or their sibling has a past or current child protection order. If not completed in identify, engage school staff who are Child Link users. They can check for service sector involvement. Contact Child Protection immediately for advice if there is an active Child Protection case with the student or their family.

To share information safely and appropriately, follow the guidance for staff who use CISS and FVISS.

• Engage the parents or carers – if safe

It is also important to talk to the student’s parents or carers. Parental support and encouragement can help the student through the process.

Your primary responsibility is always to ensure the safety of the student. Do not engage with the student or their family 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
• timeliness is an issue, such as when there is an immediate risk
• you are assessing or managing risk to another person
• you suspect the person you need to talk to is using family violence

• it is unreasonable. For example, if you are unable to contact them

• it is inappropriate. For example, if a young person is living independently and their family members do not have access to their personal information. In some cases, you can support the student without telling their parents or carers. This may be appropriate where:

• telling the parents or carers increases the risk to the student’s safety or wellbeing

• not supporting the student increases the risk to their safety or wellbeing.

• Provide tailored support to First Nations Peoples

Decisions about the needs of First Nations Peoples should be made by First Nations Peoples.

Through the department’s Koorie Education policy, schools are expected to:

• partner with the local Koorie community to develop place-based ways to improve student outcomes
• support the development of high expectations and individualised learning for Koorie students
• ensure all Koorie students have an individual education plan
• create a learning environment that acknowledges, respects and values Koorie cultures and identities
• view success for their Koorie students as core business. Consider the needs of First Nations Peoples in your school community. Talk to First Nations Peoples about their experiences and needs. This helps to build a shared understanding of how First Nations Peoples want to engage with the support your school can provide.

See supporting students with diverse needs.

• Provide tailored support to students with diverse needs

When supporting a student, you should pay attention to their individual circumstances. Some children or young people may experience increased vulnerability.

Consider all the experiences and needs of the student and their parents or carers.

See supporting students with diverse needs.

This includes supporting:

• Aboriginal and Torres Strait Islander students
• students from culturally and linguistically diverse backgrounds
• international students
• students with disability
• LGBTIQA+ students
• students in out-of-home care.

• Seek specialist advice

When supporting a student, you may need specialist advice.

You can get support on matters such as:

• health and wellbeing
• communicating with the school community
• inclusion and engagement
• reporting to authorities
• legal issues
• sector specific child safety advice. For a full list of services available in each sector see, support and advisory services for school staff.

Continue support for as long as necessary

Your school should continue to:

• provide support to the student
• monitor the situation
• follow the 4 Critical Actions to respond to new information or risks.

Work with:

• the student
• their parents or carers
• any relevant authorities
• any specialist support services.

Next steps

Continue the 4 Critical Actions

Continue to support the student as long as needed.

You may also need to refer the student to community services or report if the situation meets reporting requirements.

⬣ Identify ● Support ■ Refer ▲ Report

Education & training

Updated 7 April 2026

At all times

Throughout the 4 Critical Actions, you must:

• Respond to an emergency
• Adapt to changing circumstances
• Document your actions

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