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Supporting students with diverse needs

This page helps school staff to consider the diverse needs of students who have experienced abuse.

Schools

Child safety guidance for teachers, educators and staff working in schools.

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All students who experience child abuse need support. Some students are at higher risk of abuse. They may need tailored support.

A student’s identity or background must not impact a decision to report abuse. You must be sensitive to each student’s circumstances. Understanding a student’s individual needs helps you provide the right support.

Some students are more vulnerable based on attributes such as:

Students can have more than one of these attributes. This can make them more vulnerable to overlapping forms of discrimination or disadvantage.

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To support First Nations people impacted by child abuse, consider the following.

Cultural safety

Consider:

Trust and engagement

First Nations people are overrepresented in the criminal justice system. This is also true of Child Protection and Out of Home Care. Consider:

Access to services

First Nations people may have difficulty getting support services. Consider:

Cultural safety means a safe, nurturing and positive environment where First Nations students:

When supporting students from CALD backgrounds affected by child abuse, consider the following.

Some factors that may impact students include:

People from small language groups may have concerns about privacy. They may not feel confident that interpreters and translators can keep information confidential.

You must provide confidential translation services to parents and carers who have limited or no English. Do not use family members.

In some cases, school staff may help as translators or interpreters. For example, the Multicultural Education Aide (MEA) in government schools can assist.

Staff members should not interpret if the situation is:

Students from the Deaf Community

Students from the Deaf Community impacted by child abuse need specialist support.

Professionals who work with Deaf families understand cultural and language needs. They can help choose the most suitable intervention.

See resources for more on supporting Deaf students.

Students from refugee backgrounds

Students from refugee backgrounds impacted by child abuse may have existing trauma.

This trauma can impact both the student and their family. It may come from:

See resources for more on supporting refugee students.

To support international students affected by child abuse, consider:

Tell students that it is safe to disclose abuse.

Consider cultural norms when communicating with parents and carers of international students. Some families may have different understandings of what child abuse is.

International students have Overseas Student Health Cover (OSHC). This may cover counselling services. You can contact the student’s OSHC for information.

See resources for more on supporting international students.

To support a student with disability impacted by child abuse, consider:

Recognising changes in behaviour

You should also consider:

Support planning and supervision

Review and update the student’s support plans. These may include an Individual Education Plan or a Behaviour Support Plan.

Also review supervision arrangements in all settings, including classrooms, transitions, playground, and transport.

Your policies and practices must be inclusive of students with disability.

See resources for more on supporting students with disability.

This includes people who are lesbian, gay, bisexual, trans and gender diverse, intersex, queer or asexual.

To support LGBTIQA+ students impacted by child abuse, consider:

School staff must follow the Schools’ Privacy policy. You can disclose the student’s sexuality or gender identity only with their consent.

See resources for more on supporting LGBTIQA+ students.

Some students can’t live at home. They may live in out-of-home care. This can be statutory or informal.

Statutory out-of-home care includes:

Students living in out-of-home care arrangements have often experienced trauma and dislocation.

When supporting students in out-of-home care impacted by child abuse, consider:

You can also contact LOOKOUT Education Support Centres for advice.

See resources for more on supporting students in out-of-home care.

Resources

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Resources

For more resources refer to:

Aboriginal and Torres Strait Islander students

Students from culturally and linguistically diverse (CALD) backgrounds

International Students

Students with disability

LGBTIQA+ (lesbian, gay, bisexual, trans and gender diverse, intersex, queer, asexual) students

Students in out-of-home care

Further information

For more information refer to:

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Updated 23 March 2026

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