Student support and wellbeing
The purpose of the Student Support Policy is to ensure that all students are provided with appropriate support to enable their successful participation, progression, and completion of training and assessment.
This policy demonstrates the RTO’s commitment to providing accessible, responsive, and inclusive learner support in accordance with the ASQA Standards for Registered Training Organisations (RTOs) 2025.
This policy applies to all students enrolled with the RTO across all training products, delivery modes, and locations.
Policy Statement
The RTO is committed to providing timely and appropriate student support services.
Students are able to:
- Contact the RTO’s support services for assistance
- Access trainers and assessors for guidance related to training and assessment
- Receive support that is responsive to individual learning needs
Support services are provided in a manner that is fair, respectful, and inclusive.
Student Support Services
Students may contact the RTO’s support services at any time during their enrolment to seek assistance with matters including, but not limited to:
- Course information and progression
- Administrative or enrolment queries
- Understanding training or assessment requirements
- Referral to additional support services if required
The RTO ensures that support services are accessible and responsive, including for students who may require culturally appropriate assistance.
For First Nations students, the RTO will provide access to culturally appropriate support options, including referral pathways to specialist services where required. These may include:
- Aboriginal and Torres Strait Islander student support services
- Community-based organisations
- Language, literacy, and numeracy support with cultural awareness
- Wellbeing and mentoring services delivered by culturally competent providers
Contact details for RTO support services are provided to students at enrolment and are available through official RTO communication channels
Access to Trainers and Assessors
Students are entitled to access their assigned trainer and/or assessor for guidance and support throughout their course.
Trainers and assessors provide support by:
- Clarifying learning and assessment requirements
- Providing guidance on training activities and assessment tasks
- Offering constructive feedback on progress
- Identifying learners who may require additional support
Trainers and assessors are expected to apply culturally appropriate communication practices and demonstrate cultural awareness when engaging with First Nations students. This includes recognising different communication styles, learning preferences, and cultural obligations that may impact participation
Access to trainers and assessors may be provided through scheduled sessions, electronic communication, or other appropriate methods consistent with the mode of delivery.
Identification of Support Needs
The RTO identifies learner support needs through:
- Pre‑training review processes
- Administration and LLND assessment
- Ongoing monitoring of learner participation and progress
- Student communication and feedback
- Trainer and assessor observations
These processes are designed to identify not only academic support needs but also cultural, social, and environmental factors that may impact a learner’s ability to engage in training.
Where a support need is identified, appropriate strategies will be discussed with the student and implemented where reasonable.
If required, an Individual Student support plan will be discussed with the student and implemented. With a copy given to the student.
The Individual Student Support Plan will be recorded in the Learner Support Register
Reasonable Adjustments
Where appropriate, reasonable adjustments may be made to training and assessment to support students, provided that:
The integrity of the training product is maintained
The requirements of the training package or accredited course are met
Reasonable adjustments are determined on a case-by-case basis and may include:
- Alternative assessment methods
- Additional time for completion
- Modified learning resources
- Flexible delivery arrangements
For First Nations students, reasonable adjustments may also consider cultural learning styles, oral knowledge-sharing approaches, and community-based contexts where appropriate and compliant with training package requirements.
Equity and Inclusion
The RTO is committed to access and equity and does not discriminate against students on the basis of age, gender, disability, cultural background, language, or other protected characteristics.
All students are treated with dignity and respect, and support is provided in a culturally safe and inclusive manner.
The RTO is committed to fostering a culturally safe learning environment for First Nations peoples by:
- Embedding respect for Aboriginal and Torres Strait Islander cultures into training and support practices
- Promoting awareness and understanding among staff and students
- Ensuring that learning environments are free from racism, discrimination, and cultural bias
- Providing opportunities for culturally appropriate engagement and support
The RTO acknowledges the importance of cultural safety as defined by the learner, where individuals feel respected, safe, and free to express their cultural identity without fear of discrimination or disadvantage.
The RTO holds a zero-tolerance approach to antisemitism, defined as a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.”
Confidentiality
Information disclosed by students in relation to support needs is handled confidentially and in accordance with the RTO’s privacy and data protection obligations.
Cultural information is only collected where relevant and is managed sensitively, ensuring that students have control over how their information is used and share