❓ Dr. Pettitt inquires about teacher training awareness and support systems for handling bullying. The response outlines online resources, school-level policies, and available support staff like psychologists and chaplains.
AnsweredQoN 5Legislative Council
QuestionView source ↗
I refer to question on notice 2209, and I ask:
(a) how are teachers and school staff made aware of the training; and
(b) what support systems are in place for teachers handling bullying on campus?
(a) how are teachers and school staff made aware of the training; and
(b) what support systems are in place for teachers handling bullying on campus?
AnswerView source ↗
Answered
20 May 2025
Responded by
Leader of the House representing the Minister for Education
Response time
6 days
a) Online professional learning is available on the Department of Education’s intranet and promoted via internal communications. b) The Department is committed to supporting principals and school staff in ensuring the safety and wellbeing of students. The Student Behaviour in Public Schools Policy and corresponding procedures and requirements outline how principals are expected to develop processes to respond to bullying that are tailored to the needs of their school. Staff should handle bullying complaints in line with their schools’ processes and seek support from school leadership where appropriate. The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
b) The Department is committed to supporting principals and school staff in ensuring the safety and wellbeing of students. The Student Behaviour in Public Schools Policy and corresponding procedures and requirements outline how principals are expected to develop processes to respond to bullying that are tailored to the needs of their school. Staff should handle bullying complaints in line with their schools’ processes and seek support from school leadership where appropriate. The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
b) The Department is committed to supporting principals and school staff in ensuring the safety and wellbeing of students. The Student Behaviour in Public Schools Policy and corresponding procedures and requirements outline how principals are expected to develop processes to respond to bullying that are tailored to the needs of their school. Staff should handle bullying complaints in line with their schools’ processes and seek support from school leadership where appropriate. The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
The Student Behaviour in Public Schools Policy and corresponding procedures and requirements outline how principals are expected to develop processes to respond to bullying that are tailored to the needs of their school. Staff should handle bullying complaints in line with their schools’ processes and seek support from school leadership where appropriate. The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
b) The Department is committed to supporting principals and school staff in ensuring the safety and wellbeing of students. The Student Behaviour in Public Schools Policy and corresponding procedures and requirements outline how principals are expected to develop processes to respond to bullying that are tailored to the needs of their school. Staff should handle bullying complaints in line with their schools’ processes and seek support from school leadership where appropriate. The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
b) The Department is committed to supporting principals and school staff in ensuring the safety and wellbeing of students. The Student Behaviour in Public Schools Policy and corresponding procedures and requirements outline how principals are expected to develop processes to respond to bullying that are tailored to the needs of their school. Staff should handle bullying complaints in line with their schools’ processes and seek support from school leadership where appropriate. The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
The Student Behaviour in Public Schools Policy and corresponding procedures and requirements outline how principals are expected to develop processes to respond to bullying that are tailored to the needs of their school. Staff should handle bullying complaints in line with their schools’ processes and seek support from school leadership where appropriate. The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
The Department also provides supporting resources and professional learning designed to build the capacity of teachers to address bullying on school sites. Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
Some examples of what schools implement to more broadly prevent and address bullying and behaviour include: evidence-based social and emotional learning programs that promote positive relationships and safe environments, such as Smiling Minds, Aussie Optimism and Friendly Schools; implementing a positive behaviour in schools’ program. This includes explicit teaching of social-emotional skills, such as resilience, care for self and others, and conflict resolution engaging with parents and key stakeholders in the provision of behaviour support for individual students develop plans in consultation with families of students who may require more targeted support in emotional regulation, social skills and conflict resolution accessing available regional and system-level services and supports such as: school psychologists, whose training, knowledge, and skills enable them to promote evidence-based prevention and intervention frameworks and programs in the school setting school chaplains or student wellbeing officers, to support students’ social and emotional wellbeing. There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
There are measures in place for principals to apply to students who film or share fights or acts of bullying. These include the loss of good standing, suspension and, in serious cases, recommendation for exclusion.
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