Frequently asked questions

Answers to your questions about the Inclusive, Engaging and Respectful schools package.

Inclusive Education for students with disability

Read our statement of commitment to inclusive education for students with disability

The Inclusive Practice Hub provides evidence-based resources about different disability types, common strengths and challenges, and teaching strategies.

There are no plans to remove the existing options available to families for their child to attend their local school, a support class or SSP where it best meets their child’s individual needs.

We value the knowledge and professionalism of our workforce within mainstream and specialist settings and their commitment to ensuring students with disability receive a high-quality education.

Practice resources are available to support your child’s classroom experience to strengthen inclusive practice. These resources were developed through extensive consultation with school leaders, teachers, and disability and education experts.

These bespoke resources are in addition to existing resources, including:

  • Professional Learning on supporting students with disability
  • An Inclusive Practice Hub with evidence-based resources about different disability types, common strengths and challenges, and teaching strategies.
  • Achieving School Excellence in Wellbeing and Inclusion’ tool to support leaders to understand what excellence in inclusive practice looks like.

Optional scenario-based training for school leaders that cover a range of different inclusive education challenges schools commonly face.

Student behaviour policy and procedures

Our vision is for the NSW education system to be the best education system in Australia and one of the finest in the world.

The Student Behaviour Strategy, released on 8 March 2021, encompasses three key areas: practice; support; and ongoing improvement and systems changes.

The new Policy and Procedures are one element of our work under the Strategy to ensure our vision applies to all of our students - no matter where they live or what their background is - throughout their entire educational experience.

Our Student Behaviour Strategy outlines the case for change and why this work is important.

The new Student Behaviour Policy and Procedures have been released as part of the Student Behaviour Strategy.

Delivered within the continuum of care, explicit teaching works best when working directly with students to develop their social, emotional and behaviour skills. Aims to achieve enhanced positive behaviour outcomes for students with positive social, emotional and behavioural learning and wellbeing outcomes. Teachers are provided with new and improved professional learning based on positive behaviour principles, together with tools and resources.

Restrictive practices

Sometimes, to help keep a child or young person healthy and safe at school, we need to limit or restrict some of their actions. These limits are called restrictive practices. In our schools, restrictive practices include anything we do to keep someone safe that also restricts a child or young person’s rights or freedom of movement. For example, stimulant medications used to treat ADHD or aids and supports, including harnesses, pelvic belts, trays, or disability specific postural supports.

These practices can only be used if they have been recommended or prescribed by doctors or specialist allied health professionals, unless it is an emergency or crisis.

When used in the right way, restrictive practices can support students to access and engage in their learning and make school safer for the student and others.

Our staff care deeply about the safety and wellbeing of their students. However, until now, the department has not provided clear guidance on the use of restrictive practices in our schools and restrictive practices have been used in inconsistent ways.

We are committed to the national goal of reducing and eliminating the use of restrictive practices, to ensure our students continue to be safe, respected and protected.

This is because restrictive practices impinge on the rights and freedoms of children and young people, even if they are necessary to keep them safe.

Child protection is at the heart of the framework and policy. The policy clarifies how restrictive practices can be used in schools, to protect the rights of students so that restrictive practices are not used in the wrong way.

If your child needs a restrictive practice to keep them healthy and safe at school, school staff will work together with you and your child to understand their needs and plan how the school will meet those needs.

You will need to provide information about any restrictive practice that has been recommended or prescribed. This could include a letter from a doctor, a report from a relevant professional like an occupational therapist or psychologist, or important information about how to use a restrictive practice safely.

The school will keep detailed records of the planning process, the planned restrictive practice, the evidence you provided, and your consent to the use of a restrictive practice.

The approach for supporting your child will be reviewed regularly by the school, in consultation with you. The school will work with you to adjust plans to continue meeting your child’s needs over time.

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