Identifying and Responding

to All Forms of Abuse in

Victorian Schools
Introduction

AUDIENCE ABOUT
This policy is for: This policy centres on Four Critical Actions for
all employees of government, Catholic and Schools: Responding to Incidents, Disclosures and
independent schools (including principals, Suspicions of Child Abuse (Four Critical Actions),
teachers, education support staff, allied health and also includes specific advice on:
professionals and administrative staff) Understanding your obligations (page 5)
all contractors, volunteers and service Identifying signs of child abuse (page 14)
providers within government, Catholic and including:
independent schools. Physical child abuse
Child sexual abuse
PURPOSE Family violence
This policy has been designed to support you to Grooming
take action if you suspect, receive a disclosure, or
Emotional abuse
are witness to any form of child abuse.
Neglect.
As a professional who works with children, you play
Responding to other concerns about the
a vital and legislated role in protecting children from
wellbeing of a child (i.e. concerns about harm
abuse by responding to and reporting any incidents,
to a child that does not meet the definition of
disclosures or suspicions. You are often best
child abuse).
placed to identify signs and behaviours that may
indicate that a child* has been subject to abuse, or Following the Four Critical Actions will support
that a school community member or a school staff you to meet your legislative obligations to protect
member may be a perpetrator of abuse. children in your care (these obligations are detailed
for your reference in Understanding
your obligations (page 5)).

*This resource uses the term 'child' to refer to any person

under the age of 18.

This is Edition 2 of the resource and updates the 2016

document Identifying and Responding to All Forms of
Abuse in Victorian Schools.

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Table of Contents

Understanding Your Obligations 5

Duty of care obligations 7
Mandatory reporting 8
Criminal offences 9
Ministerial Order No. 870 - Child Safe Standards 10
Reportable conduct scheme 10
Organisational duty of care 12
Obligations under the Charter of Human Rights and Responsibilities 13

Identifying Signs of Child Abuse 14

Physical child abuse 15
Child sexual abuse 17
Grooming 20
Family violence 22
Emotional child abuse 26
Neglect 27

Four Critical Actions for Schools: Responding to 30

Incidents, Disclosures and Suspicions of Child Abuse
You MUST Act 31
Witnessing an incident 31
Forming a suspicion/reasonable belief 32
Receiving a disclosure (current student) 32
Receiving a disclosure (former student) 32
Strategies for managing a disclosure 33
Forming a reasonable belief 35

1: Responding to an Emergency 36
Ensuring immediate safety 36
Preserving evidence 36

2: Reporting to Authorities 37

What will happen if I report to DHHS? 38

Reporting when the source of suspected abuse 38
is a person within the school
Reporting when the source of suspected abuse 39
is within the family or community

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 Reporting if the incident, suspicion or disclosure
relates to an international student 39
How to proceed if the principal/leadership
team advises you not to report 40
Making additional reports 40

3: Contacting Parents/Carers 41
What to do if a student returns home before
DHHS/Victoria Police advice is received 43

4: Providing Ongoing Support 44

Working together and planning support 45

Engaging allied health and wellbeing professionals 45
Referring to external supports 47
Providing developmentally and culturally appropriate support 48
Providing support for other impacted children 49
Supporting children who are interviewed at school 49
Complying with subpoenas or court attendance 51
Responding to complaints or concerns 51

Responding to Other Concerns About the 52

Wellbeing of a Child
When to report wellbeing concerns to Child FIRST/Orange Door 53
When to report wellbeing concerns to Victoria Police 53
When to report wellbeing concerns to DHHS Child Protection 53

Privacy and Information Sharing 55

Information sharing with school staff 56
Information sharing with DHHS and Victoria Police 56
Information sharing with family services 58
Information sharing with the school community 58

Contact Details and More Information 59

Support roles within the Department of Education and Training 59
Support roles within Catholic education and Independent schools 61
Roles of other relevant authorities 61
Counselling/support organisations 64
Contact information 66

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Understanding Your Obligations

The easiest way to comply with your legal and

CRITICAL INFORMATION moral obligations is to remember that you must
All staff working with students or in schools respond to and report any reasonable suspicion or
have a moral and legal obligation and a duty of belief that a child has been abused, or is at
care to protect any child under their care from risk of being abused by following the Four
reasonably foreseeable harm (not just staff Critical Actions.
who are classified as mandatory reporters). This includes abuse that has, or is suspected to
As a school staff member, you must respond have, taken place within or outside of school
to any reasonable suspicion or belief that a grounds and hours.
child has been, or is at risk of being abused, This section sets out your legal obligations in further
following the Four Critical Actions. detail, including:
Failure to report some forms of child abuse Duty of care obligations (page 7)
can constitute a criminal offence in Victoria, Mandatory reporting obligations (page 8)
including where:
Criminal offences (page 9)
an adult forms a reasonable belief that a Ministerial Order No. 870 - Child Safe Standards
sexual offence has been committed by - Managing the risk of child abuse in schools
another adult against a child under the age (page 10)
of 16 years.
Requirements to report the allegation under the
it is known that a person associated with Reportable Conduct Scheme (page 10)
their organisation poses a substantial risk of Obligations under the Charter of Human Rights
sexually abusing children. and Responsibilities (page 13).
 Please note that for school councils operating a
licensed or approved early childhood education
As members of a community, we all have a moral or care service (including an Outside Hours
obligation to protect any child under our care and School Care service), if an incident, disclosure
supervision from reasonably foreseeable harm. or suspicion of child abuse is formed within this
service setting, schools must also comply with the
As school staff members, you play an especially National Quality Framework and its corresponding
critical role in protecting children (including legislation.
identifying, responding and reporting child abuse)
and must meet a range of legal obligations to do so. Please see Identifying and Responding to All
Forms of Abuse in Early Childhood Services
([Link]
about/programs/health/protect/EarlyChildhood_
[Link]) for advice on meeting these
requirements, including advice on when to contact
the regulator (Quality Assessment and Regulation
Division).

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 UNDERSTANDING YOUR OBLIGATIONS

Child safety obligations and Minimum For further information on the Minimum Standards
Standards for school registration see the Victorian Registration and Qualification
Authority website: [Link]
Registered schools must meet the requirements of schools/Pages/standards-guidelines-requirements-
the Education and Training Reform Act 2006 and [Link].
the Education and Training Reform Regulations
2017 (the Regulations). You can also contact Regional Services Group in
the Department of Education and Training: school.
All of the following child safety obligations are reorganisation@[Link].
conditions of school registration through Schedule
4, Clause 12 of the Regulations, which state that a
registered school must ensure that:
the care, safety and welfare of all students
attending the school is in accordance with any
applicable State and Commonwealth laws; and
all staff employed at the school are advised of
their obligations under those laws.

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 UNDERSTANDING YOUR OBLIGATIONS

DUTY OF CARE OBLIGATIONS

As a school staff member you have a duty to take Your duty of care also extends to students who are:
reasonable steps to protect children under your aged 17 years and over
care and supervision from harm that is reasonably
In circumstances where you suspect that they
foreseeable (this applies to ALL school staff).
are subject to abuse you should still follow the
The question of what constitutes “reasonable Four Critical Actions. Although DHHS Child
steps” will depend on the individual circumstances Protection generally work with children under
of each case. You may breach your duty of care 17, they can still be contacted with concerns
towards a student if you fail to act in the way a relating to students 17 and over for referral and
reasonable or diligent professional would have advice. Other services, such as The Orange
acted in the same situation. Door, can provide services and support to
adolescents.
In relation to suspected child abuse, reasonable
steps may include (but are not limited to): involved in student sexual behaviour
acting on concerns and suspicions of abuse as You have a duty of care towards all students
soon as practicable involved in student sexual behaviour,
including students exhibiting concerning/
seeking appropriate advice or consulting with
harmful behaviours, students impacted by
other professionals or agencies when the
such behaviours and any other students in
school staff member is unsure of what steps
the school who may have witnessed and/or
to take
been affected by the sexual behaviour. See
reporting the suspected child abuse to Identifying and Responding to Student Sexual
appropriate authorities such as Victoria Police Offending: [Link]
and DHHS Child Protection Documents/about/programs/health/protect/
arranging counselling and/or other appropriate SSO_Policy.pdf.
welfare support for the child
providing ongoing support to the child (this
may include attending DHHS Child Protection
Case Planning meetings, and convening regular
Student Support Group meetings)
sharing information with other school
based staff who will also be responsible for
monitoring and providing ongoing support to
the child.
The Four Critical Actions outlines steps to take and
services to refer to depending on your assessment
of the child’s situation. You must follow the Four
Critical Actions, including reporting to Victoria
Police or DHHS Child Protection, or referring to
other services like Child FIRST, to ensure that you
fulfil your duty of care obligations.

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 UNDERSTANDING YOUR OBLIGATIONS

MANDATORY REPORTING
There are certain classes of professionals who are
classified as “mandatory reporters”. Within a school
mandatory reporters include all:
Victorian Institute of Teaching (VIT) registered
teachers, including principals
staff who have been granted permission to
teach by the VIT
registered doctors and nurses.
All mandatory reporters must make a report to
Victoria Police and/or DHHS Child Protection as
soon as practicable if, during the course of carrying
out their professional roles and responsibilities,
they form a belief on reasonable grounds that:
a child has suffered, or is likely to suffer,
significant harm as a result of physical abuse
and/ or sexual abuse, and
the child’s parents have not protected, or are
unlikely to protect, the child from harm of
that type.
It is a criminal offence not to report in
these circumstances.
Mandatory reporters must also follow the
Four Critical Actions to ensure they fulfil all their
legal obligations.

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 UNDERSTANDING YOUR OBLIGATIONS

CRIMINAL OFFENCES
In response to the Betrayal of Trust Report Failure to protect
([Link]
This offence applies to a person in a position of
article/1788), the Victorian Government has
authority within an organisation who:
introduced criminal offences to protect children
from sexual abuse. Under these reforms a failure to knows of a substantial risk that a child under
report, or take action in relation to suspected child the age of 16, under the care, supervision or
sexual abuse can now constitute a criminal offence. authority of the organisation will become a
victim of a sexual offence committed by an
adult associated with the organisation (e.g.
Failure to disclose employee, contractor, volunteer, visitor); AND
This offence applies to all adults (not just has the power or responsibility to remove that
professionals who work with children) who: risk; AND
form a reasonable belief that another adult may negligently fails to remove or reduce the risk
have committed a sexual offence against a of harm.
child under 16 years of age; AND Within a school setting, a position of authority
fail to report this information to includes principals and assistant principals
Victoria Police. and staff in institutional management
 person will not be guilty of the offence if they
A positions (for example in government schools
have a reasonable excuse for not disclosing the this includes Regional Directors and other
information. A reasonable excuse includes: senior managers).
a reasonable fear for their own or another For further information on these offences, please
person’s safety refer to:
Failure to protect offence: [Link]

Failing to disclose a sexual offence based on
concerns for the interests of the perpetrator or [Link]/home/safer+communities/
organisation (e.g. concerns about reputation, protecting+children+and+families/
legal liability or financial status) will not be failure+to+protect+offence
regarded as a reasonable excuse. Failure to disclose offence: [Link]
a reasonable belief that the information has [Link]/home/safer+communities/
already been disclosed to Victoria Police or protecting+children+and+families/
DHHS Child Protection and the person has no failure+to+disclose+offence
new information to add to the disclosure. Government’s responses to the
recommendations of the Betrayal of
Additional exemptions apply where:
Trust Report: [Link]
the victim is aged 16 years or over and requests [Link]/images/stories/committees/fcdc/
confidentiality inquiries/57th/Child_Abuse_Inquiry/
the person is a child when they formed a Government_Response_to_the_FCDC_
reasonable belief Inquiry_into_the_Handling_of_Child_Abuse_
the information would be privileged by_Religious_and_Other_Non-Government_
[Link]
the information is a confidential communication
disclosed to a counsellor or a registered For information sharing requirements for Doctors in
medical practitioner (e.g. in a school context, Secondary Schools please see: [Link].
this exemption may apply to a psychologist or [Link]/about/programs/Pages/[Link].
a social worker who engages in a counselling
relationship with the victim of a sexual offence)
the information is in the public domain
police officers are acting in the course of
their duty.

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 UNDERSTANDING YOUR OBLIGATIONS

MINISTERIAL ORDER NO. 870 REPORTABLE CONDUCT

- CHILD SAFE STANDARDS SCHEME

All Victorian schools must comply with Ministerial What is reportable conduct?
Order No. 870 - Child Safe Standards - Managing
The Reportable Conduct Scheme is a child
the Risk of Child Abuse in Schools in order to be
protection scheme that requires Victorian
registered, and remain registered with the Victorian
education providers to notify the Commission
Registration and Qualifications Authority (VRQA).
for Children and Young People if there is an
The Order came into effect on 1 August 2016 and allegation of ‘reportable conduct’ made against
specifies how every Victorian school must: one of its employees (including a principal,
embed a culture of ‘no tolerance’ for teacher, corporate staff member or school council
child abuse employee), contractors, volunteers, or allied health
staff members.
comply with the prescribed seven minimum
Child Safe Standards. There is an allegation of 'reportable conduct'
where a person has a ‘reasonable belief’ that there
In meeting the requirements of the Order, schools
has been:
must be inclusive of the needs of all children,
particularly students who are vulnerable due to a sexual offence, sexual misconduct or physical
age, family circumstances, abilities, or indigenous, violence committed against, with or in the
cultural or linguistic background. presence of a child; OR
behaviour causing significant emotional or
This resource will support schools to meet their
psychological harm to a child; OR
obligations under the Order (Standard 5 - Section
11), by assisting them to develop clear procedures significant neglect of a child; OR
for responding to allegations of suspected abuse. misconduct involving any of the above.
School governing authorities (which includes The scope of ‘reportable conduct’ is wide,
government school councils, principals and and includes:
nominated school leaders) will have responsibility information about something that is alleged
for ensuring that schools meet all of the obligations to have occurred outside the course of the
set out within the Order. person’s employment or engagement with
the school
sexual offences, sexual misconduct or physical
violence committed in the presence of a child
(which may include family violence committed
by a school staff member in front of their
own child).
However, student-to-student abuse is not covered
by the Scheme.

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 UNDERSTANDING YOUR OBLIGATIONS

How do I respond to a reportable Interaction with mandatory reporting

conduct allegation? and other reporting obligations
To ensure you fulfil all of your legal obligations, The Reportable Conduct Scheme does not change
principals or other school staff should follow the a person’s mandatory reporting or other reporting
Four Critical Actions. These actions will support obligations. For example, school staff must still
you to follow the notification steps required by the contact Victoria Police if they suspect a criminal
Reportable Conduct Scheme (detailed below). offence involving a child has occurred, in addition
to following the notification steps required by the
To respond to an allegation of reportable conduct
Reportable Conduct Scheme.
in a government school, principals or other school
personnel do not need to make a report directly
to the Commission for Children and Young People. Resources
Government school staff members should notify
Further information regarding the Scheme is
the principal of the allegation, and government
available at:
school principals must then notify the Employee
School Policy Advisory Guide: Reportable
Conduct Branch ((03) 9637 2594) as soon as
possible. The Employee Conduct Branch will Conduct Scheme: [Link]
then report the allegation to the Commission [Link]/school/principals/spag/safety/Pages/
for Children and Young People, on behalf of the [Link]
Department. HR Web: Reportable Conduct Scheme –
Information for Schools: [Link]
To respond to an allegation of reportable
[Link]/sites/i/pages/production.
conduct in:
aspx#/app/content/2868/support_
a Catholic school, Catholic school principals and_service_(schools)%252Fhuman_
should contact: resources%252Fhrweb%252Freportable_
Archdiocese of Melbourne: Industrial conduct
Relations Unit on (03) 9267 0431 or by email Catholic schools: Reportable Conduct
on ceoir@[Link] Scheme: [Link]
Diocese of Sale: Executive Manager Industrial-Relations/Reportable-Conduct
Industrial Relations/Human Resources on The Commission for Children and Young
(03) 5622 6600 People: Reportable Conduct Scheme: https://
Diocese of Ballarat: [Link]/reportable-conduct-scheme/.
- Education Consultants or Co-ordinator for
Professional Standards on (03) 5337 7124
- If the reportable conduct is in relation to a
principal, contact the Director of Catholic
Education on (03) 5337 7135 or by email on
director@[Link]
Diocese of Sandhurst: Assistant to the
Director: Legal, Industrial & Human Resources
or Consultant: Pastoral Wellbeing on
(03) 5443 2377.
an independent school, independent
school principals should directly contact the
Commission for Children and Young People.

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 UNDERSTANDING YOUR OBLIGATIONS

ORGANISATIONAL
DUTY OF CARE
The organisational duty of care requires all Whose conduct does
organisations that exercise care, supervision or the duty apply to?
authority over children in Victoria, including the
Organisational duty of care relates to conduct by
Department and schools, to take reasonable
an individual, such as a teacher, associated with
precautions to prevent the abuse of a child
the organisation while the child is under the care,
(sexual or physical abuse) by an individual
supervision or authority of the organisation. This
associated with the organisation while the child
can include, but is not limited to, employees,
is under their supervision or authority. This duty
volunteers, contractors, office holders, and foster or
of care ensures that organisations that work with
kinship carers.
children have a well-defined and clear legal duty to
prevent child abuse. Organisations cannot avoid their duty by delegating
their care, supervision or authority of children
The duty should represent no significant change
to other organisations. For example, if a school
in day-to-day practice for schools in managing
sends students to a privately run camp and a
their duty of care obligations, so long as the school
member of the camp's staff abuses a student, the
is compliant with the Child Safe Standards and is
school is required to prove that it took reasonable
taking reasonable steps to minimise the risk of
precautions to prevent that abuse.
child abuse.
The duty does not change existing duties that
schools and teachers already have, but instead
reinforces the importance of ensuring that schools
take reasonable precautions to minimise the risk of
child abuse.

What is a reasonable precaution?

What is meant by 'reasonable precautions' will
depend on the circumstances and is not defined
in legislation.
The courts have previously considered the
following examples to be reasonable precautions
taken by organisations in the context of
organisational child abuse. This list includes
examples of how the Child Safe Standards would
assist in taking these precautions:
Employment screening and reference checking
(Child Safe Standard 4)
Supervision and training (Child Safe Standard 3,
4 and 5)
Implementing systems to provide early warning
of possible offences (Child Safe Standard 1)
Random and unannounced inspections to deter
misconduct (Supervisory requirements/risk
mitigation are part of Child Safe Standard 6)
Prohibiting adults from being alone with a child
(Supervisory requirements/risk mitigation are
part of Child Safe Standard 6), and
Encouraging children and adults to notify
authorities or parents about any signs of
unusual or aberrant behaviour (Child Safe
Standard 5 and 7).

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 UNDERSTANDING YOUR OBLIGATIONS

OBLIGATIONS UNDER THE

CHARTER OF HUMAN RIGHTS
AND RESPONSIBILITIES
The Victorian Charter of Human Rights
and Responsibilities Act 2006 (Vic) requires
Victorian government school staff to give proper
consideration to human rights in making decisions
and to act compatibly with human rights.
In responding to suspected child abuse, your
decisions and actions should give consideration to
Charter rights, including:
That every child has the right, without
discrimination, to such protection as is in his or
her best interests and is needed by him or her
by reason of being a child
That a person has a right, under the Charter,
to not have his or her privacy unlawfully or
arbitrarily interfered with. In responding to
suspected child abuse, it is important to
properly consider a child's right to privacy,
however this should not prevent you from
discharging your protective obligations.
The Charter provides for protection from
torture and cruel, inhuman or degrading
treatment. As well as the prohibition on such
conduct, there may be an obligation to take
steps to prevent deliberate acts of torture or
other conduct prohibited by the Charter.
Charter rights are not absolute and under the
Charter, rights may be subject under law to
reasonable limitations that can be demonstrably
justified. In a situation where there is suspected
child abuse, a limitation on a child's right to
protection in their best interests is unlikely to be
justified. You can contact the Department’s Legal
Division (page 66) for further advice and guidance.
These guidelines support schools in meeting these
requirements. For more information see: Victoria’s
Charter of Human Rights and Responsibilities:
[Link]
[Link]/the-charter/.

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Identifying Signs of Child Abuse

As a school staff member, you play a critical role

CRITICAL INFORMATION in protecting children from child abuse. In some
As a school staff member: cases you may be the best-placed, or only adult
in a child’s life who is in a position to identify and
it is critical to be able to recognise the respond to signs that a:
physical or behavioural signs of child
child is being abused, or is at risk of abuse
abuse (in many circumstances they may
be the only indication that a child is school community member (including a school
subject to abuse) staff member) may be a perpetrator of
child abuse.
you may be the best-placed or only
adult in a position to identify and respond This section will help you to understand the
to suspected abuse. different types of abuse and recognise the possible
physical and behavioural indicators of:
If indicators lead you to form a reasonable
physical child abuse (page 15)
belief that a child is being abused, you must
follow the Four Critical Actions. These actions child sexual abuse (page 17)
will support you to immediately report your grooming (page 20)
suspicion to DHHS Child Protection, and/or to family violence (page 22)
Victoria Police.
emotional child abuse (page 26)
neglect (page 27).
When identifying child abuse, it is critical to
Trigger warning remember that:
This section includes explicit descriptions of some instances of child abuse will fall across
abuse and may be distressing to engage with for multiple categories (i.e. family violence may
some staff members. involve physical, sexual and/or emotional
If you need to talk to someone it is recommended child abuse)
that you speak to your school leadership the trauma associated with child abuse can
team about arranging appropriate support. significantly impact upon the wellbeing and
You can also talk to your GP or another allied development of a child
health professional. all concerns about the safety and wellbeing
Government school staff can also contact the of a child, or the conduct of a staff member,
Employee Assistance Program on 1300 361 008. contractor or volunteer must be acted upon as
soon as possible.
If physical and/or behavioural indicators lead you
to suspect that a child has or is being abused, or is
at risk of abuse, regardless of the type of abuse, you
must respond as soon as practicable by following
the Four Critical Actions.

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 IDENTIFYING SIGNS OF CHILD ABUSE

PHYSICAL CHILD ABUSE

What are the behavioural indicators
CRITICAL INFORMATION
of physical child abuse?
Physical child abuse is any non-accidental
infliction of physical violence on a child by
any person. BEHAVIOURAL indicators of physical child
abuse include (but are not limited to):
If you suspect that a child has been or
is being physically abused, or is at risk disclosure of an injury inflicted by someone
of physical abuse, you must respond by else (parent, carer or guardian), or an
following the Four Critical Actions. inconsistent or unlikely explanation or
inability to remember the cause of injury
unusual fear of physical contact with adults
What is physical child abuse? aggressive behaviour
Physical child abuse can consist of any non- disproportionate reaction to events
accidental infliction of physical violence on a child wearing clothes unsuitable for weather
by any person. Examples of physical abuse may conditions to hide injuries
include beating, shaking or burning, assault with wariness or fear of a parent, carer or guardian
implements and female genital mutilation.
reluctance to go home
no reaction or little emotion displayed when
What are the physical indicators being hurt or threatened
of physical child abuse? habitual absences from school without
reasonable explanation
PHYSICAL indicators of physical child
overly compliant, shy, withdrawn, passive and
abuse include (but are not limited to):
uncommunicative
bruises or welts on facial areas and other unusually nervous, hyperactive, aggressive,
areas of the body, e.g. back, bottom, legs, disruptive and destructive to self
arms and inner thighs and/or others
bruises or welts in unusual configurations, poor sleeping patterns, fear of the dark or
or those that look like the object used to nightmares and regressive behaviour,
make the injury, e.g. fingerprints, handprints, e.g. bed-wetting
buckles, iron or teeth drug or alcohol misuse, suicidal thoughts
burns from boiling water, oil or flames or or self-harm.
burns that show the shape of the object used
to make them, e.g. iron, grill, cigarette
fractures of the skull, jaw, nose and limbs
(especially those not consistent with the
explanation offered, or the type of injury
possible at the child’s age of development)
cuts and grazes to the mouth, lips, gums, eye
area, ears and external genitalia
bald patches where hair has been pulled out
multiple injuries, old and new
effects of poisoning
internal injuries.

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 IDENTIFYING SIGNS OF CHILD ABUSE

Student fights
Please note that physical harm may also be caused
by student fights and/or bullying. For further
information on this see online advice below.

For online advice

on bullying please visit Bully Stoppers:
[Link]
programs/bullystoppers/Pages/[Link]
on student fights visit:
Intervention in School Fights (government
schools) [Link]
au/school/teachers/studentmanagement/
Pages/[Link]#link61
Catholic Schools - Archdiocese of
Melbourne search for Student Behaviour
Guidelines - Policy 2.26 Pastoral Care of
Students at [Link].
Government schools can contact the DET Security
Services Unit on (03) 9589 6266 to report a student
fight and for advice on an appropriate response.
Catholic schools can also contact their Diocesan
education office, specifically:
Archdiocese of Melbourne: Student Wellbeing
Information Line on (03) 9267 0228
Diocese of Sale: Executive Manager Industrial
Relations/Human Resources on (03) 5622 6600
Diocese of Ballarat: Student Wellbeing on
(03) 5337 7135
Diocese of Sandhurst: Consultant: Pastoral
Wellbeing on (03) 5443 2377
Independent Schools can contact Independent
Schools Victoria on (03) 9825 7200.

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 IDENTIFYING SIGNS OF CHILD ABUSE

CHILD SEXUAL ABUSE

What is child sexual abuse?
CRITICAL INFORMATION
Child sexual abuse:
Child sexual abuse:
is when a person uses power or authority over a
is when a person uses power or authority child to involve them in sexual activity
over a child to involve them in sexual activity can include a wide range of sexual activity
can include a wide range of sexual including fondling the child’s genitals, oral sex,
activity and can include exposing a child vaginal or anal penetration by a penis, finger or
to pornography other object, or exposure of the child
to pornography.
does not always involve physical contact
or force. Child sexual abuse may not always include physical
sexual contact and can also include non-contact
You must follow the Four Critical Actions
offences, for example:
if you suspect that a:
talking to a child in a sexually explicit way
child has been or is being sexually abused, sending sexual messages or emails to a child
or is at risk of sexual abuse
exposing a sexual body part to a child
school staff member, contractor or
forcing a child to watch a sexual act (including
volunteer may be engaging, or are at risk
showing pornography to a child)
of engaging in sexual behaviour with a
child/children. having a child pose or perform in a sexual
manner (including child sexual exploitation).
Unwanted sexual behaviour toward a student
by a child 10 years or over can constitute a Child sexual abuse does not always involve force.
sexual offence and is referred to as student- In some circumstances a child may be manipulated
to-student sexual offending. All incidents, into believing that they have brought the abuse on
suspicions and disclosures of student sexual themselves, or that the abuse is an expression of
offending must be responded to by following love, through a process of grooming.
the Four Critical Actions.
What is child sexual exploitation?
Child sexual exploitation is also a form of sexual
abuse where offenders use their power (physical,
financial or emotional) over a child to sexually or
emotionally abuse them.
It often involves situations and relationships
where young people receive something (food,
accommodation, drugs, alcohol, cigarettes,
affection, gifts, money etc.) in return for
participating in sexual activities.
Child sexual exploitation can occur in person or
online, and sometimes the child may not even
realise they are a victim.

Who is most at risk of

child sexual abuse?
Any child can be victim to sexual abuse, however
children who are vulnerable, isolated and/or have a
disability are much more likely to become victims,
and are disproportionately abused.

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 IDENTIFYING SIGNS OF CHILD ABUSE

Who are the common perpetrators What are the physical and behavioural
of child sexual abuse? indicators of child sexual abuse?
Child sexual abuse is most commonly perpetrated
by someone who is known to, and trusted by the PHYSICAL indicators of sexual abuse
child, and often someone highly trusted within include (but are not limited to):
their families, communities, schools and/or other
institutions. See advice on identifying perpetrators injury to the genital or rectal area, e.g.
of child sexual abuse (page 19). bruising, bleeding, discharge, inflammation
or infection
Perpetrators can include (but are not limited to):
injury to areas of the body such as breasts,
a family member (this is known as intra family
buttocks or upper thighs
abuse and can include sibling abuse)
discomfort in urinating or defecating
a school staff member, coach or other carer
presence of foreign bodies in the vagina and/
a peer/child 10 years or more in age*
or rectum
a family friend or stranger via a forced marriage
sexually-transmitted diseases
(where a student is subject to a marriage
without their consent, arranged for by their frequent urinary tract infections
immediate or extended family - this constitutes pregnancy, especially in very
a criminal offence and must be reported). young adolescents

*Unwanted sexual behaviour toward a student by anxiety-related illnesses, e.g. anorexia

a person 10 years or over can constitute a sexual or bulimia.
offence and is referred to as student-to-student
BEHAVIOURAL indicators of sexual abuse
sexual offending.
include (but are not limited to):
Please note that a child who is under 10 years of
age is not considered capable of committing disclosure of sexual abuse, either directly
an offence. Any suspected sexual behaviours by (from the alleged victim) or indirectly (by a
children under 10 is referred to as problem third person or allusion)
sexual behaviour. persistent and age-inappropriate sexual
activity, e.g. excessive masturbation or
rubbing genitals against adults
drawings or descriptions in stories that are
sexually explicit and not age-appropriate
fear of home, specific places or
particular adults
poor/deteriorating relationships with adults
and peers
poor self-care or personal hygiene
complaining of headaches, stomach pains or
nausea without physiological basis
sleeping difficulties
regressive behaviour, e.g. bed-wetting or
speech loss
depression, self-harm, drug or alcohol abuse,
or attempted suicide
sudden decline in academic performance,
poor memory and concentration
engaging in sex work and/or sexual
risk-taking behaviour
wearing layers of clothing to hide injuries
and bruises.

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 IDENTIFYING SIGNS OF CHILD ABUSE

How can I identify perpetrators What are the behavioural indicators

of child sexual abuse? for perpetrators of child sexual abuse?
In addition to identifying the physical and In many cases the signs that an adult is sexually
behavioural signs of abuse within children, you can abusing a child, or grooming a child with the intent
play a critical role in identifying signs that a member of sexually abusing them may not be obvious.
of the school community may be engaging in child However there are a number of signs to look for.
sexual abuse, or grooming a child for the purpose of
engaging in sexual activity.
BEHAVIOURAL indicators for perpetrators
Most critically you must follow the Four Critical of child sexual abuse include (but are not
Actions if you: limited to):
feel uncomfortable about the way an adult
interacts with one or more children Family member (adult)
suspect that the adult may be engaging in attempts by one parent to alienate their child
sexual abuse of one or more children from the other parent
suspect that the adult is grooming the child/ overprotective or volatile relationship
children for the purpose of engaging in between the child and one of their parents/
sexual activity family members
reasonably believe that the adult is at risk of reluctance by the child to be alone with one
sexual activity with one or more children. of their parents/family members.

You must report suspected abuse or risk of abuse Family member (sibling)
regardless of any concerns about the risk to the the child and a sibling behaving like they are
reputation of the suspected perpetrator or school. in an intimate relationship
A failure to report can result in criminal charges reluctance by the child to be alone with
and your report could prove critical to protecting a sibling
children in your care. embarrassment by siblings if they are found
alone together.
School staff member, coach or other carer
touching a child inappropriately
bringing up sexual material or personal
disclosures in conversations with
a student/s
inappropriately contacting the student/s, e.g.
calls, emails, texts, social media
obvious or inappropriate preferential
treatment of the student/s (making them
feel “special”)
giving of gifts to a student/s
having inappropriate social boundaries, e.g.
telling the potential victims about their own
personal problems etc.
offering to drive a student/s to or from school
inviting themselves over to their homes,
calling them at night
befriending the parents themselves and
making visits to their home
undermining the child’s reputation (so that
the child won’t be believed).

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 IDENTIFYING SIGNS OF CHILD ABUSE

GROOMING
What is online grooming?
CRITICAL INFORMATION
Grooming includes online grooming. It occurs when
Grooming is when a person engages in an adult uses electronic communication (including
predatory conduct to prepare a child for social media) in a predatory fashion to try to lower
sexual abuse at a later time. Grooming can a child’s inhibitions, or heighten their curiosity
include communicating and/or attempting regarding sex, with the aim of eventually meeting
to befriend or establish a relationship or them in person for the purposes of sexual activity.
other emotional connection with the child This can include online chats, sexting, and other
or their parent/carer. interactions. Any incidents of suspected
If you suspect that a child is being groomed, grooming must be reported by following the
you must follow the Four Critical Actions. Four Critical Actions.
Online grooming can also precede online child
exploitation, a form of child exploitation where
What is grooming? adults use the internet or a mobile to communicate
Grooming is a criminal offence and occurs when sexual imagery with or of a child (e.g. via a webcam).
an adult engages in predatory conduct to prepare Any incidents of suspected child exploitation must
a child for sexual abuse at a later time. Grooming be reported.
can include communicating and/or attempting
to befriend or establish a relationship or other For more information about:
emotional connection with the child or their
online grooming please visit:
parent/carer.
[Link]
Sometimes it is hard to see when someone is about/programs/bullystoppers/Pages/
being groomed until after they have been sexually [Link]
abused, because some grooming behaviour can sexting and the transmission of sexual images
look like “normal” caring behaviour. between students please visit: [Link]
Examples of grooming behaviours may include: [Link]/about/programs/
bullystoppers/Pages/[Link].
giving gifts or special attention to a child or
their parent or carer (this can make a child feel
special or indebted to an adult)
controlling a child through threats, manipulation,
force or use of authority (this can make a child
fearful to report unwanted behaviour)
making close physical contact, such as
inappropriate tickling and wrestling
openly or pretending to accidentally expose
the victim to nudity, sexual material and sexual
acts (this in itself is classified as child sexual
abuse but can also be a precursor to physical
sexual assault).

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 IDENTIFYING SIGNS OF CHILD ABUSE

What are the behavioural

indicators that a child may be
subject to grooming?

BEHAVIOURAL indicators that a child may

be subject to grooming include (but are
not limited to):

developing an unusually close connection

with an older person
displaying mood changes (hyperactive,
secretive, hostile, aggressive, impatient,
resentful, anxious, withdrawn, depressed)
using street/different language; copying the
way the new ‘friend’ may speak; talking about
the new ‘friend’ who does not belong to his/
her normal social circle
possessing jewellery, clothing or expensive
items given by the ‘friend’
possessing large amounts of money which
he/she cannot account for
using a new mobile phone (given by the
‘friend’) excessively to make calls, videos or
send text messages
being excessively secretive about their use
of communications technologies, including
social media
frequently staying out overnight, especially if
the relationship is with an older person
being dishonest about where they’ve been
and whom they’ve been with
using drugs; physical evidence includes
spoons, silver foil, ‘tabs’, ‘rocks’
assuming a new name; being in possession of
a false ID, stolen passport or driver’s license
provided by the ‘friend’ to avoid detection
being picked up in a car by the ‘friend’ from
home/school or ‘down the street’.

See Behavioural indicators for perpetrators of

child sexual abuse (page 19) for information on the
indicators to look for in suspected perpetrators.

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 IDENTIFYING SIGNS OF CHILD ABUSE

FAMILY VIOLENCE

CRITICAL INFORMATION A child or young person might be a victim

of family violence in the following ways:
Family violence can include physical
violence or threats, verbal abuse, emotional being hit, yelled at, or otherwise directly
and physical abuse, sexual abuse and abused
financial and social abuse.
being injured
If you suspect that a child is exposed to being sexually abused
family violence (including witnessing family
experiencing fear for self
violence), or is at risk of family violence you
must follow the Four Critical Actions. experiencing fear for another person, a pet
or belongings
seeing, hearing or otherwise sensing violence
directed against another person
What is family violence? seeing, hearing or otherwise sensing the
The Family Violence Protection Act 2008 (Vic) aftermath of violence (such as broken
defines family violence as behaviour by a person furniture, smashed crockery, an atmosphere
towards a family member where the behaviour: of tension)
is physically or sexually abusive knowing or sensing that a family member is
is emotionally or psychologically abusive in fear
is economically abusive being told to do something (such as to be
quiet or to ‘behave’) to prevent violence
is threatening or coercive OR
being blamed for not preventing violence
in any other way controls or dominates the
family member and causes that family member attempting to prevent or minimise violence
to feel fear for the safety or wellbeing of that attempting to mediate between the
family member or another person. perpetrator and another family member
A child can be victim to any of these behaviours. being threatened or co-opted by the
Family violence also includes perpetrator into using violent behaviour
behaviour that causes a child to hear or witness, against another family member
or otherwise be exposed to the effects of, any of being co-opted into supporting the
these behaviours. perpetrator or taking their side
being isolated or socially marginalised in
ways that are directly attributable to the
perpetrator’s controlling behaviours.

Family violence is predominantly (although not

always) perpetrated by men against women
and children.
Children most commonly experience family
violence through a partner or ex-partner of the
mother. A child (or children) may also be the target
of the behaviour (including a direct or indirect
attack on the mother–child relationship), or may
witness the behaviours, or the effects of
the behaviours.

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 IDENTIFYING SIGNS OF CHILD ABUSE

Victoria’s Plan for Change Family violence can have

devastating impacts on children
The Victorian Government is implementing Experiences of family violence create significant
ALL of the 227 recommendations from the risks to a child’s social, emotional, psychological
Royal Commission into Family Violence (see and physical health and wellbeing. The longer a
Ending Family Violence: Victoria’s Plan for child experiences family violence, the greater the
Change ([Link] impact can be.
user_files/Documents/fv/160803.10 10 Year
Plan Booklet (Online).pdf)), including the Action must be taken to protect the child, and
implementation of the Respectful Relationships to limit their trauma and support their recovery.
([Link] As a school staff member you may be in the
programs/pages/[Link]) best position to identify that a child may be
initiative in Victorian Schools. experiencing family violence and to take steps
to protect the child by following the Four
Critical Actions.

Family violence in our communities

Unfortunately the incidence of family violence is
high. Family violence is one of the most significant
and serious issues facing our communities, with a
devastating impact on the health and wellbeing of
many Victorians.
It occurs within all social, cultural and economic
groups, although some groups experience greater
barriers to accessing help and support. Women are
particularly vulnerable to family violence during
pregnancy. Family violence does not necessarily
end if the relationship ends. In fact the family
violence may not only continue, but may increase
in frequency and severity (especially during the
period where action is taken to leave or end
the relationship).

How can family violence be identified?

Family violence can be difficult to identify. Victims
of family violence, including children often become
very adept at hiding their distress, often as a coping
and safety strategy.
The following sections outline some of the key
physical and behavioural indicators of family
violence in children.
These indicators are drawn from the Department
of Health and Human Services’ Common Risk
Assessment Framework for family violence
([Link]
risk-assessment-and-risk-management-framework).
Please note that the Framework is currently being
updated in response to recommendations of
the Royal Commission into Family Violence – an
updated Framework is expected to be released
by mid-2018.

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 IDENTIFYING SIGNS OF CHILD ABUSE

What are the physical indicators What are the behavioural

of family violence? indicators of family violence?

PHYSICAL indicators of family violence BEHAVIOURAL indicators of family

include (but are not limited to): violence include (but are not limited to):

speech disorders violent/aggressive behaviour and language

delays in physical development depression and anxiety and suicidal thoughts
failure to thrive (without an organic cause) appearing nervous and withdrawn, including
bruises, cuts or welts on facial areas, and wariness or distrust of adults
other parts of the body including back, difficulty adjusting to change
bottom, legs, arms and inner thighs psychosomatic illness
any bruises or welts (old or new) in unusual bedwetting and sleeping disorders
configurations, or those that look like the
'acting out’, such as cruelty to animals
object used to make the injury (such as
fingerprints, handprints, buckles, iron extremely demanding, attention-seeking
or teeth) behaviour

fractured bones, especially in an infant participating in dangerous risk-taking

where a fracture is unlikely to have behaviours to impress peers
occurred accidentally overly compliant, shy, withdrawn, passive and
poisoning uncommunicative behaviour

internal injuries. taking on a caretaker role prematurely, trying

to protect other family members
embarrassment about family
demonstrated fear of parents, carers or
For more information about family violence
guardians, and of going home
please visit: [Link]
family-violence. disengagement from school (absenteeism,
lateness and/or school refusal) and/or poor
academic outcomes
parent-child conflict
wearing long-sleeved clothes on hot days in
an attempt to hide bruising or other injury
becoming fearful when other children cry
or shout
being excessively friendly to strangers.
For older children and young people
indicators can also include:
moving away/running away from home
entering a relationship early to escape the
family home
entering into other violent and/or
unsafe relationships
involvement in risk taking and/or
unlawful activity
alcohol and substance misuse.

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 IDENTIFYING SIGNS OF CHILD ABUSE

Identifying family violence

in parents/carers
As a school staff member you will likely have
contact with a child’s parents/carers. Through
interactions with parents and carers you may
identify signs, or receive a disclosure that a child is
experiencing family violence (noting that if a parent
is experiencing family violence, it is highly likely that
their child is also impacted).
You should always respond to any reasonable
suspicion or belief that a child may be
experiencing family violence by following the
Four Critical Actions.

Key indicators that a family member is

experiencing violence include:

nervous, ashamed or evasive behaviour

describing their partner as controlling or
prone to anger
appearing to be uncomfortable or anxious in
the presence of their partner
being accompanied by their partner, who
does most of the talking
having physical signs of violence such
as bruising
giving an unconvincing explanation of injuries
that they (or their child) have sustained
suffering anxiety, panic attacks, stress
and/or depression.

Some alleged perpetrators of family violence may

also be subject to court orders, including Family
Violence Intervention Orders.
Details on Family Violence Intervention Orders
can be found here: [Link]
au/school/principals/spag/governance/Pages/
[Link].

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 IDENTIFYING SIGNS OF CHILD ABUSE

EMOTIONAL CHILD ABUSE

What are the physical and behavioural
CRITICAL INFORMATION
indicators of emotional child abuse?
Emotional child abuse occurs when a child is
repeatedly rejected, isolated or frightened
PHYSICAL indicators of emotional abuse
by threats.
include (but are not limited to):
If you suspect that a child has suffered,
or is likely to suffer, emotional or speech disorders such as language delay,
psychological harm, you must follow the stuttering or selectively being mute
Four Critical Actions. (only speaking with certain people or in
certain situations)
delays in emotional, mental or
What is emotional abuse? physical development.

Emotional child abuse occurs when a child is BEHAVIOURAL indicators of emotional

repeatedly rejected, isolated or frightened abuse include (but are not limited to):
by threats.
It also includes hostility, derogatory name-calling overly compliant, passive and
and put-downs, and persistent coldness from a undemanding behaviour
person, to the extent that the child suffers, or is extremely demanding, aggressive and
likely to suffer, emotional or psychological harm to attention-seeking behaviour or anti-social
their physical or developmental health. and destructive behaviour
low tolerance or frustration
poor self-image and low self-esteem
unexplained mood swings, depression, self-
harm or suicidal thoughts
behaviours that are not age-appropriate, e.g.
overly adult, or overly infantile
fear of failure, overly high standards, and
excessive neatness
poor social and interpersonal skills
violent drawings or writing
lack of positive social contact.

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 IDENTIFYING SIGNS OF CHILD ABUSE

NEGLECT
‘Serious’ neglect is the highest level of neglect.
CRITICAL INFORMATION It involves the continued failure to provide a
Serious neglect includes a failure to provide child with the basic necessities of life, such
the child with an adequate standard of as food, clothing, shelter, hygiene, medical
nutrition, medical care, clothing, shelter or attention or adequate supervision, to the
supervision to the extent that the health extent that the child’s health, safety and/or
or physical development of the child is development is, or is likely to be, jeopardised.
significantly impaired or placed at Serious neglect can also occur if an adult fails
serious risk. to adequately ensure the safety of a child
where the child is exposed to extremely
If you suspect that a child is experiencing dangerous or life threatening situations.
serious neglect, you must follow the Four
Critical Actions. Please see page 28 for guidance on what actions to
take for each level of neglect.
If you are concerned that a child may be
experiencing neglect that is not “serious” you
should refer the family to local community Neglect committed by school
based services as appropriate (see staff, volunteers and contractors
Responding to Other Concerns About the Neglect of a child can be committed by parents
Wellbeing of a Child (page 52) UNLESS the or carers, but it can also be committed by those
suspected neglect is committed in the school, that work within the school, such as teachers,
where you should follow the actions school staff, contractors or volunteers. Under the
detailed below. Reportable Conduct Scheme, a principal must
notify the Employee Conduct Branch if school
staff, contractors or volunteers engage in neglectful
What is neglect? conduct that is ‘significant’. This covers significant
neglect that occurs within the school environment,
Neglect includes a failure to provide the child with
as well as significant neglect by staff, contractors
an adequate standard of nutrition, medical care,
or volunteers that happens outside the school.
clothing, shelter or supervision.
That means that neglect by school members that is
In some circumstances the neglect of a child: either significant or serious must be reported to the
can place the child’s immediate safety and Employee Conduct Branch under the scheme.
development at serious risk, or Regardless of whether they are ‘serious’ or
may not immediately compromise the safety ‘significant’, concerns that a child is experiencing
of the child, but is likely to result in longer term neglect must be responded to. The below table
cumulative harm. provides guidance for principals on how to report
The law differentiates between three different neglect, depending on the severity.
levels of neglect:
'Minor' neglect is low-level neglect that is trivial
or temporary
'Significant' neglect is medium-level neglect
that causes harm to a child that is more than
trivial or temporary

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MINOR/LOW LEVELS OF NEGLECT
Committed by school staff, volunteers or contractors Committed by other community members
ACTIONS ACTIONS

Manage locally Manage locally

If unsure or concerned, principals can seek advice from: Refer child and family to local community based services
if appropriate.
Employee Conduct Branch (government schools)
Diocesan Office (Catholic schools, see below). Refer child and family to ChildFIRST if appropriate.

EXAMPLES EXAMPLES
A child is accidentally left out in the rain and cold for a A carer fails to give a child pain medication for a minor
short period of time headache
A teacher forgets to supervise a particular area of the A parent forgets to provide a child with their lunch on a
school grounds for half an hour, and no harm comes to the single occasion.
children there.

SIGNIFICANT/MEDIUM LEVELS OF NEGLECT

Committed by school staff, volunteers or contractors Committed by other community members
ACTIONS ACTIONS

If appropriate, refer child and family to local community If appropriate, refer child and family to local community
based services. based services.
Refer child and family to ChildFIRST. Refer child and family to ChildFIRST.
Principal to notify: If a principal remains concerned for a child’s welfare, they
can follow the Four Critical Actions.
Employee Conduct Branch (government schools)
Diocesan Office (Catholic schools, see below). EXAMPLES

If a principal remains concerned for a child’s welfare, they A carer leaves an 8 year old child alone for hours
can follow the Four Critical Actions. without supervision
A parent does not provide their child with fresh clothes
EXAMPLES
for a week at a time
A first aid officer fails to examine or treat a child’s A carer consistently forgets to give a child
bleeding cuts and bruises from falling over at school prescribed medication for their attention deficit
A teacher’s 5 year old child (who does not attend the hyperactivity disorder.
school) is seen playing near a busy highway on several
occasions without adult supervision.

SERIOUS/HIGH LEVELS OF NEGLECT

Committed by school staff, volunteers or contractors Committed by other community members
ACTIONS ACTIONS

Follow the Four Critical Actions, including reporting to: Follow the Four Critical Actions, including reporting to:
Victoria Police DHHS Child Protection
Employee Conduct Branch (government schools) DET Security Services Unit (government schools).
DET Security Services Unit (government schools)
EXAMPLES
Diocesan Education Office (Catholic schools, see below).
A carer allows a child in their care to inject illegal drugs in
EXAMPLES their home and does not intervene
A teacher is overheard saying that he frequently gets his 6 A parent regularly does not provide warm clothing or
year old child to look after his 12 month old when he goes closed shoes for a child during winter
out for drinks for hours after work A child’s home environment is filthy or hazardous
A staff member responsible for providing anticonvulsant and there is animal or human faeces or urine, and
medication to a child with epilepsy on a week-long decomposing food in the house.
school camp fails to do so for the entire week.

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 IDENTIFYING SIGNS OF CHILD ABUSE

Catholic school principals can seek advice from What are the physical and
their Diocesan education office: behavioural indicators of neglect?
Archdiocese of Melbourne: Industrial
Relations Unit on (03) 9267 0431 or by email on
ceoir@[Link] PHYSICAL indicators of neglect include
(but are not limited to):
Diocese of Sale: Executive Manager Industrial
Relations/Human Resources on (03) 5622 6600 appearing consistently dirty and unwashed
Diocese of Ballarat: Education Consultants or being consistently inappropriately dressed
Co-ordinator for Professional Standards on for weather conditions
(03) 5337 7124
being at risk of injury or harm due to
If the reportable conduct is in relation to a consistent lack of adequate supervision
principal, contact the Director of Catholic from parents
Education on (03) 5337 7135 or by email on
being consistently hungry, tired and listless
director@[Link]
having unattended health problems and lack
Diocese of Sandhurst: Assistant to the
of routine medical care
Director: Legal, Industrial & Human Resources
or Consultant: Pastoral Wellbeing on having inadequate shelter and unsafe or
(03) 5443 2377. unsanitary conditions.

BEHAVIOURAL indicators of neglect

include (but are not limited to):

gorging when food is available or inability to

eat when extremely hungry
begging for or stealing food
appearing withdrawn, listless, pale and weak
aggressive behaviour, irritability
involvement in criminal activity
little positive interaction with parent, carer
or guardian
poor socialising habits
excessive friendliness towards strangers
indiscriminate acts of affection
poor, irregular or non-attendance at school
staying at school for long hours and refusing
or being reluctant to go home
self-destructive behaviour
taking on an adult role of caring for parent.

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Four Critical Actions for Schools:
Responding to Incidents, Disclosures
and Suspicions of Child Abuse

FOUR CRITICAL ACTIONS

This section outlines Four Critical Actions which

1 RESPONDING TO
AN EMERGENCY
PAGE
37
must be taken when responding to an incident,
disclosure or suspicion of child abuse.
It includes critical detail and links to supporting
documents (including the Responding to

2 REPORTING TO
AUTHORITIES
PAGE
38
Suspected Child Abuse: Template, which it is
strongly recommended for schools to complete
when responding to any form of suspected abuse).
For easy reference a summary of these actions is

3 CONTACTING
PARENTS/CARERS
PAGE
42
available at [Link]/protect as a
printable PDF A3 poster. We recommend that this
resource is displayed in a prominent position for all
staff members to access.

4 PROVIDING
ONGOING SUPPORT
PAGE
45

FOUR CRITICAL ACTIONS FOR SCHOOLS YOU MUST TAKE ACTION As a school staff member, you play a critical role in protecting children in your care.

Responding to Incidents, Disclosures

You must act, by following the Four You must act if you form a suspicion/ It is strongly recommended that you
Critical Actions, as soon as you witness reasonable belief, even if you are unsure use the Responding to Suspected
an incident, receive a disclosure or and have not directly observed child Child Abuse template to keep clear
form a reasonable belief * that a child abuse (e.g. if the victim or another

and Suspicions of Child Abuse

and comprehensive notes, even if
has, or is at risk of being abused. person tells you about the abuse).
you make a decision not to report.
* A reasonable belief is a deliberately low threshold. This enables authorities to investigate and take action.

1 2 3 4
RESPONDING TO CONTACTING PROVIDING
REPORTING TO AUTHORITIES / REFERRING TO SERVICES ONGOING
AN EMERGENCY PARENTS/CARERS
SUPPORT

If there is no risk of immediate As soon as immediate health and safety concerns are addressed you must report For suspected student sexual assault, Your principal must consult with DHHS Your school must provide support
harm go to Action 2. all incidents, suspicions and disclosures of child abuse as soon as possible. please follow the Four Critical Child Protection or Victoria Police to for children impacted by abuse. This
Failure to report physical and sexual child abuse may amount to a criminal offence. Actions: Student Sexual Offending. determine what information can be shared should include the development of
with parents/carers. They may advise: a Student Support Plan in consultation
Q: Where does the source of suspected abuse come from? with wellbeing professionals.
not to contact the parents/carer
If a child is at immediate risk of harm This is an essential part of your
(e.g. in circumstances where the
you must ensure their safety by: duty of care requirements.
WITHIN THE SCHOOL WITHIN THE FAMILY OR COMMUNITY parents are alleged to have engaged
separating alleged victims in the abuse, or the child is a mature Strategies may include development of
and others involved minor and does not wish for their a safety plan, direct support and referral
VICTORIA POLICE DHHS CHILD PROTECTION to wellbeing professionals and support.
administering first aid parent/carer to be contacted)
You must report all instances of You must report to DHHS Child Protection if a child is considered to be:
calling 000 for urgent medical and/ suspected child abuse involving a to contact the parents/carers and
or police assistance to respond to in need of protection from child abuse provide agreed information (this
school staff member, contractor,
immediate health or safety concerns volunteer or visitor to Victoria Police. at risk of being harmed (or has been harmed) and the harm has had, or is likely must be done as soon as possible, You must follow the Four Critical Actions
identifying a contact person at the to have, a serious impact on the child’s safety, stability or development. preferably on the same day of the every time you become aware of a further
school for future liaison with Police. You must also report internally to: incident, disclosure or suspicion) instance or risk of abuse. This includes
VICTORIA POLICE how to communicate with reporting new information to authorities.
Where necessary you may also need to
GOVERNMENT SCHOOLS You must also report all instances of suspected sexual all relevant parties with
maintain the integrity of the potential
School principal and/or leadership team abuse (including grooming) to Victoria Police. consideration for their safety.
crime scene and preserve evidence.
Employee Conduct Branch
You must also report internally to:
DET Security Services Unit.
GOVERNMENT SCHOOLS
CATHOLIC SCHOOLS School principal and/or leadership team CONTACT
School principal and/or leadership team DET Security Services Unit.
Diocesan education office. DHHS CHILD PROTECTION VICTORIA POLICE INDEPENDENT SCHOOLS
CATHOLIC SCHOOLS AREA 000 or your local police station DET VICTORIA
INDEPENDENT SCHOOLS School principal and/or leadership team North Division 1300 664 9777 SECURITY SERVICES UNIT (03) 9825 7200
School principal and/or Diocesan education office. South Division 1300 655 795 (03) 9589 6266
school chairperson East Division 1300 360 391
THE LOOKOUT
Commission for Children and INDEPENDENT SCHOOLS West Division (Rural) 1800 075 599 STUDENT INCIDENT The LOOKOUT has a service directory,
Young People on 1300 782 978. School principal and/or chairperson. AND RECOVERY UNIT information, and evidence based
West Division (Metro) 1300 664 9777
guidance to help you respond to family
(03) 9651 3622
violence: [Link]
All allegations of ‘reportable OTHER CONCERNS AFTER HOURS
conduct’ must be reported If you believe that a child is not subject After hours, weekends, public EMPLOYEE CONDUCT BRANCH Family violence victims/survivors
as soon as possible to: holidays 13 12 78. (03) 9637 2595 can be referred to 1800 Respect
to abuse, but you still hold significant
for counselling, information and a
concerns for their wellbeing you must
GOVERNMENT SCHOOLS CHILD FIRST DIOCESAN OFFICE referral service: 1800 737 732.
still act. This may include making a
Employee Conduct Branch [Link] Melbourne (03) 9267 0228
referral or seeking advice from:
referral-and-support-teams Ballarat (03) 5337 7135
CATHOLIC SCHOOLS Child FIRST/The Orange Door Sale (03) 5622 6600
Diocesan education office (in circumstances where the family ORANGE DOOR Sandhurst (03) 5443 2377
are open to receiving support) [Link]
INDEPENDENT SCHOOLS DHHS Child Protection [Link]
Commission for Children and Victoria Police.
Young People on 1300 782 978.

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 FOUR CRITICAL ACTIONS

YOU MUST ACT

This section steps you through when and how to
CRITICAL INFORMATION respond if you:
As a school staff member, you must act as Witness an incident (page 31)
soon as you witness an incident or form a Form a suspicion/reasonable belief (page 32)
reasonable belief that a child has been, or is
Receive a disclosure (current student) (page 32)
at risk of being abused, including exposure
to family violence. Receive a disclosure (former student) (page 32).

You must act if you form a suspicion/ It also outlines the threshold for forming a
reasonable belief that abuse has occurred or reasonable belief.
is at risk of occurring, even if you are unsure If, after considering this content you:
and have not directly observed child abuse are unsure whether a witnessed incident,
(e.g. if the victim or another person tells you
suspicion or disclosure should lead you to
about the abuse).
form a reasonable belief that child abuse has
You should make sufficient enquiries to occurred or is at risk of occurring, you should
form a reasonable belief and to determine seek further advice from:
a child’s immediate needs. However, once a DHHS Child Protection and/or
reasonable belief has been formed, it is not Victoria Police
your role to investigate. This is the role of
Student Incident and Recovery Unit on
DHHS Child Protection or Victoria Police.
(03) 9637 2934 for student related concerns
Child abuse includes any instance of and/or DET Employee Conduct Branch on
physical or sexual abuse (including (03) 9637 2594 for concerns related to staff
grooming), emotional or psychological harm, (Government schools only)
serious or significant neglect and family Diocesan Education Office (Catholic
violence involving a child. schools only).
If you hold significant concerns for a child’s hold significant concerns for a child’s wellbeing,
wellbeing which do not appear to be a which do not appear to be a result of child
result of child abuse you must still act (see abuse you should still act (see Responding to
Responding to Other Concerns About the Other Concerns About the Wellbeing of a Child
Wellbeing of a Child (page 52)). (page 52) which will support you in making
appropriate referrals to Child FIRST/
Orange Door, DHHS Child Protection
and Victoria Police).

Witnessing an incident
If you witness an incident where you believe a child
has been subject to or may be at risk of abuse,
including exposure to family violence, you must
take immediate action to protect the safety of
children involved. Go straight to:
Action 1: Responding to an Emergency
(page 36) if there is an immediate risk to health
and safety
Action 2: Reporting to Authorities (page 37) if
there is no immediate risk to health and safety.

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 FOUR CRITICAL ACTIONS

Forming a suspicion/reasonable belief Receiving a disclosure

All suspicions that a child has been, or may be in (former student)
danger of being abused must be taken seriously. If you receive a disclosure from a former student of
This includes abuse that is suspected to have your school about historical abuse you must act.
occurred outside of school grounds and hours.
If the former student is currently of school age and
If you form a reasonable belief that a child has been, attending a Victorian school you must follow the
or may be at risk of being abused, you must act, Four Critical Actions.
even if you have not directly witnessed the child
If the former student is no longer of school age or
abuse. See guidance on forming a reasonable belief
attending a Victorian school you must still act.
(page 35).
Please visit: [Link]
Receiving a disclosure about/contact/Pages/[Link].
(current student) This guidance will support you to:
report any allegations of abuse, by contacting
If a child discloses that they have been, are being,
your local Victoria Police station and/ or
or are in danger of being abused, you must treat the
by contacting the SANO Task Force at
disclosure seriously and take immediate action by
sanotaskforce@[Link]
following the Four Critical Actions.
respond to a belief that another person is at
If another child or adult discloses that they believe immediate risk by contacting Victoria Police
another child has been, is being, or is at risk of on 000.
being abused, you must also treat these disclosures
seriously and take immediate action by following This guidance will also support:
the Four Critical Actions. government schools to report to relevant
areas within the Department (this may include
For further guidance on managing the disclosure
the principal of the school, the regional office,
see Strategies for managing a disclosure (page 33). the Employee Conduct Branch and the Security
Services Unit)
Catholic schools to contact their Diocesan
education office
independent schools to notify their
School Board.

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 FOUR CRITICAL ACTIONS

Documenting your actions Strategies for managing a disclosure

When managing a disclosure of abuse, it is
As a school staff member, you must keep clear important that you respond in an appropriate and
and comprehensive notes relating to incidents, supportive manner. All disclosures of abuse must
disclosures and allegations of child abuse. be taken seriously and addressed immediately by
To do this, it is strongly recommended that following the Four Critical Actions.
you use the Responding to Suspected Child
Abuse: Template (See the PROTECT website: Disclosures from a student
[Link] It is the role of school staff members to listen
programs/health/protect/Pages/[Link]). and respond appropriately to a child’s concerns.
When using the template, you should aim When a disclosure of abuse is made and/or you
to provide as much information within the are concerned that a child has been abused or is
template as possible. These records will be at risk of being abused, you must help the child to
helpful in making a report of the abuse to the understand that you need to seek assistance for
relevant authorities. Note that you only need them and cannot keep the discussion and/or
to complete the relevant sections of their disclosure confidential between you and
the template. the student.

Even if you decide not to make a report, you This should be done in language appropriate to
must still document the incident, disclosure or the student’s age and stage of development.
allegation and the reasons for your decision. For example:
To a younger student: ‘I need some help to
This information may be sought at a later date if
support you and am not going to be able to
the matter is the subject of court proceedings.
keep what you have told me between you and
These notes may also later assist you if you are
me, I will need to tell …[who you will tell]…..to
required to provide evidence to support your
work out what to do to support you’
decisions (see Complying with subpoenas or
court attendance (page 51)). To an older student: ‘The information you have
given me has made me very concerned for your
If you do not use the template, you must welfare and I will need to share this information
still ensure you are making an effort to with my manager to identify how we may be
collect all the information that is required able to support you. I may also need to talk to
by the template. people who work in the child safety area, to
Due to the nature of mandatory reporting and help keep you safe.’
other child abuse reporting records, schools In instances where the abuse involves a family
must ensure that the records are kept securely. member (i.e. family violence) it may be appropriate
For example, if you have a hard copy file, you to reassure the child that sharing this information is
should make sure it is kept in a locked cabinet. an important part of making their family safer and
If you have an electronic record, you need to that you will be talking with other professionals who
make sure it is password protected and only will help identify the next steps (see: Contacting
staff members who need the information parents and carers (page 41)).
have access.
You must keep clear and comprehensive notes
Schools should ensure that mandatory relating to incidents, disclosures and allegations of
reporting and other child abuse reporting child abuse. You must keep such notes whether
documents are not destroyed as they may or not you decide to make a report. It is strongly
be needed at a later time (e.g. as evidence in recommended that you do this by using the
future court proceedings). Responding to Suspected Child Abuse: Template
(See the PROTECT website: [Link]
[Link]/about/programs/health/protect/Pages/
[Link]). If you do not use the template, you
must still ensure you are making an effort to collect
all the information that is required by the template.
This may be critical for further investigations and/or
legal proceedings.

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 FOUR CRITICAL ACTIONS

The tables below include advice on how best to

manage a disclosure and what to avoid.

When managing a disclosure, staff should: When managing a disclosure,

staff should AVOID:
listen to the student and allow them to speak displaying expressions of panic or shock
stay calm and use a neutral tone with no asking questions that are investigative and
urgency and where possible use the child’s potentially invasive (this may make the child
language and vocabulary (you do not want to feel uncomfortable and may cause the child
frighten the child or interrupt the child) to withdraw)
be gentle, patient and non-judgmental going over the information repeatedly
throughout (you are only gathering information to help
highlight to the student it was important for you form a belief on reasonable grounds
them to tell you about what has happened that you need to make a report to the
assure them that they are not to blame for relevant authority)
what has occurred making any comments that would lead the
do not ask leading questions, for example student to believe that what has happened is
gently ask, “What happened next?” rather their fault
than “Why?” making promises to the child about what will
be patient and allow the child to talk at their occur next or that things will be different
own pace and in their own words given the process can be unpredictable and
different for each child depending on their
do not pressure the child into telling you
circumstances (instead reassure them that
more than they want to, they will be asked a
you and others will do your best to help).
lot of questions by other professionals and it
is important not to force them to retell what
has occurred multiple times
reassure the child that you believe them and
that disclosing the matter was important for
them to do
use verbal facilitators such as, “I see”, restate
the child’s previous statement, and use
non-suggestive words of encouragement,
designed to keep the child talking in an open-
ended way (“what happened next?”)
tell the child in age appropriate language that
you are required to report to the relevant
authority to help stop the abuse, and explain
the role of these authorities if appropriate
(for a young child this may be as simple as
saying “I will need to talk to people to work
out what to do next to help you” ).

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 FOUR CRITICAL ACTIONS

Disclosures from a parent/carer or sibling Forming a reasonable belief

There may be circumstances where a student’s If you witness, suspect, or receive a disclosure
sibling or parent/carer discloses abuse. For of child abuse including exposure to family
example a student’s parent or carer may disclose violence, you will need to determine whether you
family violence (noting that if a child’s parent or have formed a ‘reasonable belief’ or a ‘belief on
carer is experiencing family violence it is highly reasonable grounds’ that a child has been or is
likely that the child is experiencing abuse). being abused or is at risk of being abused.
In this circumstance it is important to draw on A reasonable belief is a deliberately low threshold:
the same strategies that you would for a student
so that people are encouraged to report
(i.e. listen, be non-judgemental, patient and do
suspected abuse to the relevant authorities
not apply pressure). In relation to experiences of
and agencies, enabling authorities to investigate
family violence, it is particularly critical to remain
the allegations and take further action to
non-judgemental, avoid apportioning blame to the
prevent or stop any further abuse
victim/s and highlight that everyone has the right to
which does not require proof, but does
feel safe.
require something more than a mere rumour
This can be done by focusing questions to or speculation
determine what the risk of harm may be and what and is met if a reasonable person in the same
(if any) supports and interventions are in place to
position would have formed the belief on the
protect the wellbeing of the child and avoiding
same grounds.
statements like “why don’t you leave”.
Forming a belief on reasonable grounds
For example, you could use questions to explore
may include:
the victim’s view about their level of risk and risk to
a child stating that they have been abused
their child, such as ‘Do you think the violence will
continue? Is the violence getting worse?’ any person telling you they believe someone
has been abused (sometimes the child may be
It is also important to remember that many victims
talking about themselves)
of family violence experience fear for their safety
(and the safety of their children) in disclosing their physical indicators of abuse such as non-
experiences. They may have been threatened by accidental or unexplained injuries; persistent
the perpetrator of violence, or threats made about neglect, or inadequate care and supervision
their children’s lives. lead you to believe that the child has been
abused (see Identifying Signs of Child Abuse
See page 47 for further information on supports for (page 14))
students experiencing family violence. behavioural indicators of abuse lead you to
believe that the child has been abused (see
Identifying Signs of Child Abuse (page 14))
other signs such as family violence, parental
substance misuse, psychiatric illness or
intellectual disability that is impacting on the
child’s safety, stability or development.

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1 ACTION 1: RESPONDING TO AN EMERGENCY

CRITICAL INFORMATION
If a child has just been abused, or is at
immediate risk of harm you must take
reasonable steps to protect them. These
may include:
separating the alleged victim and others
involved, ensuring both parties are
calling 000 for urgent police assistance if
the person who is alleged to have engaged
in the abuse poses an immediate risk to the
health and safety of any person (you should
also identify a contact person at the school for
future liaison with police).

Preserving evidence
supervised by a school staff member Where an incident of suspected child abuse occurs
at the school, you may need to take action to
arranging and providing urgent medical preserve any items that may amount to evidence of
assistance where necessary by: the abuse. Consider all of the following:
administering first aid assistance Environment
calling 000 for an ambulance and Do not clean up the area and do preserve the
following any instructions from sites where the alleged incidents occurred.
emergency service officers/paramedics Cordon off the relevant area/room/building
and take reasonable steps to ensure that no
Calling 000 for urgent police assistance if one enters these areas.
the person who is alleged to have engaged
Clothing
in the abuse poses an immediate risk to
If sexual abuse/physical abuse is suspected
the health and safety of any person (you
you may also need to ensure that the person
should also identify a contact person at
who has allegedly committed the abuse and
the school for future liaison with police).
the child who has allegedly been abused
Take reasonable steps to preserve the remain in their clothing and, if this is not
environment, the clothing, other items, and possible, ensure that the clothes are not
potential witnesses until the police or other washed, are handled as little as possible, and
relevant authorities arrive on the premises. stored in a sealable bag.
Other physical items
If there are any other items that may amount to
Ensuring immediate safety evidence, e.g. weapons, bedding, condoms, try
to ensure that these things remain untouched.
If a child has just been abused, or is at immediate
risk of harm you must take reasonable steps to Potential witnesses
protect them. These may include: Reasonable precautions must be taken to
prevent discussion of the incident between
separating the alleged victim and others
those involved in the alleged incident
involved, ensuring all parties are supervised
(including any other children who may have
by a school staff member
witnessed the incident). If the incident involves:
arranging and providing urgent medical two or more students, a staff member should
assistance where necessary by: be allocated to remain with each student
administering first aid assistance involved in separate rooms
a staff member, including volunteers or
calling 000 for an ambulance and following
contractors, they should be asked to remain
any instructions from emergency service
with a member of the school’s leadership
officers/paramedics.
team and be instructed not to discuss the
incident with any staff/students/carers/
family members.

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2
FOUR CRITICAL ACTIONS

ACTION 2: REPORTING TO AUTHORITIES

CRITICAL INFORMATION
As soon as immediate health and safety concerns Within the family or community
are addressed you must report all incidents, If the source of suspected abuse comes from
suspicions and disclosures of child abuse as soon within the family or community you must:
as possible. Failure to report physical and sexual
report to DHHS Child Protection (page 67) if a
child abuse may amount to
child is considered to be:
a criminal offence.
in need of protection due to child abuse ; or
Within the school
at risk of being harmed (or has been harmed)
If the source of suspected abuse comes from a and the harm has had, or is likely to have, a
person within the school (this includes any forms serious impact on the child’s safety, stability
of suspected child abuse involving a school or development; and
staff member, contractor, volunteer, allied health
practitioner, officer or office holder, whether the child’s parents/carers have not
or not the conduct is alleged to have occurred protected, or are unlikely to protect, the
within the course of the person’s employment or child from the harm.
engagement with the school) you must: ALSO report suspected sexual abuse (including
grooming) to Victoria Police
contact Victoria Police
(via your local police station) ALSO report internally to:

ALSO report as soon as possible internally to: School principal and/or leadership team
(all instances)
School principal/leadership team
(all instances) Government schools:
DET Security Services Unit
Government schools: Principals are to
contact the Employee Conduct Branch and Catholic schools:
Security Services Unit as soon as possible Diocesan education office

Catholic schools: Independent schools: School principal and/

Diocesan education office. or school chairperson.

Government schools may also wish to contact

the Student Incident and Recovery Unit on
(03) 9637 2934 for advice and support.
You must identify a contact person at the school
for future liaison with Victoria Police and/or
DHHS Child Protection and seek advice about
contacting parents/carers (see Action Three
(page 41)).

Other concerns
If you believe that a child is not subject to abuse,
but you still hold significant concerns for their
wellbeing you must still act.
This may include making a referral or seeking
advice from Child FIRST/The Orange Door.

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 FOUR CRITICAL ACTIONS

Following any incident, suspicion or disclosure Reporting when the source

of child abuse you must make a report as soon as of suspected abuse is a
possible. Failure to report physical and sexual child
person within the school
abuse may amount to a criminal offence.
If the source of suspected abuse comes from a
This section steps you through the process for: person within the school (this includes any forms
Reporting when the source of the suspected of suspected child abuse involving a school
abuse is a person within the school (page 38) staff member, contractor, volunteer, allied health
Reporting when the source of suspected abuse practitioner, visitor, officer or office holder, whether
is within the family or community (page 39) or not the conduct is alleged to have occurred
Reporting if the incident, suspicion or within the course of the person’s employment or
disclosure relates to an international student engagement with the school) you must:
(page 39) contact Victoria Police via your local police
How to proceed if the principal/leadership station (it is important that you first contact
team advises you not to report (page 40) your local police station; where appropriate
they will refer you to the local Sexual Offences
Making additional reports (in circumstances
and Child Abuse Investigation Team)
where a report has already been made)
ALSO report internally* to:
(page 40).
School principal/leadership team
(all instances)
What will happen if I report to DHHS?
Government schools: Principals are to
The grounds for statutory intervention when a child contact the Employee Conduct Branch on
is in need of protection are set out in the Children, (03) 9637 2595 and Security Services Unit
Youth and Families Act 2005 (CYFA). Under the on (03) 9589 6266
CYFA, DHHS Child Protection places the best
Catholic schools: Diocesan education office.
interests of the child at the centre when taking
action regarding a child, including the need to: You must also identify a contact person at
protect the child from harm the school for future liaison with DHHS Child
Protection and Victoria Police and seek advice
protect the child’s rights
about contacting parents/carers (see Action 4
promote the child’s development (taking into (page 44)).
account their age and stage of development).
*Please note that reporting internally does not
Child Protection officers will undertake a risk mean that reporting obligations have been met.
assessment to consider potential for harm and the The staff member who has formed a reasonable
best interests of a child and to determine a course belief regarding child abuse or neglect must also
of action. Information on the outcomes of your ensure a report is made to DHHS Child Protection
report will only be shared with you if this is in the or Victoria Police if the child is at immediate risk
best interest of the child. of harm.

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 FOUR CRITICAL ACTIONS

Reporting when the source Government schools may also wish to contact the
of suspected abuse is within Student Incident and Recovery Unit on
(03) 9637 2934 for advice and support in managing
the family or community
the incident.
If the source of suspected abuse comes from
within the family or community you must: *Please note that reporting internally does not
mean that reporting obligations have been met.
report to DHHS Child Protection (page 67) if a
The staff member who has formed a reasonable
child is considered to be:
belief regarding child abuse or neglect must also
in need of protection due to child abuse; or ensure a report is made to DHHS Child Protection
at risk of being harmed (or has been harmed), or Victoria Police if the child is in immediate risk
and the harm has had, or is likely to have, a of harm.
serious impact on the child’s safety, stability
or development; and
Taking action when you do not
the child’s parents/carers have not
suspect abuse, but you hold
protected, or are unlikely to protect,
the child from the harm.
significant concerns for wellbeing
If you believe that a child is not subject to abuse,
ALSO report suspected sexual abuse (including
but you still hold significant concerns for their
grooming) to Victoria Police
wellbeing you should consider making a referral
ALSO report internally* to: to Child FIRST/The Orange Door. These concerns
School principal and/or leadership team (all could include risk taking behaviour, parenting
instances), highlighting: difficulties, isolation of a family or lack of support.
- the details of the suspected child abuse In some circumstances you may still need to
or risk of abuse including the name/s of contact DHHS Child Protection and/or Victoria
those involved Police e.g. extreme risk taking behaviour, harm to an
-any immediate actions taken to protect the unborn baby. (For further advice see Responding to
safety of the child other concerns about the wellbeing of a child
-your report or intention to report to DHHS (page 52).
Child Protection, Victoria Police and/or
Child FIRST/Orange Door Reporting if the incident,
- steps that can be taken to contact parents suspicion or disclosure relates
(if appropriate) and support the student. to an international student
Government schools: If the incident, suspicion or disclosure relates to
DET Security Services Unit an international student you will most likely be
Catholic schools: Diocesan education required to make an additional report:
office, including: Government schools must also contact
Archdiocese of Melbourne: Office of
- International Education Division on
Professional Conduct, Ethics & Investigation (03) 9637 2990
on (03) 9267 0228 Catholic and independent schools will need
Diocese of Sale: Executive Manager
- to contact the VRQA on (03) 9637 2806 or
Industrial Relations/Human Resources on via email at [Link]@[Link]
(03) 5622 6600 if your school has issued a Confirmation of
Appropriate Accommodation and Welfare
Diocese of Ballarat: Child Safety on
-
(CAAW) letter in relation to that student
(03) 5337 7135
(thereby assuming responsibility for approving
Diocese of Sandhurst: Child Protection
- the child’s accommodation, support and
Officer on (03) 5443 2377 general welfare).
Independent schools: School principal and/
or school chairperson.
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 FOUR CRITICAL ACTIONS

How to proceed if the What if another person has

principal/leadership team already made a report?
advises you not to report Once you form a reasonable belief that a child has
been, or is at risk of being abused, your obligation
In some circumstances the principal and/or
to report is separate from the obligations or actions
leadership team may advise you not to proceed
of other people.
with reporting suspected abuse.
In addition, it is important to consider that other
Regardless of this advice, if you hold a reasonable
people may not have access to the specific detail
belief that a child has been, or is at risk of being
you have. The information you provide through
abused you must still make a report to DHHS Child
your report may assist the relevant authority to take
Protection and/or Victoria Police. This report may
further action to protect the child.
be critical in protecting a child from abuse.
However, there may be times when two or more
If you fail to report you may not discharge your duty
school staff members, for example a teacher and
of care and in some circumstances you may be
a principal, have formed a belief about the same
subject to criminal charges.
child on the same occasion and based on the same
If you decide not to report, it is strongly information. In this situation it is sufficient that only
recommended that this decision should be one of the staff members make a report. The other
documented within the Responding to Suspected person should ensure that the report has been
Child Abuse: Template (See the PROTECT website: made and that all the grounds for their own belief
[Link] were included in the report made by the
health/protect/Pages/[Link]).. other person.
In instances where two staff members form
Making additional reports different views about whether or not to make
a report, if one staff member continues to hold
Reporting further reasonable
a reasonable belief that a child is in need of
grounds for belief
protection, then they should make a report.
You must make a new report in any circumstance
where you become aware of any further reasonable In circumstances where a report to the Employee
grounds for the belief. Every report is critical Conduct Branch is required, the principal should
to protecting a child by building evidence and make the report.
enabling authorities to gain a clearer understanding
of the risks. What if you don’t think the child is at
risk of abuse but you still hold concerns
This means that you must make a report to protect about a student’s wellbeing?
a child even if:
If you believe that a child is not subject to child
DHHS Child Protection or Victoria Police were abuse, but you still hold “significant concerns”
previously involved or are already involved with for their wellbeing you may still need to contact
the child and/or their family DHHS Child Protection and/or Victoria Police and/
staff are aware that another party, such as a or make a referral to Child FIRST/Orange Door. For
family member, has already raised concerns further advice see Responding to other concerns
with the relevant authorities. about the wellbeing of a child (page 52).

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3
FOUR CRITICAL ACTIONS

ACTION 3: CONTACTING PARENTS/CARERS

In many cases where it is suspected that a child has

CRITICAL INFORMATION been, or is at risk of being abused, it is extremely
In many cases where it is suspected that a important that parents/carers are notified as soon
child has been, or is at risk of being abused, it as possible (as long as this is agreed to by Police
is extremely important that parents/carers are and/or DHHS so as not to place the child at further
notified as soon as possible, but not if this may risk or impede an investigation). This enables
impact an investigation or place a child or their parents/carers to take steps to:
parent (victim of violence) at risk. prevent or limit their child’s exposure to
further abuse
However, AFTER you have you have formed
a suspicion/reasonable belief that a child ensure that their child receives the support that
is subject to abuse and BEFORE contacting they require.
parents/carers, principals must seek advice There are some circumstances where contacting
from DHHS Child Protection and/or Victoria parents/carers may place a child or adult at
Police (depending on who the report was greater risk.
made to).
AFTER you have formed a suspicion/reasonable
This is critical to ensure the safety of the child belief that a child is subject to abuse and BEFORE
and not to compromise any investigation contacting parents/carers your principal (or
being conducted by the relevant authorities or delegate), must seek advice from Victoria Police
agencies. or DHHS Child Protection (depending on who
Where DHHS Child Protection (page 67) the report has been made to). They will advise
and Victoria Police have advised that it is your principal (or delegate) about whether it is
appropriate, schools should make sensitive appropriate to contact parents/carers at this stage.
and professional contact with parents/carers
as soon as possible on the day of the incident,
disclosure or suspicion.
Please note in cases of family violence you:
MUST take care not to inadvertently
alert the alleged perpetrator that there
is a suspicion or disclosure of abuse (this
could increase the risk of harm to the child,
other family members and possibly to staff
members at the school)
may already be in communication with a
parent/carer who is experiencing family
violence (i.e. if they disclose the violence)-
see advice on disclosures (page 32)
can seek advice from DHHS Child
Protection or Child FIRST/Orange Door
about safe strategies for communicating
with a parent/carer who is experiencing
family violence and for advice on
recommended family violence
support services.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 41
 FOUR CRITICAL ACTIONS

The principal (or delegate) may be advised not to

contact parents/carers (or one particular parent/ Advice for communicating with parents
carer) in circumstances where:
Where advised by Police and DHHS to be
a parent/carer is alleged to have engaged in the
appropriate to contact the parents, the
abuse (including in circumstances of suspected
principal and/or reporting staff member
family violence, where alerting the alleged
(ideally together) should make sensitive and
perpetrator may place others at greater risk)
professional contact with the appropriate
a disclosure to the parents/carers may subject parents/carers as soon as possible on the day
the child to further or more severe abuse of the incident, disclosure or suspicion. During
the child is deemed a mature minor (assessed this conversation it is important to:
to be sufficiently mature and intelligent to Remain calm
make such decisions on his or her own behalf)
Be empathetic to feelings
and has requested that their parents/carers
not be notified (in these circumstances ideally Validate concerns
the child will nominate another responsible Provide appropriate details of the incident,
adult to be contacted). For further information disclosure and/or suspicion of child abuse
on mature minors see: [Link] Outline the action the school staff have
[Link]/school/principals/spag/safety/ taken to date, including who the incident,
Pages/[Link]. Victorian government disclosure and/or suspicion has been
school staff can also contact the DET Legal reported to if appropriate (noting that the
Division on (03) 9637 3146 for further advice on anonymity of the person who made the
assessing whether a student is a mature minor report to DHHS Child Protection must be
the notification is likely to adversely affect protected if this is their wish)
the investigation of the incident by the If appropriate provide the name and contact
relevant authorities. phone number of DHHS Child Protection
and/or the police officer who is investigating
(this should be provided to the student if
they are a mature minor)
Provide information on whether they are
likely to be contacted by DHHS Child
Protection or Victoria Police (if known or
appropriate)
Inform them that the investigation may take
some time and ask what further information
they would like and how school staff
can assist them (see referring to external
supports (page 47))
Assure them that school wellbeing staff can
provide support to their child (Victorian
government school staff can make referrals
to Student Support Services or other
wellbeing staff based at the school)
Invite the parents/carers to attend a Student
Support Group meeting where a Student
Support Plan can be prepared to ensure that
appropriate support can be provided for
their child.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 42
 FOUR CRITICAL ACTIONS

What to do if a student returns For advice and support on contacting

home before DHHS/Victoria parents/carers:
Police advice is received Government schools can contact the Student
Incident and Recovery Unit on (03) 9651 3179
Ideally you will have received clear advice from
Catholic schools can contact their Diocesan
Victoria Police/DHHS Child Protection on what
information to share with parents/carers before education office including:
their child returns to their care. Archdiocese of Melbourne: Legal Services
on (03) 9267 0228
In some circumstances, a child may return to the
care of their parent/carer before this advice has Diocese of Sale: Executive Manager
been received. Industrial Relations/Human Resources on
(03) 5622 6600
In these circumstances you should NOT SHARE
Diocese of Ballarat: Legal Services on
ANY INFORMATION:
(03) 5337 7124
that may place the child or any other person
Diocese of Sandhurst: Assistant to the
at risk (e.g. risk of further harm, destruction
Director: Legal, Industrial & Human Resources
of evidence or risk of retaliation against an
Consultant: Pastoral Wellbeing on
allegation/incident)
(03) 5443 2377
if the student is an adult or mature minor and Independent schools can contact Independent
requests that you do not contact their parents
Schools Victoria on
/carers (unless you consider it necessary to
(03) 9825 7200.
inform the parents/carers in order to lessen or
prevent a serious risk to the student’s safety). For more advice on what information can be shared,
please see Privacy and Information Sharing
After consideration, the school principal
(page 55).
(or delegate) may decide that it is in the best
interest of the child to provide the parent/carer For guidance on sharing information about an
with information: incident with the school community, go to page 58.
on a disclosure or an alleged incident (providing
only enough information so that the parent/
carer can best protect and support their child)
(if appropriate) that a report has been made to
DHHS and/or Victoria Police and it is likely they
will be in contact
that there are supports available.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 43
4
FOUR CRITICAL ACTIONS

ACTION 4: PROVIDING ONGOING SUPPORT

Experiences of child abuse, including exposure

CRITICAL INFORMATION to family violence, can cause long-term trauma
In addition to reporting suspected abuse, as a and significantly impact on the mental health and
school staff member you have a critical role in wellbeing of children. In addition to reporting
supporting students impacted by abuse and suspected abuse to the relevant authorities, as
have a duty of care to ensure that the students a school staff member you play a central role in
feel safe and are supported at school. addressing this trauma and have a duty of care
(page 7) to ensure that the student feels safe and is
Support can include direct support and
supported at school.
referral to wellbeing professionals and
community services and should involve the This section outlines actions that schools
development of a Student Support Plan. must take, where deemed appropriate, to
support students who are impacted by child
Principals are responsible for ensuring
abuse, including:
students are supported during interviews at
Working together and planning support
school conducted by Victoria Police or DHHS
Child Protection and you may be required to (page 45)
respond to subpoenas to attend court. Engaging allied health and wellbeing
professionals (with appropriate consent
Support must be provided to any impacted
(page 45)
staff members.
Referring to external supports (page 47)
Providing developmentally and culturally
appropriate support (page 48)
Providing support for impacted school staff
members (page 49)
Supporting children who are interviewed
at school (page 49)
Complying with subpoenas or court
attendance (page 51)
Responding to complaints or concerns
(page 51).
In the context of student-to-student offending
school staff have a duty of care to support all
students who are impacted by the abuse – this will
include the students who were subjected to the
abuse, the students who perpetrated the abuse,
and any students who witnessed or were otherwise
impacted by the abuse.
If the abuse concerns an incident of student sexual
offending see: Identifying and Responding to
Student Sexual Offending ([Link]
[Link]/Documents/about/programs/health/
protect/SSO_Policy.pdf).

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 44
 FOUR CRITICAL ACTIONS

Engaging allied health and

Resilience and protective factors
wellbeing professionals
Schools also play a critical role in building Where appropriate, school staff should engage
student’s resilience and protective factors, allied health and wellbeing supports and services
which can significantly reduce the long-term to meet the wellbeing needs of the child impacted
impact of child abuse. One of the simplest by abuse, including exposure to family violence.
ways to build resilience is to ensure that an
For example schools can engage with:
impacted student is provided with time and
Student Support Services (government
opportunity to be supported and heard by a
schools only)
school staff member they trust.
School wellbeing staff members
This can be further supported through planning
and engagement with allied health and Respectful Relationships Liaison Officers (in
wellbeing supports. instances of family violence)
allied health and wellbeing professionals
engaged by the student and families.
Allied health and wellbeing professionals
Working together and can provide:
planning support intensive support to children and their families
Providing holistic support to address the trauma critical input into Student Support Plans
and wellbeing issues associated with child abuse
advice to school staff members on how to
(including exposure to family violence) is best
appropriately support the student.
achieved through careful planning and working in
partnership with wellbeing professionals, parents/ Government schools can contact their Regional
carers and educators. Office for further information on the range of
school based support services that may be
If a student is impacted by suspected abuse, and it
locally available.
is deemed appropriate, school staff must:
establish regular communication between staff
and the child’s parent/guardian/carer (if this
is safe and appropriate) to discuss the child’s
progress, wellbeing and the effectiveness of
planned strategies. This may be undertaken
through convening a Student Support Group
to plan ongoing monitoring, support, and
follow-up of the child’s health and wellbeing
(Student Support Groups usually comprise
school wellbeing staff, teachers, allied health
professionals and where appropriate the
student and/or their parent/carer).
develop and implement a Student Support
Plan, which documents the planned support
strategies and includes timeframes for review
(where possible, these support strategies
should be informed by allied health and
wellbeing professionals with expertise in
addressing child abuse and trauma).

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 45
 FOUR CRITICAL ACTIONS

SAFEMinds

Schools are encouraged to use SAFEMinds

(a professional learning and resource package).
SAFEMinds is available for schools and
families to:
enhance early intervention mental health
support for children and young people in
schools; specifically regarding mild mood
disorders (anxiety and depression) and
self-harm
increase engagement of parents and carers
with schools to more effectively support
their child’s mental health
develop clear and effective referral pathways
between schools and community youth and
mental health services.
Further information can be found at: http://
[Link]/school/teachers/
health/mentalhealth/Pages/[Link].

Catholic schools can contact their Diocesan

education office for further detail, specifically:
Archdiocese of Melbourne: Student Wellbeing
Information Line on (03) 9267 0228
Diocese of Sale: Executive Manager Industrial
Relations/Human Resources on (03) 5622 6600
Diocese of Ballarat: Child Safety on
(03) 5337 7135
Diocese of Sandhurst: Consultant: Pastoral
Wellbeing on (03) 5443 2377.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 46
 FOUR CRITICAL ACTIONS

Referring to external supports

Family Violence Service Network
School staff can also refer to the wide range of non-
For families experiencing family violence school based support services, which specialise in
there are a wide range of local and state-wide providing tailored support and advice for children
services and supports available. The Lookout impacted by abuse.
([Link] is a Victorian For example schools may consider referrals to:
Government initiative in partnership with the family violence services (see breakout box on
Domestic Violence Resource Centre Victoria, this page)
providing information, evidence-based
Centres Against Sexual Assault (CASA),
resources and services to help professionals
who provide expert support for victims of
respond to family violence (including
sexual assault
professionals in mainstream services, like
schools). Headspace, who provide tailored support for
children whose mental health is impacted by
The Lookout includes a service directory, exposure to abuse.
with a lookup function, where you can enter a
postcode and identify locally available family Further information on counselling/support
violence support services. organisations is available here (page 64).
All schools can contact their local government for
Safe Steps
advice on available local services.
Safe Steps offers free access to professional Government schools can contact their
support to women and their children living with Regional Office (page 66) for advice on local and
family violence, through a comprehensive range specialised services.
of services to enable them to become – and
Catholic schools can contact their Diocesan
stay – free from violence. They offer a 24/7
education office for further detail, including:
advice line (1800 015 188) and resources on
Archdiocese of Melbourne: Student Wellbeing
their website: [Link]
Information Line on (03) 9267 0228
Victims of family violence can also be Diocese of Sale: Executive Manager Industrial
encouraged to contact 1800 RESPECT
Relations/Human Resources on (03) 5622 6600
(1800 737 732) to talk or chat online to a
Diocese of Ballarat: Child Safety on
counsellor from the National Sexual Assault
and Domestic Violence hotline. (03) 5337 7135
Diocese of Sandhurst: Consultant: Pastoral
See further information on counselling/support
Wellbeing on (03) 5443 2377.
organisations (page 64).
Independent schools can contact Independent
Schools Victoria on (03) 9825 7200.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 47
 FOUR CRITICAL ACTIONS

Providing developmentally and Children from Culturally and Linguistically

culturally appropriate support Diverse (CALD) backgrounds
When supporting a child from CALD
While a child’s background should not impact
backgrounds who has been impacted by
on a decision to report suspected abuse, school
child abuse it is essential that schools provide
staff need to be sensitive to a child’s individual
culturally appropriate support. However this
circumstances when providing support and working
should not detract from ensuring the child’s
with families impacted by abuse.
safety and wellbeing.
It is a requirement under the Child Safe Standards Where possible, schools should work with
that school governing authorities must “take relevant cultural support services (ensuring that
account of the diversity of all children”, including the confidentiality of the student and family is
(but not limited to) the needs of: maintained) and engage an interpreter when
Children with disabilities communicating with the student’s family if
When supporting a child with a disability who needed.
has been impacted by child abuse it is critical Students with refugee backgrounds
to consider the child’s: When working with children from refugee
chronological age, developmental age backgrounds who have been impacted by child
and their cognitive functioning in order abuse it is important to recognise that they
to tailor developmentally appropriate (and their families) may also be experiencing
support strategies trauma, dislocation and loss. This trauma
vulnerability to ongoing abuse (children may significantly affect family wellbeing and
with disabilities disproportionally fall prey parenting capacity and whilst these issues also
to child abuse, in particular child sexual require sensitive consideration, they should
abuse) when considering the need to not detract from ensuring the child’s safety and
make a further report and/or implement wellbeing
risk mitigation strategies. (or impact on decisions to report
suspected abuse).
Aboriginal and Torres Strait Islander children
School staff should consider contacting
When supporting an Aboriginal or Torres Strait
services that specialise in providing support
Islander child who has been impacted by child
to refugees (ensuring that the confidentiality of
abuse it is essential that school staff provide
the child and their family is maintained).
culturally appropriate support. Principals from
government schools must notify their Regional Schools should also engage an interpreter
Office to ensure that the Koorie Engagement when communicating with the student’s family
Support Officer can arrange appropriate if needed.
support for the child and/or advise on culturally International students
appropriate support strategies. Principals from Principals must ensure appropriate measures

Catholic schools must notify their Diocesan are taken for the welfare of international
education office (page 66) to ensure that the students. This may require additional support
Diocesan Aboriginal and Torres Strait Islander given that the child’s family may not be present
Education Officer can arrange appropriate to provide support within the
support for the child and advise on culturally home environment.
appropriate support strategies. 
See Reporting if the incident, suspicion or
Principals from independent schools may disclosure relates to an international student
choose to contact Independent Schools (page 39) for details on who must be contacted
Victoria for advice. in the event that an international student is
involved in suspected abuse.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 48
 FOUR CRITICAL ACTIONS

Providing support for other Supporting children who are

impacted children interviewed at school
It can be stressful for other children involved in any All children (including children who are alleged to
incidents, disclosures or suspicions of child abuse. have perpetrated abuse) must be independently
Principals must ensure that other impacted children supported in any interviews conducted by Victoria
are offered and provided appropriate support. Police or DHHS Child Protection at school.
Where possible and appropriate the child’s
Providing support for impacted parents/carers should be present for these
school staff members interviews. However if this is not appropriate
or practicable the principal (or delegate) may
It can also be stressful for staff involved in any
be identified as the independent person or
incidents, disclosures or suspicions of child
support person for the child for the purpose
abuse including family violence. It is important
of the interview.
to remember that staff members may also have
experienced, or be experiencing family violence Government schools should ensure they comply
and/or abuse in their own lives. Principals must with the SPAG - Police and DHHS Interviews
support impacted staff members to access ([Link]
necessary support. principals/spag/safety/pages/interviews.
aspx#main) when considering Victoria Police or
School staff requiring wellbeing support
DHHS requests to interview a child at school.
can contact:
Government schools: DET Employee Police interviews
Assistance Program (EAP) on 1300 361 008
In the event Victoria Police schedule an interview
For further information on specific with a child at the school, the principal (or delegate)
Departmental supports for staff experiencing must advise the child’s parents/carers (where
family violence, please see: HR Web – Family advised to be appropriate) as well as:
Violence ([Link]
Government schools:
hrweb/employcond/Pages/FamViolence.
aspx) Koorie Engagement Support Officer if the
child is Aboriginal or Torres Strait Islander
Catholic schools:
International Division if the child is an
Archdiocese of Melbourne: School’s

international student on (03) 9637 3990.
Employee Assistance Program (EAP)
Catholic schools:
provider and/or seek further advice from
Office of Professional Conduct, Ethics & Archdiocese of Melbourne: Policy 2.19a
Investigation on (03) 9267 0228 Police and Department of Human Services
D
 iocese of Sale: ACCESS EAP on Interview Protocols at [Link] and
1300 66 77 00 or Executive Manager Student Wellbeing Information Line on
Industrial Relations/Human Resources on (03) 9267 0228
(03) 5622 6600 Diocese of Sale: Executive Manager
Diocese of Ballarat: Child Safety on
 Industrial Relations/Human Resources on
(03) 5337 7135 (03) 5622 6600

Diocese of Sandhurst: ACCESS EAP on

 Diocese of Ballarat: Child Safety on
1800 222 125. (03) 5337 7135
Independent schools can contact Diocese of Sandhurst: Assistant to the
Independent Schools Victoria on Director: Legal, Industrial & Human Resources
(03) 9825 7200. on (03) 5443 2377.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 49
 FOUR CRITICAL ACTIONS

The table below includes critical detail on when DHHS Child Protection interviews
and how police interviews are conducted at school DHHS Child Protection may conduct interviews
and what role the principal or delegate should play of children at Victorian schools without parental
if they are nominated as the support person. knowledge or consent of the parents/carers
(although this will only occur in exceptional
Police interviews at school where the child circumstances and if it is in the child’s best interests
is the alleged victim or witness to proceed in this manner). The table below
includes critical detail on when and how DHHS
Police should only interview children at Child Protection interviews are conducted at
school as a matter of urgency or necessity. school without parental knowledge or consent and
A request must be made to the principal (or what role the principal or delegate should play if
delegate) who must be advised of the reason they are nominated as the support person.
for the interview and the reason why the
interview must be conducted at the school. DHHS Child Protection interviews
The child’s parents/carers should be present at school
where it is practical and appropriate to make
these arrangements. If a parent/carer is not DHHS Child Protection will notify the school
able to be present, an independent person staff of any intention to interview a child at the
must be present during the interview (the school. This may occur regardless of whether
role of the independent person is to ensure the school staff member is the source of the
the child understands what is happening and report to DHHS Child Protection.
to provide support). When DHHS Child Protection practitioners
Principals (or delegates) may if necessary, act arrive at the school, the school principal or their
as an independent person where the child nominee should ask to see their identification
is a victim, unless they believe it will place before allowing DHHS Child Protection to
them in a conflict of interest to do so. have access to the child. For further advice on
As an independent person, school staff Visitors in Schools, see: [Link]
must refrain from providing their opinions or [Link]/school/principals/spag/safety/
accounts of events during interviews. pages/[Link] (government
schools only).
Police interviews at school where a The principal should nominate themselves
student has allegedly abused another child or an appropriate school staff member to
be present as a support person for the child
If the police need to speak with a student during interviews. If the child is too young to
who has allegedly abused another child this understand the significance, a supportive adult
should preferably be done in the presence of should be provided even though the child may
the parents/carers, or another independent not have consented or requested this to occur.
person that is not a school staff member. Prior to the commencement of the interview,
the DHHS Child Protection practitioner should
always authorise the staff member of the
school to receive information regarding DHHS
Child Protection’s investigation. This could
be conducted verbally or in writing using the
relevant DHHS Child Protection proforma.
As an independent person, school staff
must refrain from providing their opinions or
accounts of events during interviews.

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 FOUR CRITICAL ACTIONS

Complying with subpoenas or advising complainants of internal and external

court attendance supports including the role of parent groups to
provide independent advice and support
A subpoena/witness summons is a court order
advising complainants of their rights to:
that compels you to produce documents, or
attend court and give evidence, or to do both of escalate their complaint, in writing, to:
these things. Deputy Secretary Regional Services Group
write to the Victorian Government
You are usually issued with a subpoena/witness
Ombudsman if they have exhausted the
summons because one of the parties to the
internal procedures and remain dissatisfied.
legal proceedings believes that you may have
information/documentation that is relevant to the If the complaint is related to sexual abuse,
legal proceeding. government school principals or delegates
should seek advice from the Student Incident and
If a government school staff member receives a
Recovery Unit on (03) 9651 3179 and the Legal
subpoena/witness summons in the context of their
Division on (03) 9637 3146.
employment with the DET, they should contact
the Legal Division on (03) 9637 3146 for advice and For additional information on managing parent
assistance in meeting their legal obligations. complaints please refer to: [Link]
[Link]/school/principals/spag/community/
pages/[Link].
Responding to complaints
or concerns Catholic school complaint process
There may be concerns or complaints about For support in managing complaints Catholic
the school staff’s management of an incident, in schools should contact:
particular by parents/carers. This is a very Archdiocese of Melbourne: Office of
stressful time for parents/carers, and concerns
Professional Conduct, Ethics & Investigation
that they have not been dealt with fairly may
on (03) 9267 0228 or refer to Policy 2.20:
quickly escalate.
Complaints: [Link]
As a first step school staff must consider Us/Policies/[Link]
whether the complaint raises any concerns about Diocese of Sale: Executive Manager Industrial
unreported abuse and/or risk of abuse. You Relations/Human Resources on (03) 5622 6600
must follow the Four Critical Actions if any new Diocese of Ballarat: Education Consultants on
information comes to light which leads you to
(03) 5337 7135
believe that a child may be subject to, or at risk of
Diocese of Sandhurst: Assistant to the
any unreported abuse.
Director: Legal, Industrial & Human Resources
Government school complaint process on (03) 5443 2377.
Principals or delegates of government schools Independent school complaint process
should follow the Department’s standard parent Independent schools should follow their own
complaints process, including: complaints process. If support is required, they can
considering meeting the complainant/s to contact Independent Schools Victoria on
clarify their concerns (a face-to-face meeting (03) 9825 7200.
with the principal will often resolve the matter)
documenting the concerns, clarifying the
issues, explaining and gaining agreement to
further action
linking the complainant/s to the responsible
Regional Office (e.g. the Regional Director) if
the issues are not quickly resolved

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 51
Responding to Other Concerns
About the Wellbeing of a Child

This section will support you to determine how to

CRITICAL INFORMATION respond to concerns about the wellbeing of a child
Regardless of the suspected cause, all which do not appear to be the result of child abuse,
concerns about the wellbeing of a child (or with information on:
unborn child) should be taken seriously and When to report wellbeing concerns to Child
acted upon. This includes concerns about the FIRST/Orange Door (page 53)
wellbeing of a child which do not appear to be When to report wellbeing concerns to Victoria
the result of abuse. Police (page 53)
You should make a referral to Child FIRST/ When to report wellbeing concerns to DHHS
Orange Door if: Child Protection (page 53)
you have a significant concern for a In addition to reporting and referring wellbeing
child’s wellbeing concerns to relevant authorities, you also have
a duty of care to ensure that students feel safe
your concerns have a low-to-moderate
and supported at school. See Action 4: Providing
impact on the child
Ongoing Support (page 44) for advice on how to
the child’s immediate safety is engage relevant allied health professionals and plan
not compromised and document support strategies via a Student
you believe that the child and/or family will Support Planning process.
act on the referral and be supportive of it.
You must contact Victoria Police if:
there is any concern for a child’s immediate
safety and/or
a child is partaking in any risk taking activity
that is illegal and extreme in nature or poses
a high risk to the child or any other person.

You should contact DHHS Child Protection if:

after consideration of all of available
information you form a view that the child is
in need of protection
you believe that the child’s parent/carers
will not be open to support from family
services to address their child’s wellbeing.

If you are unsure whether to take action or

what action to take, you should discuss this
with your leadership team and make contact
with authorities for further advice.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 52
 OTHER WELLBEING CONCERNS

WHEN TO REPORT WELLBEING WHEN TO REPORT

CONCERNS TO CHILD WELLBEING CONCERNS TO
FIRST/ORANGE DOOR DHHS CHILD PROTECTION
Child FIRST/Orange Door (Family Information, In addition to reporting suspected abuse to
Referral and Support Team) is a community-based appropriate authorities, you should contact DHHS
referral point into family services. Child Protection if you hold wellbeing concerns for
In addition to reporting suspected abuse to a child including all concerns that:
appropriate authorities, you should make a referral have a serious impact on a child’s safety,
to Child FIRST/Orange Door if: stability or development (including
you have a significant concern for a abandonment, death or incapacity,
child’s wellbeing extreme risk-taking behaviour, or harm
your concerns have a low-to-moderate impact to an unborn child)
on the child are persistent and entrenched and likely
the child’s immediate safety is to have a serious impact on a child’s safety,
not compromised stability or development
relate to a parent/s who cannot or will not
you/your school has discussed the referral with
the family and they are supportive of it. protect the child from significant harm
include a belief that the family is likely to be
Examples of concerns that school staff should
uncooperative in seeking assistance.
report to Child FIRST/Orange Door include
instances when a child’s care or development is
significantly impacted on by:
parenting problems
pressure due to a family member’s physical/
mental illness, substance abuse, or disability
vulnerability due to youth, isolation or lack
of support
significant social or economic disadvantage.

WHEN TO REPORT
WELLBEING CONCERNS
TO VICTORIA POLICE
In addition to reporting suspected abuse to
appropriate authorities, you must contact Victoria
Police on 000 if the:
child’s (or anyone else involved) immediate
safety is compromised
child is partaking in any risk-taking activity that
is illegal and extreme in nature or poses a high
risk to the child or any other person.

PROTECT Identifying and Responding to All Forms of Abuse in Victorian Schools DET ©2018 53
Common grounds for DHHS Child
Protection intervention include:

Abandonment
The child's parents have abandoned the child
and after reasonable inquiries, the parents
cannot be found, and no other suitable person
can be found who is willing and able to care for
the child.
Death or incapacity of parent/carer
The child’s parents are dead or incapacitated
and there is no other suitable person willing and
able to care for the child.
Extreme risk-taking behaviour
The child is displaying extreme risk-taking
behaviour, which has potentially severe or life
threatening consequences. Examples include
severe alcohol or drug use; unsafe sexual
activity including prostitution; solvent abuse
and chroming, and violent or dangerous peer
group activity.
In addition to contacting DHHS Child
Protection, it may also be necessary to contact
Victoria Police where the risk taking activity is
illegal and extreme in nature or poses a high risk
to the child or any other person.
Harm to an unborn child
There is a threat of harm to an unborn child,
including circumstances where a parent has
previously demonstrated an inability to
safely parent.
The Children, Youth and Families Act 2005
allows DHHS Child Protection to receive and
respond to reports about an unborn child,
which provides an important opportunity for
earlier intervention and prevention. Prenatal
reports may be particularly helpful to the
unborn child in family violence situations, or
where there are mental health concerns or drug
or alcohol misuse during pregnancy.

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Privacy and Information Sharing

This section provides detail on specific information

CRITICAL INFORMATION sharing requirements, including:
As a school staff member you are permitted Information sharing with school staff (page 56)
to share certain information about a child who Information sharing with DHHS and
has been impacted (or is suspected to have Victoria Police (page 56)
been impacted) by abuse with:
Information sharing with family services
parents/carers (page 39), subject to (page 58)
certain exceptions Information sharing with the school community
other staff members in order to enable staff (page 58).
to best support and protect that child Please note that in incidents of suspected family
an officer from DHHS Child Protection, violence, you should seek advice from DHHS
if the information requested may be of and/or Victoria Police on the safe sharing of
assistance to DHHS Child Protection in their information with parents/carers (see Contacting
investigation of protective concerns parents/carers (page 41).

Victoria Police if the information may assist Government school principals can contact the
in the investigation of potential criminal Department’s Legal Division on (03) 9637 3146 for
offences, or may aid in the immediate advice and assistance if they are unsure of when
protection and safety of the child. information can be shared.
Catholic school principals can contact:
Archdiocese of Melbourne: Student Wellbeing
Information Line on (03) 9267 0228
Diocese of Sale: Executive Manager Industrial
Relations/Human Resources on (03) 5622 6600
Diocese of Ballarat: Child Safety on
(03) 5337 7135
Diocese of Sandhurst: Assistant to the
Director: Legal, Industrial & Human Resources
on (03) 5443 2377.
Independent school principals can contact
Independent Schools Victoria on (03) 9825 7200.

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 PRIVACY AND INFORMATION SHARING

INFORMATION SHARING INFORMATION SHARING WITH

WITH SCHOOL STAFF DHHS AND VICTORIA POLICE
Privacy laws allow school staff to share a child’s As a school staff member, privacy laws permit you
personal and health information for the primary to disclose personal and health information about a
purpose it was collected. In the school context this child to DHHS Child Protection and Victoria Police
purpose includes to: in a number of circumstances. This includes:
support the education of the student, plan for where the disclosure is authorised or permitted
individual needs and address any barriers by law
to learning where necessary to lessen or prevent a serious
support the social and emotional wellbeing and risk to health safety or welfare of any person
health of the student to report the unlawful activity to relevant
fulfil duty of care obligations to the student, authorities or assist with law enforcement
other students, staff and visitors purposes.
make reasonable adjustments if the student
has a disability, including a medical condition or Reporting concerns to DHHS
mental illness and Victoria Police
provide a safe, inclusive and secure workplace. Reporting suspected child abuse to DHHS Child
As a school staff member you are permitted to Protection or Victoria Police does not constitute
share certain information about a child with other a breach of Victorian or Commonwealth privacy
staff members for these purposes without needing laws because these disclosures are specifically
to obtain the consent of parents/guardians. permitted under relevant legislation (ie: Children,
Youth and Families Act 2005 (Vic) and Crimes Act
For government school staff, the Department 1958 (Vic)).
communicates to parents/guardians how it uses
personal and health information through the Making a report to or otherwise disclosing
Schools Privacy Policy. See: [Link] information to DHHS Child Protection or reporting
[Link]/Pages/[Link], and a suspected child sexual offence to Victoria Police
[Link] in good faith does not constitute unprofessional
[Link]. conduct or a breach of professional ethics. It
also cannot expose the person disclosing the
The type of information that may be appropriate
information to any legal liability. This means that
to share with other school staff about a child who
you cannot be successfully sued or suffer formal
is impacted, or suspected to be impacted by child
adverse consequences in your work.
abuse, will depend on the staff member’s role but
may include: If you’ve made a report or referral your identity will
that the child is in a difficult situation be protected, unless you consent to its disclosure
or the disclosure is specifically authorised by a
that the child should be monitored and may
court or tribunal.
need support
the content of any Student Support Plan,
including any signs or symptoms that the child
may display when they are in need of support,
and any strategies or support services that have
been put in place to support the child while
they are at school.

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 PRIVACY AND INFORMATION SHARING

Responding to requests
for information from DHHS
and Victoria Police
An authorised DHHS officer who has received
a protective intervention report about a child
may seek information relevant to the protection
or development of the child from specified
“information holders” including school staff.
Victoria Police may seek information from school
staff as part of investigating an allegation that a child
is the victim of a sexual offence. This may include
requests for staff to provide documents, witness
statements or attend interviews.
In these cases, school staff are permitted to share
the requested information and documents but are
not compelled to do so.
If you receive such a request it is recommended
that you:
obtain the request for information in writing
ensure that the written request includes the
following information:
the name of the officer, the organisation in
which they work, and their contact details
description of the information and
documents that are being sought
the reasons why the information and
documents are being sought
what authority the person or their
organisation believes that they have to
access the requested information
and documents.
If government school staff are unsure about how to
respond to a request from DHHS or Victoria Police,
they can contact the Department’s Legal Division
on (03) 9637 3147 for advice.

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 PRIVACY AND INFORMATION SHARING

INFORMATION SHARING WITH INFORMATION SHARING WITH

FAMILY SERVICES THE SCHOOL COMMUNITY
Once a family service (or other service agency) Planning and care should be taken before
commences providing services to a child and providing any information about suspected child
their family, as a school staff member you should abuse to the school community. You and your
generally only share information with this agency principal should be aware that even confirming
with the consent of the child’s parents (and the the existence of an allegation can lead to the
child if they are old enough to consent). identification of a victim, and may lead to the
breach of the child and family’s privacy.
This is because service provision in these
circumstances is by voluntary agreement between If principals are uncertain about how to respond
the family and the service provider. to a particular request for information and
documentation, they can contact:
There may still be some circumstances where
school staff need to share information without Government schools: Legal Division on
consent. For instance where a person is at risk of (03) 9637 3146
serious harm, or where staff have further wellbeing Catholic schools:
concerns for the child and report these to the Archdiocese of Melbourne: Student
family service. Wellbeing Information Line on (03) 9267 0228
Family services are allowed to consult with DHHS Diocese of Sale: Executive Manager
Child Protection at any time, if necessary. Industrial Relations/Human Resources on
(03) 5622 6600
Diocese of Ballarat: Child Safety on
(03) 5337 7135
Diocese of Sandhurst: Assistant to the
Director: Legal, Industrial & Human Resources
on (03) 5443 2377
Independent schools can contact
Independent Schools Victoria on
(03) 9825 7200.
See Requests for Information About Students for
the Department’s detailed policy on information
sharing at [Link]
principals/spag/safety/Pages/[Link].

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Contact Details and
More Information

SUPPORT ROLES WITHIN

THE DEPARTMENT OF
EDUCATION AND TRAINING
Within the Department of Education and Training, SIRU will:
there are a number of supports available to provide timely and appropriate advice to
Victorian government schools responding to Victorian government schools
incidents, disclosures or suspicions of child support regions and Victorian government
abuse, including:
schools to respond to critical incidents of a
sexual nature
Security Services Unit (SSU)
advise Victorian government schools to
The Security Services Unit provides a 24- meet their legal obligations and duty of
hour communications centre for schools and care responsibilities
Departmental staff to report a range of incidents.
assist principals and senior school staff from
On receiving notification of an incident involving
Victorian government schools to manage
child abuse the Security Services Unit immediately
incidents of a sexual nature in a manner
alerts the Student Incident and Recovery Unit
that ensures adverse impact on the school
(SIRU) and relevant staff within the Central and
community is minimised
Regional Office.
provide advice on appropriate response
measures, such as counselling and management
Regional Offices strategies to support those involved in
Principals of Victorian government schools allegations of sexual offending or problem
are required to maintain ongoing contact with sexual behaviour
their Regional Office throughout any incidents, provide advice on the provision of a suitable
disclosures or suspicions of child abuse. level of support to school staff and members
of the school community on whom the incident
Each region has emergency management contacts. has impacted.
These officers can provide initial advice and
support to Victorian government schools during SIRU works closely with other key agencies, such
and after incidents, and assist schools to minimise as Victoria Police Sexual Offences and Child
the effects of trauma and enhance recovery. Abuse Investigation Teams and DHHS, and with
organisations such as the Centres Against Sexual
Assault (CASA) to support student wellbeing in
Student Incident and Victorian government schools.
Recovery Unit (SIRU)
The Student Incident and Recovery Unit (SIRU)
works with Victorian government schools following
incidents of a sexual nature to ensure appropriate
advice and supports are in place that prioritise the
health and wellbeing of the children involved. SIRU
is notified by the Security Services Unit as soon
as an incident involving sexual abuse (or problem
sexual behaviour) is reported.

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 CONTACT DETAILS AND MORE INFORMATION

Student Support Services Employee Conduct Branch

The role of the Student Support Services is to The Employee Conduct Branch is responsible for
provide support to Victorian Government schools the implementation of policy and the provision
including: of advice on complaint resolution procedures,
unsatisfactory performance, serious misconduct
establishing a relationship with students and
and Reportable Conduct (which would include
possibly their families
allegations of child abuse), criminal records
providing a supportive, calm approach and checks and police liaison, as it relates to Victorian
acknowledging the issues raised Government school and DET employees,
clarifying the needs of the child volunteers and contractors.
evaluating the child’s present strengths The branch also manages discipline matters
and resources involving members of the teaching service
evaluating possible ways of accommodating (including Principal Class Officers) and public
the child's identified needs, such as referral servants. A key role of the branch is to
for specialist counselling and school-based support principals or designated officers in
supports their management of processes, and provide
documenting information and actions advice to them concerning legislative and
identifying the process for follow up procedural frameworks.
and review The Employee Conduct Branch must be contacted
ascertaining which intervention programs are on all issues of alleged serious misconduct and
most appropriate in meeting an individual Reportable Conduct including allegations of child
child’s needs abuse and grooming which involve a staff member
working with the school staff on the employed by the Department, contractor or
appropriate strategies and supports needed volunteer. This includes teachers and principals.
for individual children.
Legal Division
Respectful Relationships The Department’s Legal Division provides specific
advice to government school principals on a
Schools can contact their Local Areas to seek broad range of legal issues, including in relation
advice from Respectful Relationships Liaison to incidents, disclosures and suspicions of child
Officers on strengthening their capacity to abuse, duty of care, privacy laws and personal injury
support students and school community claims made by parents/carers/students.
members impacted by family violence.
The role of the Respectful Relationships Liaison Communications Division
Officer is to:
The Department's Communications Division
build schools’ capacity to respond to
manages all Departmental media liaison, and can
family violence
support principals of Victorian government schools
provide advice about evidence-based in responding to media enquiries relating
approaches and interventions to incidents, disclosures and suspicions of
liaise with community and specialist family child abuse.
violence services.
See the Respectful Relationships website for
further details: [Link]
about/programs/pages/respectfulrelationships.
aspx.

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 CONTACT DETAILS AND MORE INFORMATION

SUPPORT ROLES WITHIN ROLES OF OTHER

CATHOLIC EDUCATION AND RELEVANT AUTHORITIES
INDEPENDENT SCHOOLS
Catholic Education DHHS Child Protection
Within Catholic education, there are a number of Under the Children, Youth and Families Act 2005
supports available to schools when responding to the Department of Health and Human Services
incidents, disclosures or suspicions of child abuse. (DHHS) has a responsibility to provide child
Catholic schools should contact their Diocesan protection services for all children and young
education office for support and advice. people under the age of 17 years, or where a
Archdiocese of Melbourne: Student Wellbeing protection order is in place, for children under
Information Line on (03) 9267 0228 the age of 18.
Diocese of Sale: Executive Manager Industrial The main functions of DHHS Child Protection are to:
Relations/Human Resources on (03) 5622 6600 receive reports from people who believe that a
Diocese of Ballarat: Child Safety on child is in need of protection or have significant
(03) 5337 7135 concerns about the wellbeing of a child
Diocese of Sandhurst: Child Protection Officer provide consultation and advice to people
on (03) 5443 2377. making reports
investigate matters where it is believed that a
Independent Schools child is at risk of significant harm
Independent Schools Victoria can provide refer children and families to services that
guidance and support to independent schools assist in providing for the ongoing safety and
and can be contacted on (03) 9825 7200. wellbeing of children.
DHHS Child Protection will also intervene and bring
cases before the Children's Court if a child’s safety
cannot be managed without intervention. DHHS
Child Protection has a responsibility to provide
adequate supervision, care and protection for
children in accordance with orders granted by the
Children's Court.

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 CONTACT DETAILS AND MORE INFORMATION

Child FIRST/Orange Door Victoria Police

Child and Family Information, Referral and Support Both DHHS and Victoria Police have statutory
Teams (Child FIRST/Orange Door) were introduced responsibilities under the Children, Youth and
to give families an opportunity to obtain family Families Act 2005 in relation to the protection of
services earlier at their own request or following a children. DHHS Child Protection is the lead agency
referral from others, including school staff. responsible for the care and protection of children,
Child FIRST/Orange Door is staffed by family while Victoria Police is responsible for criminal
services practitioners who are experienced in investigations into alleged child abuse.
assessing the needs of vulnerable children and Members of Victoria Police are protective
their families. Child FIRST/Orange Door teams interveners and mandatory reporters under the
work closely with community-based DHHS Child Children, Youth and Families Act 2005. The
Protection workers. predominant role of police in child abuse incidents
The role of Child FIRST/Orange Door includes: is to detect and investigate alleged child physical
and sexual abuse and to initiate legal proceedings
providing a point of entry to a local network of
where appropriate, against the alleged offender/s.
family services
receiving reports about vulnerable children The key responsibilities of Victoria Police in relation
where there are significant concerns about to child abuse are to:
their wellbeing ensure all police members are aware of
undertaking an initial identification and relevant legislation and their responsibilities
assessment of the risks to the child and the ensure all police accept and carry out their
child’s needs in consultation with DHHS Child responsibilities under the Children, Youth and
Protection and other services Families Act
identifying appropriate service responses conduct all investigations on the basis that the
for families. safety and welfare of the child are paramount
plan investigations in collaboration with other,
The Orange Door has become the intake service
for Child FIRST in a number of locations. Please see relevant agencies
[Link] work with other agencies in accordance with
[Link] for more information. agreed work practices
provide information to other, relevant agencies
provide training for staff.
Victoria Police Sexual Offences and Child Abuse
Investigation Teams (SOCIT) have been established
to ensure that appropriately trained and qualified
police officers are available to respond to and
investigate allegations of child abuse and
sexual offences.

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 CONTACT DETAILS AND MORE INFORMATION

The Commission for Children and

Young People (CCYP)
Under the Child Wellbeing and Safety Act 2005,
the CCYP is given powers to provide independent
scrutiny of the systems and processes put in place
by an organisation to prevent and respond to
allegations of child abuse.
The main functions of the CCYP are to:
provide independent scrutiny and oversight
of services for children and young people,
particularly those in the out-of-home-care,
child protection and youth justice systems;
advocate for best practice policy, program
and service responses to meet the needs of
children and young people;
support and regulate organisations that work
with children and young people to prevent
abuse and make sure these organisations have
child safe practices, including by oversighting
the Child Safe Standards and Reportable
Conduct Scheme;
bring the views and experiences of children
and young people to the attention of
government and the community; and
promote the rights, safety and wellbeing of
children and young people.

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 CONTACT DETAILS AND MORE INFORMATION

COUNSELLING/SUPPORT
ORGANISATIONS

The Lookout Gatehouse Centre, Royal

The Lookout is a Victorian Government initiative in Children’s Hospital
partnership with the Domestic Violence Resource Provides support and assistance to children and
Centre Victoria, providing information, evidence- young people affected by sexual offending or
based resources and services to help professionals problem sexual behaviours.
respond to family violence (including professionals
[Link]
in mainstream services, like schools).
The Lookout includes a service directory, with a (03) 9345 6391
lookup function, where you can enter a postcode
After hours: (03) 9345 5522
and identify locally available family violence
support services.
[Link]
Children’s Protection Society
Provide advice and support to children and
families to help them break out of the cycle of
Safe Steps abuse, neglect, poverty and disadvantage
Safe Steps offers free access to professional through a creative portfolio of programs,
support to women and their children living with resources and services.
family violence, through a comprehensive range of
[Link]
services to enable them to become – and stay –
free from violence. (03) 9450 0900
[Link]
1800 015 188 (24/7 advice line)
Australian Childhood Foundation
Provide recognised programs that counsel and
1800 RESPECT support children to recovery; help professionals
who work with children to better support at
1800 RESPECT (1800 737 732), is a 24 hour, seven
risk children; raise awareness of the causes and
day a week National Sexual Assault and Domestic
consequences of abuse.
Violence hotline. Victims of family violence and/or
sexual assault are encouraged to talk or chat online [Link]
to a counsellor from the service.
1800 176 453
[Link]
1800 RESPECT (1800 737 732) Djirra
Djirra is an Aboriginal community controlled
Centres Against Sexual Assault organisation, providing support to Aboriginal and
There are 15 Centres Against Sexual Assault, which Torres Strait Islander victims/survivors of family
work to ensure that women, children and men violence and sexual assault. They work directly with
who are victim/survivors of sexual offending have families affected by violence.
access to comprehensive and timely support and
[Link]
intervention to address their needs.
1800 105 303
[Link]
1800 806 292
Child Wise
Child Wise is Australia’s leading international child
protection charity committed to the prevention
and reduction of sexual abuse and exploitation of
children around the world.
[Link]
1800 991 099

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 CONTACT DETAILS AND MORE INFORMATION

headspace
headspace is the National Youth Mental Health
Foundation providing early intervention mental
health services to 12-25 year olds, along with
assistance in promoting young peoples’ wellbeing.
This covers four core areas: mental health, physical
health, work and study support and alcohol and
other drug services.
Information and services for young people, their
families and friends as well as health professionals
can be accessed through this website, headspace
centres, online counselling service eheadspace,
and post-vention suicide support program
headspace School Support.
[Link]
0458 037 955

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 CONTACT DETAILS AND MORE INFORMATION

CONTACT INFORMATION
24 Hour Services Regional
Victoria Police 000 North Eastern Victoria
Department of Health 131 278 General enquiries 1300 333 231​
and Human Services Benalla office (03) 8392 9500
Child Protection
Glen Waverley office (03) 8392 9300
Department of Education and (03) 9589 6266
North Western Victoria
Training Security Services Unit
Bendigo office​​ (03) 5440 3111
Department of Education and Training Coburg​ office (03) 9488 9488
South Eastern Victoria
Security Services Unit (03) 9589 6266
Dandenong office​​ (03) 8765 5600
Student Incident and (03) 9651 3622
Recovery Unit Moe office (03) 5127 0400
Legal Division (03) 9637 3146 South Western Victoria
Employee Assistance Program 1300 361 008 General enquiries 1300 333 232
Employee Health (03) 9637 2395 Ballarat office (03) 5337 8444
Employee Conduct Branch (03) 9637 2595 Footscray​​ office​ (03) 8397 0300
Privacy Unit (03) 9637 3601 Geelong office (03) 5225 1000
International Division (03) 9651 3976 Horsham office​ (03) 5310 5300
Communications Division (03) 9637 2871 Warrnambool office 1300 333 232

Catholic Education
Archdiocese of Melbourne: (03) 9267 0228
Office of Professional
Conduct, Ethics
& Investigation
Legal Services
Student Wellbeing
Information Line
Communications &
Marketing Unit
(Media Advisor)
Diocese of Sale (03) 5622 6600
Diocese of Ballarat (03) 5337 7135
Diocese of Sandhurst (03) 5443 2377

Independent Schools
Independent Schools Victoria (03) 9825 7200

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 CONTACT DETAILS AND MORE INFORMATION

Department of Health and Human Services Child Protection

Region Local Government Areas (LGAs) Phone No

Northern and western suburban Banyule, Brimbank, Darebin, Hobsons Bay, Hume, 1300 664 977
LGAs Maribyrnong, Melbourne, Melton, Moonee Valley,
Moreland, Nillumbik, Whittlesea, Wyndham, Yarra.
Eastern suburban LGAs Boroondara, Knox, Manningham, Maroondah, Monash, 1300 360 391
Whitehorse, Yarra Ranges.
Southern suburban LGAs Bayside, Cardinia, Casey, Frankston, Glen Eira, 1300 655 795
Greater Dandenong, Kingston, Mornington Peninsula,
Port Phillip, Stonnington.
West rural and regional LGSs Ararat, Ballarat, Golden Plains, Hepburn, Hindmarsh, 1800 075 599
Horsham, Moorabool, Northern Grampians, Pyrenees,
West Wimmera, Yarriambiack, Colac-Otway,
Corangamite, Glenelg, Greater Geelong, Moyne,
Queenscliff, Southern Grampians,
Surf Coast, Warrnambool.
North-western rural and Buloke, Campaspe, Central Goldfields, Gannawarra, 1800 675 598
regional LGAs Greater Bendigo, Loddon, Macedon Ranges, Mildura,
Mount Alexander, Swan Hill.
North-eastern rural and regional Alpine, Benalla, Greater Shepparton, Indigo, Mansfield, 1800 650 227
LGAS Mitchell, Moira, Murrindindi, Strathbogie, Towong,
Wangaratta, Wodonga.
Eastern and south-eastern rural Bass Coast, Baw Baw, East Gippsland, Latrobe, South 1800 020 202
and regional LGAs Gippsland, Wellington.

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 CONTACT DETAILS AND MORE INFORMATION

Child FIRST/Orange Door

Alpine 1800 705 211 Loddon 1800 260 338
Ararat 1300 783 341 Macedon Ranges 1800 260 338
Ballarat 1300 783 341 Manningham 1300 762 125
Banyule (03) 9450 0955 Mansfield 1800 705 211
Bass Coast 1800 339 100 Maribyrnong 1300 775 160
Baw Baw 1800 339 100 Maroondah 1300 369 146
Bayside 1300 367 441 Melbourne 1300 775 160
Benalla 1800 705 211 Melton 1300 138 180
Boroondara 1300 762 125 Mildura 1300 625 533
Brimbank 1300 138 180 Mitchell 1800 663 107
Buloke 1300 665 218 Moira 1300 854 944
Campaspe 1800 260 338 Monash 1300 762 125
Cardinia (03) 9705 3939 Moonee Valley 1300 775 160
Cardinia - Aboriginal children (03) 9794 5973 Moorabool 1300 783 341
and families Moreland 1300 786 433
Casey (03) 9705 3939 Mornington Peninsula 1300 721 383
Casey - Aboriginal children (03) 9794 5973 Mount Alexander 1800 260 338
and families
Moyne 1300 543 779
Central Goldfields 1800 260 338
Nillumbik (03) 9450 0955
Colac-Otway (03) 5232 5500
Northern Grampians 1800 195 114
Corangamite (03) 5232 5500
Port Phillip 1300 367 441
Darebin (03) 9450 0955
Pyrenees 1300 783 341
East Gippsland (03) 5152 0052
Queenscliff 1300 551 948
Frankston 1300 721 383
South Gippsland (03) 5662 5150
Gannawarra 1300 665 218
Murrundindi 1800 663 107
Glen Eira 1300 367 441
Southern Grampians 1300 543 779
Glenelg 1300 543 779
Stonnington 1300 367 441
Golden Plains 1300 783 341
Strathbogie 1300 854 944
Greater Bendigo 1800 260 338
Surf Coast 1300 551 948
Greater Dandenong (03) 9705 3939
Swan Hill 1300 665 218
Greater Dandenong - (03) 9794 5973
Towong 1800 705 211
Aboriginal children and families
Wangaratta 1800 705 211
Greater Geelong 1300 551 948
Warrnambool 1300 543 779
Greater Shepparton 1300 854 944
Wellington (03) 5144 7777
Hepburn 1300 783 341
West Wimmera 1800 195 114
Hindmarsh 1800 195 114
Whitehorse 1300 762 125
Hobson's Bay 1300 775 160
Whittlesea (03) 9450 0955
Horsham 1800 195 114
Wodonga 1800 705 211
Hume 1300 786 433
Wyndham 1300 775 160
Indigo 1800 705 211
Yarra (03) 9450 0955
Kingston 1300 367 441
Yarra Ranges 1300 369 146
Knox 1300 369 146
Yarriambiak 1800 195 114
La Trobe 1800 339 100

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 CONTACT DETAILS AND MORE INFORMATION

Other services
Centres Against Sexual 1800 806 292
Assault (CASA) – Emergency
Counselling & Support Line
Australian Childhood 1800 176 453
Foundation
Children’s Protection Society (03) 9450 0900
Child Wise 1800 991 099
Victorian Aboriginal Education (03) 9481 0800
Association
Commission for Children and 1300 782 978
Young People
Office of the eSafety 1800 880 176
Commissioner
Victorian Aboriginal Child Care (03) 9287 8800
Agency (VACCA)
Victorian Aboriginal (03) 9411 9411
Community Controlled Health
Organinsation (VACCHO)

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