Safe School Community

Respectful Behaviours within the School Community

Craigieburn Secondary College respectful behaviours within the school community policy, training and rolled out. Everyone in the school community has a right to a safe and healthy learning environment and workplace.

As schools adjust to returning to a normal school and learning environment, with health and safety measures that prevent the spread of COVID-19, it’s important that adults and students in school communities continue to treat each other with respect and kindness.

Instances of violence and aggression towards school staff from parents, carers or other adult members of the school community can have a significant impact on the health, safety and wellbeing of the person who experiences this, as well as those around them. The impact can also be felt by the wider school community.

No one should be threatened or intimidated at work or at school – that’s why the Department has created a set of clear expectations of behaviour to make schools safer for staff, students, and their families.

The Department of Education and Training 2022 Respectful Behaviours within the School Community Policy promotes the importance of respectful and collaborative relationships between parents and carers and school staff.

It sets out clear guidelines on the expected standards of behaviour for parents, carers and other adults who interact with the school community to reduce the risk and incidence of work-related violence towards school staff.

We encourage our school community members to be aware of the School Community Safety Order Scheme established under clause 2.1A ministerial order of the Education and Training Reform Act 2006, and policy to promote positive, respectful relationships between adults in our school communities and be good role models for our young people.

Translated Versions of the Poster are available here:
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Building a positive relationship with your school

Parents/carers and school staff have a relationship that can last many years. This is an opportunity to work together to create a positive relationship in the best interests of the child.

When this relationship is built on respect and trust, students learn better and feel like they belong in the school. The foundation of a good collaborative relationship is based on:

  • open and honest communication
  • trust and respect
  • working together
  • fair and reasonable expectations by all.

To understand more about how to build a positive connection to your school, access the Family Engagement in Learning resource.

Shared responsibility of members of the school community to behave respectfully

Positive school environments are important because everyone has the right to be safe and play a shared role in being respectful. Everyone at school, particularly staff and parents/carers, play a role in making school a better place for learning and work.

Respectful behaviours are important in building strong, healthy and thriving school communities.

School staff in Victorian Government schools have to follow the Respectful Workplaces Policy to build and maintain a respectful workplace, including:

  • treating each other with respect and consideration
  • being inclusive, valuing others and accepting their differences
  • recognising the efforts and achievements of others
  • considering our impact on others
  • calling out and addressing behaviour that can lead to bullying, harassment and discrimination.

Parents/carers can create a positive environment for learning and work by:

  • modelling positive behaviour to their child/children and to the school community
  • communicating politely and respectfully with all members of the school community
  • working with the school to achieve the best outcomes for their child/children
  • communicating constructively with the school
  • making use of the expected processes and protocols when raising concerns
  • following the school’s processes for communication with staff and making complaints
  • treating all school staff, students, and other members of the school community with respect.

By treating everyone with respect, parents/carers and schools can make sure students feel supported and cared for.

Respectfully raising complaints at your school

The Department supports your right to make a complaint and provides a Parent Complaints Policy to help you do this. Complaints from parents and carers help the school community by providing feedback to improve how a school operates.

Schools welcome complaints from parents and carers if they are communicated in a respectful and constructive way. They may ask that concerns be communicated in writing.

The Family Engagement in Learning page shows parents and carers how they can best talk to schools to provide feedback or complaints. Each school is different in how they prefer to talk to you– please refer to your school’s guidance.

You can have a support person to help you at any time, who can talk to the school on your behalf or help you understand school policies. They can be a family member, a friend, a community member or a person from a support service.

You can also ask your school for an interpreter or translator to help communicate with the school, as per the Interpreting and Translation Services Policy.

For more information, refer to your school’s own complaints policy or the Department’s Parent Complaints Policy.

Unacceptable Behaviours and Consequences

Schools are positive places of learning where everyone has a right to a safe and healthy learning environment. Schools are also workplaces, and school staff deserve to work in an environment where they don’t feel threatened or unsafe.

When a small number of parents and carers behave unacceptably towards a staff member or another member of the school community, this can affect their health, safety and wellbeing. The impact can also be felt by the wider school community.

Unacceptable or unreasonable behaviours include, but are not limited to:

  • being violent or threatening violence of any kind, including being physically intimidating,  aggressive hand gestures or invading another person’s personal space
  • speaking or behaving in a rude, aggressive or threatening way, either in person, via email, social media, or over the telephone
  • sending demanding, rude, confronting or threatening letters, emails or text messages
  • discriminatory or derogatory comments
  • the use of social media or public forums to make inappropriate or threatening remarks about the school, staff or students.

If a parent or carer behaves in an unacceptable way, the school principal may contact them to talk about this further and there may be consequences. This may include making a School Community Safety Order to prohibit or limit harmful, threatening or abusive behaviour from a parent, carer or other adult to members of the school community.

Unacceptable or unreasonable behaviour may be escalated to the Department, where it will be assessed and managed by:

  • requesting that the parties attend a mediation or counselling sessions
  • requesting all communications be in writing
  • written warnings
  • conditions of entry to school grounds or school activities
  • exclusion from school grounds or attendance at school activities
  • reports to Victoria Police
  • legal action.

For more information about this policy, email safer.school.communities@education.vic.gov.au

Additional information can be found on the DET page for parents and carers

Source: Department of Education and Training (17 Nov 2022). Respectful Behaviours within the School Community Policy – All Rights Reserved

Safe Schools Program

We are respectfully committed to safe and inclusive work places, policies and services for students and staff of LGBTIQ+ communities and their families. The Safe Schools Program helps schools foster a safe environment that is supportive and inclusive of LGBTIQ+ students.

More information

Source: Victorian Government. (18 November 2022). Information for parents and carers. Victorian Government. (17 August 2022). Safe Schools – All Rights Reserved

Mobile Phone Policy and Use

As we continue to create calm, connected and safe learning environments, we are strengthening our approach to mobile phone use across the school from the beginning of Term 4. This aligns with the Victorian Department of Education’s Mobile Phones Policy, which requires that students switch off and securely store their mobile phones during the entire school day, including recess and lunch.

The policy is grounded in research showing that limiting phone use during school hours:

  • Supports learning and focus by reducing distraction, improving engagement, and strengthening performance in learning outcomes
  • Promotes wellbeing, social connectedness and school safety
  • Encourages positive relationships, helping students to connect face-to-face and contribute to a culture of respect
  • Decreases social conflict, exclusion and bullying

Educating for Change

We recognise that technology is part of our students’ world. Our focus is to educate, supporting young people to manage their relationship with devices in healthy, balanced ways.

In Term 4, 2025, we will engage students in a whole-school education program that includes:

  • Year Level assemblies exploring how mobile phones impact learning and wellbeing
  •  Learning activities within our Form program
  • Information for families on promoting positive digital habits at home

In-Class Process – Consistent and Fair

To ensure clarity and fairness, all staff will follow a consistent process when a student is observed with a phone in class.

1.Observation: A student is observed using or handling a phone (including AirPods or other linked devices) during class time.

2. Staff Action: The staff member requests that the student hand over the phone using calm and consistent language.

If compliant:

  • The device is taken to the front office for secure storage.
  • The confiscation is recorded on Compass.
  • After three confiscations, a parent/guardian will be contacted to collect the phone. The student will then hand their phone in each morning for a period of one week.

If non-compliant:

  • The teacher follows the Classroom Withdrawal Staged Response, aligned with our SWPBS framework, using calm, consistent language, allowing for take-up time conferencing to support compliance.
  • If the student is withdrawn, the Mobile Phone Non-Compliance Staged Response commences.

In-Yard Process – Consistent and Fair

To ensure consistency across all areas of the school, the same expectations apply in the yard as in the classroom.

  1. Observation A student is observed using or handling a phone (including AirPods or other linked devices) while in the yard.
  2. Staff Action The staff member requests that the student hand over the phone using calm and consistent language.

If compliant:

  • The device is taken to the front office for secure storage. The confiscation is recorded on Compass. After three confiscations, a parent/guardian will be contacted to collect the phone. The student will then hand their phone in each morning for a period of one week.

If non-compliant: A Refusal post is made on Compass.

The Mobile Phone Non-Compliance Staged Response commences, following the same process as classroom non-compliance.

Mobile Phone Non-Compliance – Staged Response (Implemented from Term 4)

1.First Occasion – Class Withdrawal or Refusal in Yard

  • Student withdrawn from class or refusal recorded in the yard.
  • Year Level Team contacts home and documents the incident.

2. Second Occasion

  • Student sent home with reflective work on the impact of phones on learning and wellbeing.
  • Student hands in their phone each morning to the Year Level or Front Office for two weeks.

3.Third Occasion

  • Suspension and a Parent/Carer Meeting.
  • Student and family agree that, upon return, the phone will be handed in each morning for two weeks.
  • Referral made to the Wellbeing Team for participation in the Mobile Phone Addiction Education Program. If a student fails to comply with this agreement, they will be sent home, and the matter may lead to further actions.

Our School Approach – Reflecting Our Values

Belonging: We create safe, inclusive learning spaces where everyone can connect without distraction.

Respect: We follow shared expectations that protect learning time and support each other’s right to focus.

Growth: We help students build independence, self-regulation and healthy digital habits for success beyond school.

Understanding: We recognise that changing habits takes time and support, and we work in partnership with families to guide students.

Together, through Belonging, Respect, Growth and Understanding, we can help our students stay present, connected and focused on their learning.

Please provide any feedback or concerns to the via or email James.mcgavisk@education.vic.gov.au by Friday 11th October.