Outline of the Department of Education and Training's commitment to promoting supportive learning environments through The Code of School Behaviour and development of school Responsible Behaviour Plan for Students. Procedures for facilitating a supportive school environment and for when considering suspending a student, a proposal/recommendation to exclude a student or considering cancelling a student's enrolment.
Statement of intent
The Department of Education and Training (DET) develops system wide policies aimed at facilitating high standards of responsible behaviour and positive learning throughout Queensland state schools.
This procedure aligns with the expectations for all DET personnel under
The Code of School Behaviour 
and legislative obligations to maintain good order and management of schools. This includes:
- requirement for all state schools to have an approved Responsible Behaviour Plan for Students that articulates a range of responses including whole school, targeted and intensive behaviour support as a means of facilitating positive learning and responsible behaviour in students.
- provision for the use of Time Out as a proactive strategy as well as a behaviour management strategy. Time out is defined as giving a student time away from their regular class program/routine:
- to separate area within classroom
- to other supervised room or setting.
- provision for the use of Physical Restraint, involving the manual restriction of a student's movement for reasons of safety in cases where a student is behaving in a manner that is potentially injurious to themselves or others, or to prevent serious property damage. It is used only as an immediate or emergency response or as part of student's individual plan, including prevention of self-harming behaviours.
- provision for use of detention, suspension, exclusion, cancellation of enrolment and a behaviour improvement condition within the range of management options.
School Disciplinary Absences (suspension and exclusion) should only be applied after consideration has been given to all other responses. While School Disciplinary Absences may be applied in the early, middle or senior phases of learning (but not pre-prep), it is particularly important to consider the age and maturity of students, timing of the decision, individual circumstances relating to the student and the needs and rights of school community members.
Grounds for Suspension:
- disobedience
- misconduct
- other conduct of the student that is prejudicial to the good order and management of the school or state schools.
Misconduct (has its ordinary meaning, namely improper conduct; wrong behaviour) of a student of a state school includes any misconduct, regardless of when or where it happens (including out of school hours) as long as it can reasonably be said that the misconduct affects or will affect the good order and management of the school (which includes the safety and welfare of students and staff).
Grounds for Exclusion:
A student may be suspended with a proposal/recommendation to exclude as per the grounds outlined for suspension, but the student's disobedience, misconduct or any other conduct must be so serious that suspension of the student is inadequate to deal with the behaviour.
Additionally, a student may be suspended with a proposal/recommendation to exclude for the student's contravention of a Behaviour Improvement Condition (BIC).
A Principal may only recommend the exclusion to their supervisor if they believe it would be inappropriate for the principal to make a decision to exclude the student from the school.
Grounds for Cancellation of Enrolment:
The enrolment of a post compulsory age student may be cancelled if the behaviour of the student of post compulsory school age amounts to a refusal to participate in the educational program provided at the school.
Right to Appeal:
Submissions appealing against 6-20 day suspensions, proposals/recommendations to exclude and cancellations of enrolment, or to request a review of a behaviour improvement condition may be made. Submissions appealing against 6-20 day suspensions and recommendations to exclude are made to the principal's supervisor. Submissions appealing exclusion decisions by the principal's supervisor are made to the Director-General.
Submissions appealing exclusion decisions by the principal are made to the Regional Director.
Information explaining appeal processes are included in principals' notices to students.
Submissions to revoke a permanent exclusion decision due to a change in circumstances may be made on each 12 month anniversary of the exclusion decision until the student turns 24. If revoked, the exclusion remains on the record, however the student is able to re-enrol at the school from which they were permanently excluded.
Letter Templates:
All SDA letters must be created using OneSchool. The letter templates in this policy are a guide only. Ensure signed copies of the letters sent to the student and parents are kept in school files and/or uploaded onto OneSchool.
Responsibilities
1. Provision of Supportive School Environment Principals and School Staff:
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model and practice fair, equitable, non-discriminatory language and behaviours and use safe and legal procedures
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maximise the educational and social outcomes of all students through identification and reduction of barriers to learning, especially for those vulnerable to marginalisation and social exclusion. Follow procedures according to
CRP-PR-009: Inclusive Education.
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use school's collaborative planning and review processes and structures to:
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analyse and respond to diverse characteristics and circumstances of students through curriculum, teaching and learning, interpersonal relationships and school organisation
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analyse and respond to specific problems such as truancy, harassment, bullying, vandalism, violence, abuse and suspected abuse or neglect
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ensure that all members of school community have opportunities to enhance their knowledge of legislation and Education Queensland policy and develop skills and attitudes which will assist the development and enhancement of a supportive school environment.
Principals:
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adopt whole of school approaches to promote consistency and strengthen positive behaviour
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forward to regional office for endorsement
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establish structures which provide access to specialist skills, information and support for welfare of staff and students
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manage deployment of human, financial and material resources to respond to identified needs and priorities of school community
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facilitate access to inter-agency support services for students who require more serious interventions
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ensure that proactive strategies for facilitating standards of positive behaviour and learning are monitored and documented
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ensure that levels of truancy, absenteeism, violence, harassment, suspensions, proposals/recommendations for exclusion and cancellations of enrolment are monitored and documented
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Principal's Supervisor:
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assists principals with coordination of departmental and interagency support services and programs responsive to local school needs
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monitors procedures and outcomes for suspending and excluding students across schools and groups of students with particular attention to those vulnerable to marginalisation and exclusion
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takes leadership role in supporting implementation of policies aimed at facilitating standards of positive behaviour and responding to unacceptable behaviour.
Detention
Principals and Teachers:
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impose detention where appropriate, as a consequence for disobedience, misconduct, wilful neglect to prepare homework or other breaches of school expectations
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impose detention for not more than 20 minutes during the school lunch recess, or one-half hour after school program for the day is finished
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inform parent of proposed period of after school detention before detention is imposed.
Time Out
Principals and School Staff:
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use Time Out:
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as strategy for students to manage their own behaviour
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in order to assist a student in calming down process
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as strategy to reduce the frequency of a particular behaviour
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consider using as one of a range of options
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include procedures as part of school's Responsible Behaviour Plan for Students and/or as part of student's individual plan, including identification of situations or conditions where use of time out is and is not appropriate
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ensure all staff, students and parents are aware of the appropriate use of and procedures for time out
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keep student in any time out area under supervision at all times
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ensure student is safe
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provide student with opportunities to complete assignments or assessments to fulfil educational requirements
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if applying time out as a management technique, ensure that it is consistent with:
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give student opportunity to rejoin class in intervals of no more than 10 minutes
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should use of time out with a particular student become increasingly frequent or regular, develop more comprehensive strategy to support student's full participation in the educational program
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ensure emergency procedures are in place for students 'out of class'
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review use of time out regularly.
Physical Restraint
Principals and School Staff:
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use physical restraint:
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as an immediate or emergency response
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as part of student's individual plan, including prevention of self-harming behaviours
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when other options have been considered such as allowing the student to withdraw or move away, or moving other people from the situation
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after considering welfare of student, staff and other students
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in conjunction with teaching and reinforcement of alternative appropriate behaviour
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when developing strategies to deal with situations involving use of physical restraint:
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consider any issues that might exacerbate the situation such as:
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body language, tone of voice or facial expressions
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student's sensitivity to sounds or touch
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student's methods of communication
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assume calm demeanor to avoid escalating student's behaviour
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maintain appropriate observation or monitoring of student during and after incident of physical restraint.
Immediate or Emergency Response
Principals and School Staff:
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give clear verbal instruction before physical intervention is used, unless the urgent nature of the situation makes this impractical
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call for assistance from another member of the school staff and make arrangements to ensure that other students in the vicinity are safe and properly supervised
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notify principal (if not directly involved) and student's parent of incident, detailing:
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the behaviour that preceded the use of physical restraint
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the type and duration of restraint used
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staff members and other witnesses present during the period of the incident
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student's physical condition before and after physical restraint
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counselling provided to the student following the period of physical restraint
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planned future action to prevent further incidences of the behaviour
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provide debriefing for the student and any other students after a suitable interval of time has elapsed
hold a debriefing meeting with relevant staff members
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develop
individual plan if physical restraint is necessary as an ongoing strategy.
Planned Response including Prevention of Self-Harming Behaviours (Individual Plan):
When physical restraint is used as part of a student's individual plan:
Principals:
Principals and School Staff:
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employing strategies to reduce the frequency and severity of inappropriate behaviours and increase socially appropriate and positive behaviours
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not using physical restraint process in isolation
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developing procedures with support personnel, parents and relevant staff including medical practitioner or other appropriate professional personnel where applicable
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identifying strategies to reduce and eliminate the need for physical restraint
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in preventing self-harming behaviours:
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consider whether you can restore safety in another practicable way such as removing potentially harmful objects
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employ a range of responses including increased monitoring and support within the classroom and/or referral to appropriately trained staff
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use postural, or movement limiting, and/or protective devices at times when there is a high risk of injury
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employ responses to support student and to support any other student or staff who may be affected by witnessing an incident of self-harm
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establish regular review process to monitor effectiveness of strategies and procedures, including advice from medical practitioner or other appropriate professional personnel where applicable.
Principal's Supervisor:
2. School Disciplinary Absences For All School Disciplinary Absences
Principals:
- consider welfare of student, staff and other students in determining if a student's behaviour warrants a school disciplinary absence
- ensure that any decisions relating to school disciplinary absences are in accordance with law and follow Natural Justice and Fair and Equitable Practice through:
- opportunity for student to put forward case in respect of all relevant evidence and allegations
- providing parent and student with sufficient information in writing to allow them to make a meaningful submission if they choose
- ensure, as a requirement of natural justice, that material before a decision-maker that is adverse to the person affected by a decision, and that is credible, relevant and significant to the decision be disclosed to the affected party
- appropriately investigate all circumstances and document all evidence and findings, including:
- procedures and criteria considered during decision making
- information considered leading up to decision
- findings of fact based on evidence considered
- reasons for decision as supported by facts found
- where possible, preserve privacy and confidentiality of third parties
- ensure suspensions are completed in current school year
- in circumstances where safety of students or staff is considered to be at risk, immediately suspend student pending further decision about what appropriate action should follow
- as soon as possible after suspending student, arrange to discuss behaviour with student and parent to give student opportunity to express his or her view of incident then decide on appropriate action
- keep a signed copy of SDA letters on school files and/or upload into OneSchool
- ensure OneSchool is up-to-date by end of each term.
Suspension (1-5 days)
Principals:
- send notice of suspension (1-5 days)
59k to student and parent advising of suspension, including: - reason for suspension, including findings made and evidence findings are based on
- period of suspension
- include student notice with parent notice if inappropriate to send directly to student (e.g. due to young age)
ensure parent and student have access to all information relevant to decision - ensure suspensions are completed in current school year
- take reasonable steps to ensure student is given school work to allow student to continue with their education
- contact parent to discuss student's behaviour that led to suspension.
Suspension (6-20 days)
Principals:
- appoint case manager to student
- send notice of suspension (6-20 days) 61k to student and parent advising of suspension, including:
- reason for suspension, including findings made and evidence findings are based on
- period of suspension
- student's right to appeal suspension
- details about how to make submission to principal's supervisor 57k appealing against suspension, including name and address of principal's supervisor and name and contact details of person (could be from outside school) who can assist with submission
- include student notice with parent notice if inappropriate to send directly to student (e.g. due to young age)
- ensure parent and student have access to all information relevant to decision
- ensure suspensions are completed in current school year
- ensure all documentation relevant to decision is complete and readily accessible in the event of a review of the decision
- arrange student access to an education program to allow student to continue with their education
- meet with parent to discuss student's behaviour that led to suspension.
Principal's Supervisor (if submission against principal's decision is received):
- considers suspension based on principal's investigation report and any other information sought
- affirms 54k, amends 55k or sets aside 54k decision to suspend student following consideration of submission, investigation report and any other information sought
- informs student, principal and parent of decision as soon as possible
- informs student of when they may return to school if principal's supervisor's decision allows student to return to school earlier than if principal's decision had been affirmed
- gives student and principal written notice of decision and reasons within seven days.
Behaviour Improvement Condition
Principals:
- consider welfare of student, teachers and other students in class or school in determining if student's behaviour is serious enough to warrant a behaviour improvement condition
- consider using Behaviour Improvement Condition 23k before applying suspension with proposal/recommendation to exclude
- give notice 74k to student stating appropriate Behaviour Improvement Condition 23k, including:
- reason for Behaviour Improvement Condition
period of Behaviour Improvement Condition (not more than 3 months) - details of program
- student's right to request review of Behaviour Improvement Condition within five school days after notice is given to student
- details about how to make submission to principal's supervisor 55k requesting review of Behaviour Improvement Condition, including name and address of principal's supervisor
- include student notice with parent notice if inappropriate to send directly to student (e.g. due to young age)
- send copy of Behaviour Improvement Condition notice 74k to principal's supervisor
- ensure Behaviour Improvement Condition is completed in current school year.
Exclusion
- determine ground/s for exclusion
A student may be suspended pending a decision to exclude for: - follow the relevant procedure
Director-General of Education and Training:
Submissions to Director-General appealing Decision of Principal's Supervisor:
- affirms, amends or sets aside decision to exclude student following submission against that decision within 40 school days of receiving submission
- if affirming decision, as soon as practicable informs excluded person and principal of reasons for exclusion and period of exclusion
- if setting aside or varying recommendation:
- as soon as possible informs principal, principal's supervisor, student and parent about decision
- informs student of when they may return to school if Director-General's decision allows student to return to school earlier than if principal's supervisor's decision had been affirmed
- gives written notice within seven days to excluded person, relevant principal and principal's supervisor about decision and reasons for decision
- decides whether to revoke exclusion decision considering any submission received from student.
Exclusions with or without suspension or exclusion from state schools:
- excludes student from a state school, certain state schools or all state schools, if satisfied grounds exist for exclusion whether or not student has already been suspended or excluded
- excludes student from a state school, certain state schools or all state schools if:
- student's attendance at school or schools poses unacceptable risk to safety or wellbeing of other students or staff at school or schools
- student has persistently engaged in gross misbehaviour that adversely affects education of other students of school or schools
- in case of mature age student, considers additional grounds including whether:
- student has been convicted of a serious offence, and
- student has been convicted of or charged with an offence, other than a serious offence, and Director-General considers continuation of enrolment would not be in best interests of students
- gives student notice in writing stating that student is excluded from a state school, certain state schools or all state schools including:
- reasons for exclusion including findings made and evidence findings are based on
- if exclusion is not permanent, period of exclusion
- student's right to appeal decision
- details about how to make submission to Director-General appealing against exclusion
- gives copies of notice to principal of the state school in which student is enrolled, and principal's supervisor
- appoints case manager to meet with parent to discuss alternative learning arrangements and support provisions
- as soon as is practicable after each anniversary of permanent exclusion, gives excluded person who is under 17 years of age notice stating:
- student's right to make submission to revoke exclusion
details about how to make submission to Director-General to revoke exclusion, including name and address of Director-General - time by which submission must be made (within 30 schools days after notice is given)
- If submission to revoke exclusion is received, within 40 school days after receiving submission:
- deny the request to revoke, revoke or amend exclusion so it no longer applies to a particular state school
- give notice of the decision and reasons for the decision to the person excluded and principal's supervisor who made original decision.
Exclusion of Prospective Student
- considers exclusion of prospective student from certain state schools or all state schools if student's attendance at school or schools poses unacceptable risk to safety or wellbeing of other students or staff of the schools, refer to Refusal to enrol: Risk to Safety or Wellbeing
Cancellation of Enrolment of a student of post compulsory age
Principals:
- use planning processes such as Senior Education and Training (SET) Plan to assist students to identify appropriate education and training pathways. Refer to CRP-PR-001: Senior Education and Training Plans.
- talk with student about non-compliance with participation requirements and consequences of continued non-compliance
- send advice of non-compliance 41k to student and parent advising of continued non-compliance by student and to request a meeting with student and parent
- take all reasonable steps to conduct a meeting with student and parent to discuss strategies to address non-compliance, this may include discussing possibility of flexible arrangements or student completing outstanding work within a particular period and/or agreeing to meet with guidance officer or other staff
- issue show cause notice 43k to student, with copy to parent if there is further non-compliance and/or failure to comply with actions agreed to at meeting stating:
- proposed action and grounds for action
- facts and circumstances forming basis for grounds
- invitation for student to show cause why proposed action should not be taken
- if grounds no longer exist to cancel enrolment, give notice to student that no further action will be taken
- if grounds still exist to cancel enrolment seek advice from guidance officer or similarly qualified independent person who will check if there are any extenuating factors that may be impacting on student's capacity to access their educational program (such as ill health)
- document advice from guidance officer or similarly qualified independent person
- appropriately investigate all circumstances and document all evidence and findings, including:
- procedures and criteria considered during decision making
- information considered leading up to decision
- findings of fact based on evidence considered
- reasons for decision as supported by facts found
- ensure that any decisions relating to cancellations of enrolment are in accordance with law and follow natural justice and fair and equitable practice
- if grounds no longer exist to cancel enrolment, issue non-cancellation notice 48k to student
- issue cancellation notice 69k to student with copy to parent if there is failure to respond or inadequate response to show cause notice, including:
- reason for cancellation of enrolment including findings made and evidence findings are based on
- period of cancellation
- details about how to make a submission to principal's supervisor appealing against cancellation, including name and address of principal's supervisor
- ensure parent and student have access to all information relevant to decision
- consider potential impact of cancellation on student's long-term educational or vocational outcomes
- send copy of cancellation notice to principal's supervisor
- refer young person whose enrolment has been cancelled to other education and training options
- if submission is made to principal's supervisor, forward all documents to Regional Office for decision.
Principal's Supervisor (if submission is received against principal's decision to cancel enrolment):
- reviews cancellation decision should they receive submission against decision of principal
- considers cancellation based on investigation report and any other information sought
- affirms 62k, amends 61k or sets aside 58k decision to cancel student's enrolment following submission against that decision
- informs student, principal and parent of decision as soon as possible
- gives written notice within seven days to student and principal about decision and reasons for decision including findings made and evidence findings are based on
- monitors number of cancellations of enrolment of individual secondary institutions in region
- reviews region and statewide data on cancellations and assesses reason/s for variance from like school data.
Contacts
For information on safe, supportive and disciplined school environment, contact:
DET employees only:
Chapter 12 http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EducGenPrA06.pdf
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