Montford International College | RTO 46346 | CRICOS 04334A | Version 2.2 – September 2026
PP15 – Diversity, Inclusion and Wellbeing Policy
1. Purpose
This policy ensures that MIC provides a safe, inclusive, and culturally respectful learning environment that supports the wellbeing of all VET students, including First Nations students. It outlines how MIC identifies the wellbeing needs of its student cohort and provides appropriate support, in line with Outcome Standards 2.5 and 2.6 of the Standards for RTOs 2025.
2. Scope
This policy applies to all students and staff across all areas of training delivery, assessment, student support, and operations. It applies to all training products delivered under MIC’s scope of registration.
3. Definitions
| Term | Definition |
|---|---|
| Diversity | Recognition and respect for individual differences in culture, language, ethnicity, gender, age, disability, religion, and socioeconomic background |
| Inclusion | Creating equitable access and opportunities for all students to engage and succeed |
| Cultural Safety | An environment where individuals feel respected, valued and safe in expressing their cultural identity |
| Wellbeing Needs | Emotional, mental, physical, and social factors that affect a student’s capacity to engage in learning |
| First Nations Peoples | Aboriginal and Torres Strait Islander people as the First Peoples of Australia |
4. Legislative Reference
- Standards for RTOs 2025 – Outcome Standards 2.5 and 2.6
- National Vocational Education and Training Regulator Act 2011
- Racial Discrimination Act 1975
- Disability Discrimination Act 1992
- Disability Standards for Education 2005
- Equal Opportunity Act 2010 (VIC) or equivalent
5. Policy Statement
MIC is committed to:
- Fostering a safe, inclusive, and culturally safe learning environment
- Promoting respect for all individuals and cultural backgrounds
- Ensuring staff have cultural competence and uphold inclusive practices
- Identifying the wellbeing needs of students through training product requirements and student profiles
- Offering wellbeing support services suitable to the cohort’s needs and actively informing students how to access them
6. Step-by-Step Procedure
| Step | Action | Responsible |
|---|---|---|
| 1 | Include diversity and wellbeing values in all staff and trainer induction programs | RTO Manager/ Compliance Manager |
| 2 | Embed inclusive and culturally safe practices into training delivery and support | Trainer / Student Support Officer |
| 3 | Provide cultural awareness and mental health training annually for staff | RTO Manager/ Compliance Manager |
| 4 | Identify wellbeing needs through the training product, cohort profile, and PTR process | Trainer / Student Support Officer |
| 5 | List available wellbeing and crisis support services in the Student Handbook and website | RTO Manager/ Compliance Manager / Marketing Officer |
| 6 | Inform students during orientation and in-class sessions about how to access support services | Trainer / Student Support Officer |
| 7 | Enable students to raise wellbeing or inclusion concerns confidentially | Student Support Officer |
| 8 | Investigate and resolve all concerns fairly and respectfully | RTO Manager/ Compliance Manager |
| 9 | Promote inclusion and wellbeing via newsletters, posters and events | Student Support Officer |
| 10 | Review effectiveness of inclusion and wellbeing practices annually | RTO Manager/ Compliance Manager |
7. Related Documents
- Student Handbook
- Code of Conduct
- Cultural Safety Statement
- Wellbeing Services List
- Annual Audit Reports
- Induction and Orientation Resources
8. Flow Chart
PP14 – Disability Support and Adjustments Policy
1. Purpose
This policy ensures that VET students with disability are supported through appropriate, fair and timely reasonable adjustments to ensure they can access and participate in training and assessment on an equal basis. It supports compliance with Outcome Standard 2.4 of the Standards for RTOs 2025.
2. Scope
This policy applies to all prospective and enrolled students who disclose a disability and to all MIC personnel involved in training, assessment, administration, and student support services.
3. Definitions
| Term | Definition |
|---|---|
| Disability | As defined under the Disability Discrimination Act 1992, including physical, intellectual, psychiatric, sensory, neurological, and learning disabilities |
| Reasonable Adjustment | Modifications made to training or assessment methods to allow a student with disability to participate on an equal basis, without compromising training package or regulatory requirements |
| Disclosure | Voluntary act by which a student informs MIC of their disability and/or support needs |
| Student Support Plan | A tailored plan outlining agreed support measures |
| Reasonable Adjustment Form | A formal document approved by RTO Manager detailing approved accommodations |
4. Legislative Reference
- Standards for RTOs 2025 – Outcome Standard 2.4
- Disability Discrimination Act 1992
- Disability Standards for Education 2005
- National Vocational Education and Training Regulator Act 2011
5. Policy Statement
MIC:
- Encourages voluntary disclosure of disability via the enrolment process and PTR discussion
- Ensures all reasonable adjustments are approved, documented and implemented only by RTO Manager
- Guarantees that no adjustment will compromise the training package requirements, rules of evidence, or Principles of Assessment
- Will clearly document and communicate reasons when an adjustment is not possible
- Supports students through confidential, inclusive practices that uphold integrity and student equity
6. Step-by-Step Procedure
| Step | Action | Responsible |
|---|---|---|
| 1 | Enrolment Form includes section for students to voluntarily disclose any disability | Admin Officer |
| 2 | Trainer discusses support needs during Pre-Training Review (PTR) if disability is disclosed | Trainer |
| 3 | Maintain confidentiality and advise student about rights and support options | Student Support Officer |
| 4 | Collect supporting documentation (if applicable) and refer to RTO Manager | Trainer / Student Support Officer |
| 5 | RTO Manager determines if a reasonable adjustment is appropriate and completes the Reasonable Adjustment Form | RTO Manager/ Compliance Manager |
| 6 | If approved, implement adjustments (e.g., extra time, tech aids) ensuring no compromise to training product requirements | RTO Manager/ Compliance Manager / Trainer |
| 7 | If adjustment is not feasible, document reasons and notify student promptly and respectfully | RTO Manager/ Compliance Manager |
| 8 | Monitor student’s progress and review adjustment effectiveness periodically | RTO Manager/ Compliance Manager / Trainer |
| 9 | File Reasonable Adjustment Form and related records in SMS or student file | Admin Officer |
7. Related Documents
- Enrolment Form
- Pre-Training Review (PTR) Form
- Reasonable Adjustment Form
- Student Handbook
- SMS Student File
8. Flow chart
The complete MIC Policy and Procedure Manual is available on request from [email protected].
Questions about this policy? Email [email protected] or call +61 3 7048 4870.
All policies
- Complaints and Appeals Policy
- Fee Management and Refund Policy
- Privacy Policy
- Student Support and Wellbeing Policy
- Credit Transfer and Recognition of Prior Learning (RPL) Policy
- Diversity, Inclusion and Disability Policy
- Student Transfer Policy
- Deferral, Suspension or Cancellation of Enrolment Policy