• Some preliminary points to consider
• Suspension guidelines
• Exclusion guidelines
• Expulsion guidelines
• Prohibition guidelines

Some preliminary points to consider

The following points should be considered before these sanctions are applied:

1. In addition to the use of these sanctions, schools need to consider their overall curriculum offering and their approach to students. Each of these sanctions cause a discontinuity in a student's education. They can exacerbate a cycle of academic failure followed by unacceptable behaviour as a reaction to the failure. This cycle is difficult to break. In addition, students with little interest in school are more likely than others to exhibit inappropriate behaviour. For some students, therefore, these sanctions may represent an escape from an unrewarding environment.
2. A school's automatic use of suspension for recurring behaviour of serious concern is likely to diminish its effectiveness and its perceived severity. A principal must retain flexibility in the use of this sanction, applying it only where it is appropriate and likely to be effective.
3. Principals should be mindful of the logistical, social and financial hardship that any of these sanctions can cause to some families.
4. Where the student's behaviour may be illegal, the principal, if he or she judges it to be appropriate, should contact the police to ensure that appropriate action is taken. None of these sanctions is a substitute for normal legal procedures through the legal system.
5. When a student is in State care, the following should be noted:
   • Suitable care placements are hard to find and, once found, they are often fragile and hard to maintain. Applying these sanctions to students in State care puts additional pressure on these placements, sometimes jeopardising a child's placement in a home or a children's home which is providing the sort of stability the child needs in order to continue with education. For this reason, a high level of collaboration needs to occur between the school, the Department of Health and Human Services, the carers and any others involved.
   • Many people are involved in decisions affecting a child in care placement: carers, welfare officers, natural parents and advocates. It is essential that schools be clear on who needs to be involved in particular decisions and who has particular responsibilities.
   • Principals should refer to Working Together, the guidelines on students in State care.
6. Where a student is of post-compulsory age, the following should be noted:
   • The student should be expected to accept responsibility for his or her behaviour and its consequences. Interviews should take place between the principal or his or her nominee and the student. Where the principal knows that the student lives in the care and control of his or her parents while attending post-compulsory education, they should be involved in the process and kept informed of the outcome.
   • Students should be made aware that their absence from school due to any of these sanctions will have a potential effect on Centrelink payments and on their capacity to meet required learning outcomes.
7. Where a student is living away from home and without the care of a parent or guardian, the following should be noted:
   • The student should be expected to accept responsibility for his or her behaviour and its consequences. Interviews should take place between the principal or his/her nominee and the student.
   • Schools should understand that these students are particularly vulnerable to many educational disadvantages. Discipline sanctions are likely to have serious consequences for these students and should be used only when all other avenues have been exhausted. The Cluster Support Team should be involved in all such cases.