These resources enable you to explore practice-related aspects of Disability Standard 5. They include examples of how individual schools and teachers are currently making use of the Standard to ensure that no child in the school falls victim to bullying or harassment. Particular measures need to be identified and put in place to ensure that Students with Disability are not singled out for negative treatment.


The Harassment and Victimisation standard has two parts: the rights of the student and the requirements of the education organisation.


Students with Disability have the right to education and training in an environment that is free from discrimination caused by harassment and victimisation on the basis of their disability.


  • Implement strategies to prevent harassment or victimisation.
  • Take reasonable steps to ensure that staff and students are informed about their obligation not to harass or victimise students with disability.
  • Take appropriate action if harassment or victimisation occurs.
  • Ensure complaint mechanisms are available to students.


Overview: The film extracts show how some schools have adopted very targeted strategies to help ensure that Students with Disability are protected from harassment and victimisation. They illustrate some of the ways in which schools can best ensure that all students participate in the educational and social opportunities that are offered. Inclusive school communities are most effective when the organisation recognises that the engagement of Students with Disability must be carefully promoted and monitored to ensure their consistent and meaningful access to learning.

Context:  Positive behaviour for learning is used in many schools as a strategy to minimise unwanted, problematic behaviour.

QUESTION: How can aspects of a positive behaviour for learning approach be used to support school policies on harassment and victimisation?

Context:  Some schools create 'safe places' for students, enabling them to experience a sense of security and well being.

QUESTION: What are the advantages and disadvantages of 'safe places’ as part of a school’s approach to harassment and victimisation?

Context:  An illustration of how specialist inputs can help generate resilience amongst Students with Disability, enabling them to respond in appropriate ways to instances of harassment and victimisation.

QUESTION: In what way do you collaborate with others to help minimise harassment and victimisation - especially of Students with Disability?


Overview: The selected resources are a starting point for the wide range of useful material available to practitioners. Further sample links can be obtained in the Resources section of this website.

Personal Safety Issues In The Lives Of Children With Learning Disabilities

Bullying, Harassment and Physical Violence Information Sheet

Working With Families Concerned With School-Based Bullying


Overview: The questions in this section are starting points or catalysts for further discussion regarding the extent to which your current approaches to promoting enhanced participation by Students with Disability can be further developed or refined.

What is the current level of awareness regarding the extent to which Students with Disability may be targets for harassment and/or victimisation?

Does your school policy on harassment and victimisation contain any specific references to students with disability? How frequently is this content reviewed?

What methods are in place for students to report harassment and victimisation? Have students assisted in identifying these? Is any preferred method apparent?


Connect #5


Overview: The resources relating to Disability Standard 5 are linked to a parallel set of materials, developed to stimulate the development of ‘communities of inclusive learning practice’ in schools. Recognition of the practical implications of the Disability Standards is a vital element of this approach to professional development.