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Understand school authority, your child's rights, and how to escalate concerns safely.
A practical guide for parents navigating behaviour incidents, suspensions, SSGs, meetings, and the regional escalation process.
School-Level Escalation Pathway
Behaviour / Incident Response Flow
Under Ministerial Order 1125, a principal must follow a strict, lawful sequence before a suspension can occur. This flowchart shows the required steps and what parents should expect.
These definitions explain the key terms and protections that apply in Victorian government schools — written simply, so parents can confidently use them in meetings, emails, and escalation processes.
Supports the school must provide so your child can learn and participate equally. This includes communication supports, sensory adjustments, break cards, curriculum tweaks, and environmental changes. Schools must show evidence that adjustments were attempted before discipline decisions.
A collaborative meeting between parents, school staff, and allied professionals. You can request an SSG at any time — the school must respond. It sets goals, adjustments, responsibilities, and follow-up timelines.
A written plan describing triggers, supports, strategies, and adult responses. Required when behaviour affects learning or safety. Parents should receive a copy and be involved in updating it.
Under the Disability Discrimination Act and the Disability Standards for Education, schools must take reasonable steps to remove barriers and provide inclusive access. This is a legal obligation — not optional.
Parents have the right to attend meetings, request records, ask for clarification, and participate in decisions affecting their child. Schools must involve parents in key planning and discipline stages.
Before suspension, a principal must review adjustments, gather evidence, and show that all other options were considered. Parents must receive a formal letter and a return-to-school meeting must be arranged.
Parents can request copies of: Incident reports, BSPs, IEPs, emails, notes, meeting minutes, attendance data, and adjustment logs. Written records are essential for safe escalation.
If concerns are dismissed, ignored, or unresolved, parents may escalate to the Principal, SEIL, Regional Office, or the Department’s Complaints team. Escalation is a protected parent right — not a breach of process.
These tools translate Victorian Department policy into clear, everyday actions. They help you prepare, document, communicate, and escalate concerns safely — using the same principles that drive accountability across major public inquiries.
A step-by-step guide to help you enter meetings calm, confident, and organised.
A structured template to unpack what actually happened — separating behaviour, triggers, environmental factors, and adult responses.
This tool helps parents identify whether the school followed DET policy and whether reasonable adjustments were in place.
Pre-written wording for common parent situations. Designed to be respectful, factual, and aligned with Victorian policy — making it much harder for concerns to be dismissed.
Example: “Can you confirm which adjustments were trialled prior to considering suspension, as required under the Student Engagement Policy?”
A parent-friendly log for tracking incidents, adjustments, communications, and follow-up actions. Critical for safe escalation if concerns go unresolved.
A set of quick-reference cards to help parents clearly express a child’s strengths, sensory needs, challenges, and preferred supports during meetings.
Helps shift meetings from “behaviour” to “support”.
A visual flowchart showing when to escalate concerns internally and when to contact SEIL, Regional Office, or the Department’s complaints channels.
Mirrors formal DET escalation pathways for accuracy.
A downloadable folder containing templates, flowcharts, email wording, and checklists. Ideal for parents attending a challenging meeting or preparing an escalation.
An interactive version that helps children understand supports and celebrate progress as adults complete real advocacy tasks.
Verified and accurate escalation paths for Victorian government school concerns. All links and descriptions reflect current Department of Education guidance.
Official procedures for raising concerns about a Victorian government school.
Open Page →Phone numbers, regional office contacts, and support channels for parents.
Open Contact Hub →Information on psychologists, social workers, and visiting teachers who support students with additional needs.
View Guidance →The rules schools must follow for behaviour, wellbeing, and student inclusion.
Read Policy →Legal obligations on schools to provide reasonable adjustments under state and federal law.
Open Policy →Detailed steps required before, during, and after any expulsion decision.
View Requirements →Access printable packs, meeting templates, and secure Oncord form submissions for parent advocacy.
Explore quick decision helpers, meeting scripts, red/green flags, and a parent-friendly search engine.
Tap a school statement to see a safe, effective parent response.
Helpful indicators to understand whether your school is following DET policy.
Victorian families have clearly defined rights under the Education and Training Reform Act 2006, Ministerial Order 1125, and the Disability Standards for Education (DSE). This section helps you understand what schools must do — and what you can request at any time.
Schools must make adjustments so your child can access learning on the same basis as their peers. This includes environmental, instructional, sensory, communication, and behavioural supports.
Source: Disability Standards for Education (DSE 2005)
Parents may request a Student Support Group (SSG) meeting at any time. Schools must respond and schedule within a reasonable timeframe, especially following incidents, wellbeing concerns, or adjustments not working.
Source: Student Support Group Guidelines (Vic DET)
Schools must communicate in a timely and accessible way. You can request communication in writing, ask for notes from meetings, and request copies of any behaviour plans or incident reports.
Source: Vic DET School Engagement Policy
Behaviour must be managed using the least restrictive actions. Staff must consider disability, context, supports, and whether the school has fulfilled its obligations before disciplinary action.
Source: Ministerial Order 1125 (Suspension & Expulsion)
Parents can request any educational documents relating to their child — plans, adjustments, incident reports, assessments, meeting minutes, or behaviour data.
Source: Freedom of Information Act (Vic)
If concerns are not resolved at school level, parents may escalate to the Principal, then the Senior Education Improvement Leader (SEIL), and finally the DET Complaints Office.
Source: Victorian Department of Education Complaints Policy
Tip: Your rights don’t require conflict — they create clarity. When parents use language rooted in official policy, schools tend to respond more constructively and promptly.
If a concern cannot be resolved at the school level, this pathway shows where to escalate – who to contact, and when.
Office Location: Benalla (150 Bridge Street East) :contentReference[oaicite:9]{index=9}
Phone: Use 1800 338 663 as main line. :contentReference[oaicite:10]{index=10}
Office Location: Bendigo (7-15 McLaren St) :contentReference[oaicite:11]{index=11}
Office Location: Dandenong (165-169 Thomas St) :contentReference[oaicite:12]{index=12}
Office Location: Ballarat (109 Armstrong St North) :contentReference[oaicite:13]{index=13}
When a child needs additional support — academic, behavioural, wellbeing, disability-related or incident-related — schools MUST follow the Victorian Department of Education inclusion and support policies. This flowchart explains when to request SSS involvement, how to escalate delays, and what schools are required to do under official guidance.
If concerns are not resolved at the school, Victorian parents can escalate to the SEIL, the Regional Office, the Department of Education Complaints Team, and ultimately the Ombudsman (after internal processes are complete). This flowchart explains who handles what, when escalation is appropriate, and what documentation is required.
Each regional office includes: Area Executive Director, Student Support Services, Inclusion and Wellbeing, and School Improvement teams.
If concerns are not resolved at the school, Victorian parents can escalate to the SEIL, the Regional Office, the Department of Education Complaints Team, and ultimately the Ombudsman (after internal processes are complete). This flowchart explains who handles what, when escalation is appropriate, and what documentation is required.
Each regional office includes: Area Executive Director, Student Support Services, Inclusion and Wellbeing, and School Improvement teams.
These evidence-based scripts help parents communicate clearly and safely when escalating concerns. Wording aligns with Department of Education expectations, Victorian legislation, and Ministerial Order 1125.
“I’d like to review the reasonable adjustments currently in place and whether they meet the requirements of the Student Engagement and Students With Disability policies. Can we schedule a time to update the Behaviour Support Plan and identify supports needed?”
“I’m concerned that the current supports may not be meeting my child’s needs. Before any further disciplinary action, I would like to review the adjustments, the BSP, and any risk assessment. I’m requesting an SSG meeting as allowed under DET policy.”
“I have followed all school-level processes, but my concerns remain unresolved. I’m requesting your assistance to ensure policies have been followed, especially regarding adjustments, investigation processes, and mandatory planning requirements.”
“I have attempted to resolve this at the school and SEIL levels. My concern now relates to potential breaches of DET policy, including adjustments, safety planning, or procedural fairness. I am requesting a regional review and support to ensure obligations are met.”
“This is a formal complaint. I have completed school and regional processes. I believe there may have been a failure to follow required procedures under Ministerial Order 1125, the Student Engagement Policy, or the Students With Disability Policy. I am requesting an independent review and corrective actions.”
“I have completed all required internal steps (school → SEIL → region → DET complaints). I am requesting an Ombudsman investigation into administrative fairness, decision-making processes, and whether DET acted in accordance with policy and legislation.”
Regions and DET Investigations ask for the same core documents. Parents can prepare an “evidence pack” containing:
These letters use calm, factual, policy-aligned wording suitable for requests, clarifications, escalation, and responding to disciplinary decisions. Schools and the Department recognise this style as “procedurally correct”.
Dear [Principal/Teacher], I am requesting a Student Support Group (SSG) meeting to review my child’s learning needs, adjustments and wellbeing supports. DET policy states that an SSG can be requested by a parent at any time, and the school should respond within a reasonable timeframe. Could you please provide some available dates and times for this meeting? Thank you, [Your Name]
Dear [Teacher/Assistant Principal], I’m writing to request a review of my child's reasonable adjustments, in line with the Students With Disability Policy. Based on recent events, it appears some supports may need updating. I would appreciate a meeting to review their Behaviour Support Plan, regulation supports, and environmental adjustments. Could you please confirm a suitable time to discuss this? Kind regards, [Your Name]
Dear [Teacher/Principal], Thank you for the information about the recent incident. Before any conclusions are reached, I would like to ensure the following have been considered: • all relevant reasonable adjustments • communication supports • environmental triggers • my child’s disability-related needs • the current Behaviour Support Plan Could we please schedule a time to review the incident collaboratively? Warm regards, [Your Name]
Dear [Principal], Before any suspension decision is finalised, I would like to understand: • which adjustments were reviewed • whether the Behaviour Support Plan was updated • what investigation steps have been taken • what factors were considered under Ministerial Order 1125 Could you please provide this information in writing so I can understand how the process is being followed? Sincerely, [Your Name]
Dear [Principal], I have received the suspension letter dated [date]. I would like to request clarification, as some required elements appear to be missing or unclear, including: • the investigation steps • a review of reasonable adjustments • consideration of disability-related factors (as required by MO1125) • the rationale for the decision Could you please provide an updated letter with all required information so that I can fully understand the decision? Kind regards, [Your Name]
Dear [SEIL Name], I have followed all school-level processes, including meeting with the teacher, assistant principal and principal. My concerns remain unresolved. Specifically, I am seeking support to ensure that DET policy requirements have been met regarding reasonable adjustments, behaviour planning and procedural fairness. Could you please advise on next steps or arrange a time to discuss this matter? Sincerely, [Your Name]
Dear Regional Office Team, I have worked with the school and SEIL, but my concerns remain unresolved. My concern relates to potential breaches of DET policy in the areas of: • adjustments and inclusion • procedural fairness • suspension/behaviour processes • safety planning I am requesting a regional review and guidance on a resolution pathway. Thank you, [Your Name]
Dear Department of Education Complaints Team, This is a formal complaint. I have completed all school and regional processes. I believe there may have been failures to follow required procedures under Ministerial Order 1125, the Students with Disability Policy, or the Student Engagement Policy. I am requesting an independent review and appropriate corrective actions. Documentation is attached. Regards, [Your Name] Lodge a complaint →
Dear Ombudsman Victoria, I have completed all internal steps: school → SEIL → regional office → formal DET complaint. I am requesting an Ombudsman investigation into administrative fairness, the adequacy of decision-making processes, and whether the Department acted in accordance with its policy and legislative obligations. Documentation is attached as required. Sincerely, [Your Name] Visit Ombudsman Victoria →