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Staff protect privacy and act only with student permission unless immediate safety is at risk; third-party providers must comply with the policy in delivering services.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},381740,1791350900,{"code":4,"msg":81,"data":82},"success",[83,88,93,98,103,108,113,117,122],{"id":84,"doc_module":22,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},11,"Presentations",90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":115,"slug":116},18,30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":81,"data":127},{"doc_id":78,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":114,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":139,"read_time":26},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Purpose  \nThis policy and procedure document outlines our commitment to identifying and supporting the wellbeing needs of our students. We aim to provide an inclusive, safe, and supportive environment that enables all students to engage fully in their training and achieve positive outcomes.  \nDefinitions  \nASQA means Australian Skills Quality Authority which is the national VET regulator and the RTO’s registering body  \nAVETMISS means Australian Vocational Education and Training Management Information Statistical Standard  \nCRICOS Commonwealth Register of Institutions and Courses for Overseas Students. CRICOS Student A student studying in Australia and holding an Australian student visa PRISMS means Provider Registration and International Students Management System SMS means an AVETMISS-compliant Student Management System  \nStandards means the Standards for Registered Training Organisations (RTOs) 2025 from the VET Quality Framework  \nStudent Identifier means a unique number assigned to an individual by the Registrar, in accordance with the Student Identifiers Act 2014  \nVET Vocational Education & Training  \nUSI means Unique Student Identifier, and has the same meaning as ‘Student Identifier’  \nPolicy  \nPurpose  \nThis policy outlines our commitment to identifying and supporting the wellbeing needs of our students. We aim to provide an inclusive, safe, and supportive environment that enables all students to engage fully in their training and achieve positive outcomes.  \nOverview  \nIBMA seeks to provide quality student learning experience, appropriate to the age, stage, background and circumstances of a diverse student population, regardless of their place or mode of study. IBMA offers extensive support services to all students and additional support services to CRICOS students in acknowledgement of the challenges faced when studying abroad.  \nScope  \nThis policy applies to:  \n• All students enrolled in our training products (domestic and international)  \n• All staff, trainers, assessors, contractors, and third-party providers  \nPolicy Statement  \nWe value and support the wellbeing of every student. Our organisation:  \n• Identifies the wellbeing needs of each student cohort by referring to the training product content and the characteristics of our student groups.  \n• Provides clear information to students about available wellbeing support services and other organisations they can contact.  \n• Maintains student privacy at all times and seeks consent before taking any wellbeing-related action.  \n• Monitors student wellbeing throughout the entire training and assessment journey—not just at enrolment.  \n• Ensures our staff and third parties understand and apply this policy in practice.  \n• Continuously improves our wellbeing strategies through student feedback and research.  \nProcedure  \nIdentifying Student Wellbeing Needs  \n• At enrolment, students complete a wellbeing and support questionnaire (including questions about study skills, mental health, financial wellbeing, and cultural needs) .  \n• Trainers and assessors observe and engage with students throughout the course to identify emerging wellbeing needs.  \n• Staff document identified needs and refer students to suitable support services.  \n• IBMA conducts wellbeing surveys at the end of every term to communicate with students periodically and identify any wellbeing needs and follow up with the appropriate course of action.  \nSupporting Student Wellbeing  \n• We provide students with information on:  \no Study skills support (e.g. time management, coping with assessment anxiety)  \no Financial wellbeing services  \no Counselling and mental health resources  \no Culturally specific and demographic-specific support in the local community  \no Services for students experiencing abuse, harassment, or violence  \n• We share this information during orientation, on the IBMA website, and in course guides.  \n• We regularly remind students of these supports during their learning journey.  \nSta","cbCaid2bUKATycA4","https://ap.wps.com/l/cbCaid2bUKATycA4","pdf",365313,"English","# Purpose\n# Definitions\n# Policy\n## Overview\n## Scope\n## Policy Statement\n# Procedure\n## Identifying Student Wellbeing Needs\n## Supporting Student Wellbeing\n## Staff Responsibilities\n## Third-Party Environments\n## Continuous Improvement\n# Responsibilities\n# Related Documents\n# Review\n# Document Control","[{\"question\":\"What is the purpose of this student wellbeing policy and procedure?\",\"answer\":\"It outlines the organisation’s commitment to identifying and supporting students’ wellbeing needs. It aims to provide an inclusive, safe environment that enables students to fully engage in training and achieve positive outcomes.\"},{\"question\":\"How are student wellbeing needs identified?\",\"answer\":\"Students complete a wellbeing and support questionnaire at enrolment, and trainers and assessors observe and engage with students throughout the course to identify emerging needs. Staff document needs and refer students to suitable support services, and wellbeing surveys are conducted at the end of every term.\"},{\"question\":\"What responsibilities do staff and third-party providers have?\",\"answer\":\"All staff receive training on the policy and must report wellbeing concerns through the student support system with student consent. Staff protect privacy and act only with student permission unless immediate safety is at risk; third-party providers must comply with the policy in delivering services.\"}]","Student Wellbeing Policy and Procedure - v2.0 - update | PDF",1790246835]