Staff and Student Health and Wellbeing Policy and Procedure

Purpose

Sydney Art School, a boutique Registered Training Organisation (RTO), delivering Certificate. Diploma and Advanced Diploma of Visual Arts qualifications, is committed to fostering a supportive, inclusive, and safe environment that promotes the physical, mental, emotional, and social health and wellbeing of all staff and students.

This policy ensures compliance with the Standards for Registered Training Organisations (RTOs) 2015 (as amended in 2025), VET Student Loans Rules 2016, Work Health and Safety Act 2011 (NSW), and other relevant Australian regulations. It recognizes the unique creative demands of our Diploma of Visual Arts and Advanced Diploma of Visual Arts programs, which may involve emotional expression, critique-related stress, intensive studio work, or portfolio development, and leverages our close-knit community for personalized wellbeing support through regular interactions with the Principal, Studio Manager, Registrar, and Student Liaison Tutors to help students succeed in their visual arts qualifications.

Scope

This policy applies to all current and prospective students (including those accessing VSL and enrolled in the Diploma of Visual Arts or Advanced Diploma of Visual Arts), staff (full-time, part-time, casual, and contractors), volunteers, and visitors at Sydney Art School, covering onsite activities (classrooms, studios), online platforms, and off-site events (e.g., exhibitions, workshops).

Definitions

• Health and Wellbeing: Encompasses physical, mental, emotional, and social health, including freedom from illness, injury, stress, harassment, or discrimination.
• Wellbeing Needs: Individual or group-specific requirements, such as those related to creative pressures in the Diploma of Visual Arts or Advanced Diploma of Visual Arts, cultural backgrounds, disabilities, or financial challenges (e.g., VSL repayments).
• Support Services: Tailored internal support (e.g., one-on-one check-ins for visual arts students) and external referrals (e.g., counselling) to address wellbeing needs.
• VSL Students: Students enrolled in VSL-approved courses like the Diploma of Visual Arts or Advanced Diploma of Visual Arts, requiring specific protections under VSL legislation.

Policy Principles

Sydney Art School is committed to:

1. Promoting a positive, creative environment that supports wellbeing through personalized care and open communication, particularly for students pursuing the Diploma of Visual Arts or Advanced Diploma of Visual Arts.
2. Proactively identifying and addressing wellbeing needs through regular, face-to-face interactions with key staff, ensuring visual arts diploma students thrive.
3. Providing accessible, confidential support services tailored to our small community, with referrals to external experts when needed for Advanced Diploma of Visual Arts candidates.
4. Equipping staff (Principal, Studio Manager, Registrar, Student Liaison Tutors) to recognize and respond to wellbeing concerns sensitively, respecting privacy and consent in the context of visual arts education.
5. Supporting work-life balance for staff and study-life balance for students, with flexible arrangements for personal or creative challenges in diploma-level visual arts programs.
6. Preventing risks such as harassment, burnout, or studio-related injuries, in line with WHS and anti-discrimination laws, to safeguard students in the Advanced Diploma of Visual Arts.
7. Continuously improving wellbeing strategies through feedback from our close-knit community of visual arts learners.

Responsibilities

• Principal: Oversees policy implementation, ensures resources and training, and addresses complex wellbeing issues for Certificat III/IV in Visual Arts, Diploma of Visual Arts and Advanced Diploma of Visual Arts students. Conducts regular reviews.
• Studio Manager: Monitors studio safety (e.g., ergonomic tools, ventilation), supports staff/students in creative settings like visual arts diploma projects, and escalates concerns.
• Registrar: Manages student records, identifies VSL-related financial stress for visual arts enrollees, and coordinates administrative support (e.g., flexible payment plans).
• Student Liaison Tutors: Act as primary wellbeing contacts, provide one-on-one support for visual arts students, and refer to external services when needed.
• Staff: Foster a supportive environment, monitor wellbeing during interactions in Diploma of Visual Arts classes, and report concerns to the Student Liaison Tutors or Principal.
• Students: Engage with support services, adhere to the Student Code of Conduct, and communicate needs to staff, especially those in Advanced Diploma of Visual Arts programs.
• All Parties: Maintain confidentiality, respect diversity, and contribute to a positive, creative community for visual arts education.

Procedures

1. Identifying Wellbeing Needs

• Pre-Enrolment and Enrolment: The Principal and Student Liaison Tutors conduct informal interviews or surveys to identify wellbeing needs (e.g., disability accommodations, financial concerns for VSL students in the Diploma of Visual Arts, or creative stress in Advanced Diploma of Visual Arts). Needs are documented confidentially.
• Ongoing Monitoring: Leverage regular onsite interactions (e.g., studio sessions, class check-ins) to observe signs of stress, fatigue, or disengagement in visual arts diploma programs. Student Liaison Tutors hold bi-monthly one-on-one check-ins with students. Staff wellbeing is discussed during team meetings.
• Cohort-Specific Support: Tailor strategies for groups like international students (cultural adjustment), First Nations students (cultural safety), or those pursuing the Advanced Diploma of Visual Arts (portfolio stress management).

2. Providing Support Services

• Internal Supports:
  • Personalized Check-Ins: Student Liaison Tutors offer one-on-one support during studio hours to address academic, creative, or personal challenges (e.g., managing critique feedback in Diploma of Visual Arts courses).
  • Flexible Arrangements: Students in visual arts diplomas can request assessment extensions or adjusted schedules via the Registrar. Staff can negotiate adjusted hours or leave with the Principal.
  • Studio-Based Support: Studio Manager provides workshops on stress management for artists (e.g., mindfulness for creative blocks in Advanced Diploma of Visual Arts) and ensures safe studio practices.
  • Disability Adjustments: Reasonable accommodations (e.g., adaptive art tools, modified schedules) are arranged with the Student Liaison Tutors, per the Disability Discrimination Act 1992, for visual arts students.
• External Referrals: Free referrals to local Sydney services, such as:
  • Mental health: Lifeline (13 11 14), Beyond Blue (1300 22 4636), or local counsellors specializing in creative fields.
  • Financial advice: Centrelink (132 490) for VSL students in Diploma of Visual Arts or Advanced Diploma of Visual Arts.
  • Crisis support: 1800RESPECT (1800 737 732) for family violence.
• Access Process: Students/staff approach any key staff member (Principal, Studio Manager, Registrar, or Student Liaison Tutors) in-person, via email, or phone. Urgent issues are addressed within 24 hours; non-urgent within 48 hours. Orientation sessions and studio notices outline support options for visual arts diploma seekers.

3. Incident Reporting and Response

• Report concerns (e.g., harassment, injury, mental health crises in visual arts programs) to the Student Liaison Tutors or Principal.
• The Principal investigates promptly, maintaining confidentiality, and escalates to external authorities (e.g., police) if required.
• Immediate support (e.g., time off, referrals) is provided, with outcomes logged in the Continuous Improvement Register.

4. Staff Training and Development

• Annual training for all staff on mental health first aid, WHS in art studios, and VSL compliance, with a focus on supporting students in Diploma of Visual Arts and Advanced Diploma of Visual Arts.
• Student Liaison Tutors receive additional training on supporting creative students (e.g., managing emotional responses to critiques in visual arts diplomas).

5. Communication and Awareness

• Communicate policy via Student Handbook, staff induction, studio posters, and the school’s website/LMS, optimized for searches related to wellbeing in Diploma of Visual Arts and Advanced Diploma of Visual Arts.
• Promote self-care resources (e.g., stress management tips for visual arts students) during classes and on noticeboards.
• Ensure VSL students in visual arts programs receive clear information on financial wellbeing support during enrolment.

Support Services and Resources

Monitoring and Review

• Collect feedback via bi-monthly check-ins, annual surveys, and informal studio conversations with Diploma of Visual Arts and Advanced Diploma of Visual Arts students.
• Review policy annually or after significant incidents, updating the Continuous Improvement Register.
• Ensure compliance with ASQA audits and VSL reporting, with the Registrar maintaining records for visual arts qualifications.

Related Legislation and Documents

• Standards for RTOs 2015 (2025 amendments)
• VET Student Loans Rules 2016
• Work Health and Safety Act 2011 (NSW)
• Disability Discrimination Act 1992 (Cth)
• Privacy Act 1988 (Cth)
• Related Policies: Student Code of Conduct, WHS Policy, Complaints and Appeals Policy, Access and Equity Policy.

Contact

For support or queries related to wellbeing in the Certificate III / IV in Visual Arts, Diploma of Visual Arts or Advanced Diploma of Visual Arts, contact the Student Liaison Tutors, Registrar, Studio Manager, or Principal at . Urgent matters can be raised directly during onsite interactions.