Denial of education on the basis of motherhood

151. Among states and territories, there are no grounds for suspension and expulsion on the basis of motherhood. States and territories have policies and programs to support students who are pregnant or parenting to access education.
     • Public schools in Australia, where the school can accommodate, may provide adjustments to support continuing education of pregnant students or young parents, including but not limited to, flexible timetables; leave from attendance before and/or after birth of baby; option to complete year 11 or 12 over a period of up to 5 years; distance education where no local provision is available; studies at TAFE; a school crèche where possible.
     • The ACT CCCares at Canberra College provides alternate education and support programs for pregnant and parenting students. CCCares uses Personalised Learning Plans tailored to individual student needs, with flexible delivery of learning and content towards receipt of an ACT Senior Secondary Certificate and certified competency-based training.
     • In NSW, pregnant students attending a school with a Wellbeing and Health In-reach Nurse can access specialist health staff for support. There are 95 nurses working in over 356 schools across NSW.
     • NT's Gender Equality Action Plan 2022-25 includes a commitment to programs and activities assisting young parents and carers to continue their education and participate in the workforce, including building parenting capacity and re-entry of young mothers (Literacy for Parents - Strong Young Mums Program); and developing a cross agency framework to enable young parents to complete schooling with wrap around health education and parenting support services.
     • QLD guidelines retain and support young people who are pregnant and parenting in education, for example guidance officers, school-based youth health nurses, youth support coordinators, and support connecting the student with government and external agencies.
     • SA's Open Access College enrolment policy supports students who are unable to attend their enrolled school on a full-time basis due to family commitments, including a pregnant student or new parent. Schools ensure students can access education and health counselling services provided through the Department for Education, with external supports within government and non-government agencies to encourage students to continue their education.
     • TAS's Pregnant and Parenting Student Policy and Procedure supports pregnant and parenting students to receive an education in a flexible and safe learning environment and commits schools not to discriminate, directly or indirectly, against pregnant and parenting students. TAS Child and Family Learning Centres provide support to families with children from pregnancy to 5 years. This may include supporting parents to re-engage in education.
     • VIC's Pregnancy and Parenting Studentspolicy supports young parents continue their education through flexible options for continuing education, support to balance workload and out of class commitments, tailoring programs and resources to individual needs, and preparing an Individual Education Plan and a Student Support Group.
     • WA guidelines support students in regional and remote areas with additional contextual support. School staff ensure students can return to school after birth in safe and supportive environment. Childcare is accessed through local Child and Parent Centres, located on, or near, public schools.

Science, technology, engineering and mathematics (STEM) for Indigenous girls

152. The Indigenous Girls' STEM Academy is a $25 million, 10 year national investment between 2018-28 in First Nations women and girls aspiring to pursue education/careers in STEM professions. The Academy operates nationally, with locations chosen according to populations, language groups and maximising access.
153. The Academy's 2 initiatives are Student Initiative and Teachers of STEM which supports up to 1,000 high-achieving First Nations young women from high school, through university, and into graduate careers; and teachers of STEM which supports training of up to 99 new, STEM specialised First Nations women teachers.

Information and communications technology (ICT) - education for girls and women in remote regions

154. The non-exhaustive list of ICT initiatives states and territories provide to enhance access to education for girls and women in remote regions, include:
     • NT's Katherine School of the Air is continuing the use of iSee, a contemporary IT platform with low bandwidth, to enhance access to education for girls and women through delivery of curriculum;
     • SA's SWiFT Program provides high-speed fibre internet to schools and preschools in regional areas, to reduce barriers to accessibility and connectivity to digital technologies. Schools in remote areas where fibre internet is unavailable have bespoke connections to a high performing, stable Starlink business service;
     • VIC funds Software for Connected Learners program, which provides teachers and students with no-cost access to high quality, curriculum-aligned software and digital content, across various curriculum areas, including Science, Digital Technologies and Design and Technologies.

Measures to promote non-traditional educational choices of girls and women

155. Australia's Advancing Women in STEM Strategy (2019) guides Australia's efforts to increase gender equity and raise visibility of women in STEM. Government initiatives include:
     • Investment of $55.6 million over 4 years (commencing 2024–25) in Building Women's Careers programs to boost women's participation in construction, clean energy, advanced manufacturing, and technology and digital industries/sectors;
     • an independent Pathway to Diversity in STEM Review evaluating existing women in STEM programs; providing $38.2 million over 8 years from 2023–24 (and $1.3 million ongoing) to support education for a skilled and diverse STEM workforce promoting retention of women and other underrepresented groups;
     • STEM Equity Monitor, a national data resource on girls and women in STEM reporting on STEM gender equity in Australia, published online.

Safe and inclusive learning environment

156. The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability final report made recommendations regarding provision of inclusive and safe learning environments. All Australian governments accepted, in principle, recommendations for more accessible and inclusive education, building workforce capability and expertise, and strengthening complaints management practices.
157. The Government implemented recommendations from the 2020 Review of the Disability Standards for Education 2005, including ensuring education policies are consistent with disability discrimination laws, supporting educators to meet and co-design resources for students with disability and supporting families to understand and advocate for their child's rights.
158. Respectful relationships education is embedded in the Australian Curriculum (version 9.0), which was endorsed by state, territory and federal education Ministers in April 2022 for implementation in schools from 2023.
159. Respectful relationships education involves the non-government education sector, and uses the education system as a catalyst for generational and cultural change by engaging schools to comprehensively address the drivers of GBV and create a future free from violence and discrimination.
160. States and territories safe and inclusive programs and policies include:
     • ACTSafe and Supportive Schools Policy: ACT public schools have a minimum of 2 Safe and Supportive Schools Contact Officers, who are teachers selected to support students experiencing or involved in bullying, discrimination and/ or racial or sexual harassment.
     • NSW Multicultural Education Policy supports inclusive teaching practices for cultural, linguistic and religious diversity of students, including targeted programs supporting students learning English as an additional language or dialect for newly arrived and refugee students.
     • NT Framework for Inclusion 2019-2029 is a 10-year strategy to improve inclusive education for all NT public school students. Consultation has commenced on a Statement of Commitment on Supporting Diversity of Sexual Orientation, Gender Identity and Sex Characteristics in Education.
     • QLD delivers evidence based support, advice and professional development to QLD state schools and department staff to provide safe, supportive and inclusive environments for all students, including gender and sexuality-diverse students, based on state and federal anti-discrimination, human rights and education legislation.
     • SA developed practice guides for educators that articulate evidence-based strategies to improve learning and wellbeing outcomes for learners with additional needs. Specific practice guides on autism in girls are now available to SA schools.
     • TASschools create Learning Plans for students who identify as First Nations, speak English as an additional language, and/or have a disability and require educational adjustments. Specialised school staff support vulnerable young people with complex needs. Inclusive Language Guidelines, Aboriginal Education Services, and the TAS government's Supporting Sexuality, Sex and Gender Diversity in Schools policy, help schools foster an inclusive environment for students, families, and staff.
     • VIC's Child Safe Standards implement compulsory minimum standards on inclusivity for all VIC schools, requiring schools to uphold diversity and equity in policy and practice, paying attention to the needs of students with disability, students from CALD backgrounds, students unable to live at home, international students, LGBTIQA+ students and Indigenous students.
     • WA's 'Tracks to Two-Way Learning' facilitates co-design of place-based strategies with Indigenous and non-Indigenous educators; resources teachers and staff to identify language backgrounds of Indigenous students; and applies Indigenous English in teaching new skills in Standard Australian English (spoken and written).
161. The Government is responding to high rates of sexual violence on university campuses through a National Higher Education Code to Prevent and Respond to GBV, and establishing an independent National Student Ombudsman.

Secondary schools established in Indigenous communities

162. Accessible secondary schools established in Indigenous communities include:
     • NSW: 11 secondary or central/community government schools in remote and very remote areas with majority Indigenous students enrolled.
     • NT: 94 combined and secondary schools located throughout remote and very remote areas with majority Indigenous students enrolled.
     • QLD: 17 schools located in Indigenous communities.
     • SA: 15 government primary and secondary schools servicing regional and remote Indigenous communities.
     • WA: 21 government remote community schools, one with campuses in 8 remote communities.

Incorporating education on Indigenous communities into the school curriculum

163. Version 9.0 of the Australian Curriculum includes deepening students' understanding of Indigenous histories and cultures and their contribution to modern Australia, including perspectives of Indigenous peoples on the arrival and impact of British settlers.