Supporting Learners Beyond Boundaries
Supporting Learners beyond boundaries - Resolution Compliance
Prioritising Student Wellbeing Under the New Standards
The welfare of students has always been a key focus of the Standards for RTOs 2015. With the upcoming revisions, it’s clear that this emphasis is set to grow. The Draft Standards introduce the term “wellbeing” and explicitly require RTOs to provide students with information about wellbeing support services. This includes clear contact points, the types of services available, and guidance on how to access them.
As I’ve been reviewing the Student Support system for one of my clients, it’s become apparent that addressing student wellbeing goes beyond merely offering resources or contact points. During this process, I reached out to a couple of trainers to get their perspective on the main support needs of students. A recurring theme was inordinate anxiety—not just the understandable nerves before an assessment but pervasive anxiety stemming from personal circumstances and external pressures that students carry into the classroom.
This poses a unique challenge for RTOs and their trainers. While providing access to wellbeing support services is vital, the reality is that trainers often find themselves navigating the blurred line between delivering training and offering emotional support. It’s a balancing act: supporting learners through their personal struggles while ensuring training goals are met.
What Can RTOs Do?
Equip Trainers with Skills: Providing trainers with resources and professional development opportunities can help them identify and respond appropriately to student anxiety without overstepping professional boundaries.
Strengthen Support Networks: RTOs can ensure students have access to a robust system of wellbeing services, including counselling, financial advice, or stress management resources.
Create a Safe Learning Environment: Simple actions, such as fostering open communication and offering flexibility where possible, can make a significant difference to anxious learners.
Regular Check-ins: Establishing scheduled check-ins or feedback sessions can help trainers monitor student wellbeing and address concerns proactively.
At its core, student wellbeing is about recognising the holistic needs of learners. It’s not just about compliance with the Standards—it’s about fostering an environment where students feel supported to succeed both personally and professionally.
What’s Your Take?
Have you or your trainers managed to meet the personal needs of your learners while achieving your training goals? Is this an expectation we can realistically meet, or is it too much of an ask for our trainers? Share your experiences—let’s keep this important conversation going.
