We celebrate diversity among our students, knowing that diversity deepens learning for everyone.
This means we welcome and embrace everyone regardless of their race, religion, gender identity, sexual orientation, disability, age or socioeconomic status.
Discrimination, harassment or bullying in any form is not tolerated in our schools.
Where to start
- Consider how our own stories impact on how we see the world, what we think is important and how our values influence our decisions and actions.
- Encourage your child to talk about their differences and values, and share their experiences with others.
- Talk to your child about the importance of different viewpoints and experiences, having empathy, and developing good relationships with others.
- Model respectful and inclusive behaviour and language.
- Offer your skills, knowledge and talents to your school to help build respectful communities.
For your child
- We work together to ensure we have safe, respectful and inclusive schools so that all students have the opportunity to be their best.
- Students are taught about how identities are formed and are encouraged to celebrate diversity. At school your child will learn how to:
- relate to all types of people
- behave appropriately in different situations
- be confident and sure of themselves
- appreciate diversity
- influence the future in positive ways.
- Take the time to read the policies and guidelines that the Department has in place to ensure everyone feels safe, respected and included at school. The Learner Wellbeing and Behaviour Policy (PDF, 489KB) provides safe and inclusive learning environments for all learners.
- The Guidelines for Sexual and Gender Diversity in Schools and Colleges (PDF, 257KB) ensure all young people who identify as lesbian, gay, bisexual, transgender and intersex are included and supported in education in Tasmania.
- The Guidelines for Inclusive Language (PDF, 3.9MB) enable everyone; regardless of culture; race or ethnicity; gender, sexual orientation or gender identity; age, disability or socioeconomic status to feel that they are being reflected in dialogue.