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Last updated
29 October 2026

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Standard 2.5

The learning environment promotes and supports the diversity of VET students.

Performance indicators

An NVR registered training organisation demonstrates:

  1. it fosters a safe and inclusive learning environment for VET students; and
  2. it fosters a culturally safe learning environment for First Nations people. 

  • Your organisation invests in creating a learning environment that is safe, accessible and welcoming of all students and is free from racism, discrimination or any other form of harassment. For example, by monitoring online discussions on your learning platforms to identify harmful or discriminatory language and acting to eliminate this behaviour.
  • You can demonstrate how students are offered reasonable flexibility to allow them to meet their cultural obligations.
  • You can demonstrate that your enrolment policies and practices, training environment, activities and materials, assessment processes, and wellbeing support services are culturally appropriate and inclusive.
  • You can show how your organisation designs its marketing, branding and communication strategies to be inclusive and supportive of your various student cohorts. This may include specific strategies to attract under-represented groups to participate in your VET courses – for example, women in traditional trades.
  • You invest in your staff’s understanding of socially inclusive training practices and working with diverse cohorts – for example by:
    • developing trainers’ ability to adapt their delivery methods to suit the characteristics of students from various backgrounds
    • raising your staff’s awareness of unconscious bias, racism and discrimination
    • engaging staff in cultural awareness training.
  • You can show how your organisation actively fosters cultural safety for First Nations people. Some ways in which you might do this include:
    • speaking with respect about First Nations culture, knowledge, systems and people
    • recognising that First Nations people do not always have the same level of access to VET as non-Indigenous Australians, nor the same positive experience
    • respectfully engaging with your local First Nations community to learn more about their history and culture
    • making First Nations voices part of decision making in your organisation, including through engaging staff and industry experts from First Nations communities to deliver or review your training and assessment practices
    • championing cultural awareness amongst students and staff.
  • You can show what actions you take to increase participation in VET from under-represented groups such as people with disability and First Nations people.

  • Lack of understanding of the diversity across your student cohorts.
  • A generic approach or belief that all cultures require the same learning environment and/or support.
  • Not engaging with a diverse range of cultures to assist with the development of operational policies, procedures and systems.
  • Using Artificial intelligence (AI) generated content or recommendations without appropriate human oversight, potentially perpetuating stereotypes, undermining cultural safety or contributing to cultural harm. For example, using AI-generated imagery which misuses First Nations’ cultural symbols, artwork or motifs.
  • Limited opportunities for staff to develop cultural awareness, or to learn strategies for managing unconscious bias and discrimination.
  • Using automated moderation tools without appropriate human oversight that may fail to detect nuanced cultural or linguistic issues, leading to unsafe and inequitable environments.

Self-assurance questions

  1. How do you support and encourage participation by a diverse range of students, including those from under-represented groups?
  2. How is your organisation perceived by the local First Nations community? Have you tested this?
  3. How do you ensure your systems, policies, procedures and practices are inclusive and culturally safe?  
  4. What strategies do you have in place to prevent discrimination in your RTO and identify and respond to instances of discrimination where these occur?
  5. What strategies do you have in place for preventing abuse, harassment or violence, and for dealing with such issues should they arise amongst your student cohort?
  6. Have you made sure that when AI tools flag harmful or discriminatory language in online spaces, a staff member reviews the situation and decides what action to take, especially in culturally sensitive cases?
  7. How do you support and build the cultural competence of your staff?
  8. How do you monitor the learning environment to ensure it is inclusive, culturally safe and welcoming of students and staff, including when using AI-tools to support learning?

Case studies

Addressing antisemitism in a provider setting

First Training Pty Ltd delivers first aid courses to a diverse range of students across its 6 sites. They received a complaint from a student regarding an offensive term used by another student during a class break. The complainant indicated that even though the trainer overheard the comment at the time, they did not pick up on the issue and therefore did not address the incident.  

In investigating the complaint, the Compliance Manager identified that there was a gap in staff understanding of what antisemitism is, and how it might present in a classroom setting. The manager decided to do a review of its antidiscrimination policies and procedures as a first step towards preventing any future incidents being missed by its staff. The Compliance Manager found that while broad references to race and religion featured in their policies, they did not provide sufficient clarity for identifying, responding to, or evidencing controls for antisemitism as a distinct and contemporary risk.  

Relying on generalised language in the policy, along with an assumption of underpinning knowledge amongst staff, had led to inconsistent interpretation, failure to detect unacceptable behaviours, and under-reporting of incidents. In response, First Training introduced an addendum to its existing antidiscrimination framework which defined antisemitism, referenced applicable laws and protections and included practical examples of antisemitic remarks and behaviours.  

Staff capability was further supported through diversity and inclusion refresher training, which included practical tips for recognising contemporary forms of discriminatory language, and responding appropriately in a classroom context. Third-party delivery arrangements were also reviewed and updated to require escalation and cooperation in managing these types of incidents.  

 

Fostering First Nations cultural safety in VET

BBB Training Pty Ltd (BBB), a small regional RTO, delivers training to a diverse cohort, including a number of First Nations students. Following student feedback, leadership identified the need to strengthen cultural safety beyond policy statements and embed it into everyday practice.  

BBB reviewed its Equity, Diversity, Inclusion and Belonging Policy, supported by a clear Code of Conduct and complaints process that explicitly prohibit discrimination, bullying and harassment. These expectations are communicated at induction and reinforced through regular staff discussions and student engagement activities. BBB actively looks for opportunities to celebrate culture and create a shared pride in First Nations cultures, contributions, identities and histories. Additional initiatives, including peer mentoring and access to culturally appropriate support services, further strengthen student engagement.  

To build staff capability, all staff and third parties engaged by the provider undertake ongoing training in cultural awareness, unconscious bias and inclusive communication, delivered by a local First Nations-led organisation. BBB also introduced practical changes to training delivery, including culturally inclusive learning materials, culturally responsive teaching methods (e.g. storytelling), flexible arrangements to support cultural obligations, and opportunities for students to share perspectives. Feedback mechanisms such as informal yarning circles were introduced to provide culturally appropriate ways for students to raise concerns.  

By prioritising genuine, respectful engagement with students and the local community, and honouring the unique cultural identities of its students, BBB fosters a more inclusive and culturally safe environment.

  1. Where can training providers find more information on social cohesion?

    It is essential that training providers create a learning environment that is safe and inclusive and free of discrimination.  There are a number of resources available on fostering socially cohesive environments, including:

  2. Is there a definition of discrimination?

    In Australia, it is unlawful to discriminate on the basis of a number of protected attributes in certain areas of public life, including education and employment. Australia's federal anti-discrimination laws define discrimination, including through:

  3. We don’t have any First Nations students at our RTO, does the Diversity and Inclusion Standard still apply?

    Yes. Providers are required to foster a safe and inclusive learning environment for all students, including a culturally safe learning environment for First Nations people. Providers need to actively consider how their training environment, activities and materials, assessment processes and wellbeing support services are accessible and inclusive for all VET students. Providers may also consider how their recruitment policies and practices contribute to creating a safe and inclusive environment. A welcoming learning environment has benefits for all, helping to increase participation in VET by under-represented groups, and create a positive setting where all students feel respected and supported to achieve success in their learning journey.

  4. What is the best way for an RTO to develop a First Nations policy and ensure a culturally safe learning environment?

    An effective policy should reflect the provider's context and demonstrate a commitment to culturally safe, inclusive and respectful practices that support First Nations people.

    Providers can support cultural safety by consulting with local First Nations communities where appropriate, building staff cultural capability, embedding relevant perspectives into training and assessment, providing appropriate student support, and establishing processes for addressing cultural safety concerns.

    National resources from the National Indigenous Australians Agency (NIAA), Reconciliation Australia, the Australian Institute of Aboriginal and Torres Strait Islander Studies, the National Aboriginal Community Controlled Health Organisation and Ninti One's RTO Guide: Engaging First Nations communities, staff and students can assist with policy development and implementation.

    Providers should also be able to demonstrate how their policy is implemented in practice through staff training, student support, engagement activities and continuous improvement processes.