COURSE OVERVIEW:

Welcome to the Behaviour Management in Vocational Education & Training course. This program has been developed for VET trainers, assessors, and educational leaders who are responsible for creating respectful, safe, and productive learning environments across diverse vocational settings. As VET classrooms increasingly reflect a range of learner backgrounds, life experiences, and behavioural needs, it is critical that educators possess the knowledge and strategies required to respond effectively to behavioural challenges, support student regulation, and uphold inclusive, trauma-informed practice. Grounded in both regulatory obligations and evidence-based pedagogy, this course provides a structured approach to managing behaviour in both training and workplace-based learning contexts.

Student behaviour in the VET sector is shaped by a range of factors, including age, prior educational experience, socio-emotional background, and external life pressures. This course begins by introducing common causes of disruptive, avoidant, or disengaged behaviour in vocational classrooms—such as unmet learning needs, unaddressed trauma, or anxiety about literacy, numeracy, or performance. It also explores behavioural differences linked to adolescence, career changers, and job-seekers, highlighting the importance of recognising the root causes of behaviour rather than focusing solely on surface-level conduct.

Trainers and assessors hold a critical role in establishing safe learning environments and responding to behaviour appropriately. This section outlines their professional boundaries, responsibilities under the Code of Conduct, and the ethical balance between instructional authority and learner support. It emphasises that trainers must neither ignore nor overreact to behavioural challenges, and that supportive responses can coexist with firm, respectful classroom management.

Setting clear behavioural expectations early is fundamental to preventing problems later. This section explores how to establish classroom ground rules collaboratively, using plain language and inclusive framing. It provides practical strategies for making behavioural expectations visible, consistent, and integrated into class culture—such as through posters, group charters, or regular reference during sessions.

Classroom structure and delivery methods significantly impact student behaviour. This section introduces classroom management strategies that promote engagement and reduce disruption, including the use of redirection, seating arrangements, visual prompts, and non-verbal cues. It also encourages trainers to foster student self-monitoring and reflection as part of developing adult learning accountability.

Work placements add an additional layer of behavioural expectations. This section covers how to prepare students for workplace behaviour, explain industry-specific norms, and support appropriate professional conduct. It outlines processes for monitoring behaviour on placement, addressing issues with host employers, and promoting culturally safe and respectful interaction in diverse workplace environments.

Preventing conflict and de-escalating tension are vital skills for VET educators. This section provides techniques for identifying early signs of frustration or agitation, and offers calm, assertive language strategies to manage emerging conflict. It highlights how tone, body language, and space management can influence outcomes and protect the learning relationship.

Behaviour is not universal—cultural norms greatly influence expression, assertiveness, and classroom interaction. This section explores how cultural backgrounds shape communication, respect, and behavioural expectations. Trainers will learn to recognise cultural misinterpretations, support international students unfamiliar with Australian norms, and adapt their approach to create a culturally responsive learning environment.

Serious misconduct requires immediate and appropriate response. This section defines behaviours such as aggression, intimidation, threats, and harassment, and outlines steps for addressing them respectfully and proportionately. It provides escalation protocols, including when to involve senior trainers, compliance officers, or safety personnel, and how to document incidents clearly and lawfully.

Some behavioural issues stem from unmanaged trauma, mental health conditions, or emotional distress. This section discusses the signs that a student may need wellbeing support and the trainer’s role in referring them to counselling or case management. It also explores how to embed emotional intelligence into VET teaching and support learners to regulate their own behaviour over time.

Trauma-informed education practices reduce harm and increase student trust. This section explains the connection between trauma history and classroom behaviour, and introduces strategies for creating emotionally safe learning spaces. Predictable routines, respectful communication, and calm intervention can all help avoid re-traumatisation and improve student engagement.

Students with diagnosed or undiagnosed behavioural or learning needs may require tailored support. This section outlines how to recognise potential neurodivergence or behavioural disorders (e.g. ADHD, ASD), implement behaviour support plans, and collaborate with LLN or disability support staff to create inclusive strategies that allow learners to participate fully and equitably.

Behaviour policies must be inclusive, transparent, and free from bias. This section encourages trainers and RTOs to review their behaviour policies for cultural sensitivity, accessibility, and fairness. It explains how to communicate policies to students clearly and how to ensure that expectations do not indirectly exclude students with differing communication styles or behavioural norms.

Bullying, harassment, and discrimination must be addressed promptly and lawfully. This section outlines how to recognise these behaviours, encourage confidential reporting, and maintain procedural fairness in all investigations. It also explores the emotional and reputational risks of failing to act, particularly in relation to vulnerable or marginalised learners.

Academic dishonesty—such as plagiarism or cheating—is a form of behavioural breach. This section addresses the behavioural context of cheating, including pressure, misunderstanding, or learned habits. It outlines how to build a culture of academic integrity, educate students early, and respond fairly to misconduct through warnings, resubmission, or disciplinary action.

Digital learning environments require their own behaviour management strategies. This section explores how to set clear expectations for online classrooms, prevent cyberbullying or disruptive posting, and promote respectful communication in forums, live chats, or email. Trainers are supported to establish protocols for muting, removing, or responding to inappropriate digital behaviour.

Effective communication is essential when addressing behavioural concerns. This section provides tools for conducting respectful, constructive conversations with students, using the “support and challenge” model. It also explains how to document informal discussions or verbal warnings in a professional, evidence-based manner that aligns with organisational and compliance standards.

Behaviour management carries legal and regulatory obligations. This final section outlines the trainer’s duty of care, responsibilities under WHS legislation, and—where applicable—the ESOS Act for international students. It provides guidance on when to escalate behaviour concerns to compliance officers, senior staff, or regulatory authorities, ensuring that all actions are consistent with legal, ethical, and organisational frameworks.

By the end of this course, you will be equipped with the strategies, legal knowledge, and inclusive practices needed to manage behaviour effectively in vocational education and training settings. You will be able to create safe, respectful learning spaces that respond to challenges with professionalism, compassion, and a commitment to every learner’s success.

Each section is complemented with examples to illustrate the concepts and techniques discussed.

LEARNING OUTCOMES:

By the end of this course, you will be able to understand the following topics:

1. Introduction to Student Behaviour in VET Contexts

·       Common causes of disruptive or disengaged behaviour in vocational learning

·       Behavioural patterns related to age, life stage, and vocational background

·       The impact of unmet learning needs, trauma, or external pressures on behaviour

2. VET Trainer and Assessor Responsibilities

·       Roles and professional boundaries in managing student behaviour

·       Compliance with the Code of Conduct

·       Balancing instructional authority with learner support

3. Setting Behaviour Expectations Early

·       Establishing ground rules and group norms collaboratively

·       Using clear and inclusive language to describe expectations

·       Reinforcing behavioural standards through ongoing reference

4. Classroom Management Strategies

·       Structuring sessions to promote engagement and reduce disruption

·       Use of proximity, redirection, visual cues, and non-verbal signalling

·       Encouraging self-monitoring and self-regulation among students

5. Behaviour Management Strategies in Work Placement

·       Preparing Students for Workplace Behaviour Expectations

·       Monitoring and Responding to Behaviour Issues on Placement

·       Supporting Culturally Safe and Inclusive Conduct on Placement

6. Conflict Prevention and De-Escalation Techniques

·       Recognising early signs of agitation or frustration

·       Strategies to defuse tension without escalating conflict

·       Language techniques to maintain calm and preserve relationships

7. Managing Culturally Diverse Behaviour Norms

·       Cultural influences on expression, body language, and classroom interaction

·       Respecting differences in eye contact, assertiveness, and participation

·       Supporting international students who may not be familiar with Australian expectations

8. Addressing Misconduct and Inappropriate Behaviour

·       Definitions and examples of misconduct in VET

·       Responding promptly, respectfully, and proportionately

·       Escalation protocols and formal intervention procedures

9. Behaviour and Emotional Regulation Support

·       Identifying when behaviour may stem from unmanaged mental health or trauma

·       Referrals to wellbeing support, counselling, or case management

·       Embedding emotional intelligence in vocational training delivery

10. Trauma-Informed Behaviour Management

·       Understanding the link between trauma and classroom conduct

·       Creating safe learning spaces and predictable routines

·       Avoiding re-traumatisation through insensitive responses

11. Supporting Students with Additional Learning or Behavioural Needs

·       Recognising the signs of neurodivergence, ADHD, or behavioural conditions

·       Individual behaviour support plans or reasonable adjustments

·       Collaborating with LLN or Disability Support staff

12. Inclusive Behaviour Policies and Procedures

·       Creating behaviour expectations that do not discriminate or exclude

·       Reviewing policies for bias or cultural assumptions

·       Supporting students to understand and follow behavioural policies

13. Responding to Bullying, Harassment or Discrimination

·       Identifying behaviours that breach anti-bullying and anti-discrimination laws

·       Encouraging reporting in a safe and confidential manner

·       Ensuring procedural fairness in all disciplinary action

14. Managing Academic Dishonesty and Plagiarism

·       Behavioural aspects of cheating and how to prevent it

·       Creating a culture of integrity through early education

·       Fair responses to breaches (warnings, resubmissions, investigations)

15. Digital Behaviour and Online Etiquette

·       Behaviour management in virtual classrooms or online platforms

·       Preventing and addressing cyberbullying or inappropriate posts

·       Respectful digital communication in forums, chats, and emails

16. Communicating Behaviour Concerns with Students

·       Structuring respectful, constructive feedback conversations

·       Using the “support and challenge” model

·       Documenting verbal warnings or informal discussions professionally

17. Legal and Regulatory Considerations

·       Duty of care and legal obligations for managing safety risks

·       Alignment with the ESOS Act (for international students)

·       When to refer to compliance officers or senior staff

COURSE DURATION:

The typical duration of this course is approximately 2-3 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.

COURSE REQUIREMENTS:

You must have access to a computer or any mobile device with Adobe Acrobat Reader (free PDF Viewer) installed, to complete this course.

COURSE DELIVERY:

Purchase and download course content.

ASSESSMENT:

A simple 10-question true or false quiz with Unlimited Submission Attempts.

CERTIFICATION:

Upon course completion, you will receive a customised digital “Certificate of Completion”.