More Than a List: What Student Wellbeing Really Means in VET

Jodie Almond
Aug 28
3 min read

Student wellbeing in VET isn’t about placing a mental health poster on the wall or a link to Beyond Blue in the student handbook. Under Standard 2.6, it’s the RTOs job to know their students, spot signs of struggle and take action.

What Standard 2.6 Actually Says

“The wellbeing needs of the VET student cohort are identified and strategies are put in place to support these needs.”

At a recent Revised Standards Workshop Series for RTOs provided by ASQA, it was stated this Standard is more than mental health. It’s about protecting students from harm and ensuring all students feel safe, supported and respected throughout their learning journey.

What does that mean in practice?

RTOs must know their cohort, and their needs.

RTO staff aren’t counsellors, but they are frontline. Spotting when something’s not quite right is part of the job.

Make tough topics clear before enrolment

If a course covers heavy themes, like trauma, addiction, or abuse, spell it out before enrolment. Ensure this information is clear and easy to understand, allowing potential students to know what they will face within the course, and offering support to decide if it’s the right course for them.

Identifying individual barriers

These might include poor physical, mental, emotional or financial wellbeing. Each of these can act as a barrier for students, preventing participation in training, or completing a course.

Recognising red flags

A student who attended sessions regularly but suddenly drops off. Someone who was active in class but now isolates themselves. These are generally not minor changes, they are signs that something may be impacting the student’s ability to attend/complete the course.

Knowing your local referral options

RTO staff are not expected to deliver all wellbeing support and services, directly. However, RTO staff must be able to advise students of available support in their area, and help students access the required support, as appropriate. RTO staff must at all times ensure their own safety.

RTOs must compile a list of local services: mental health, crisis accommodation, domestic violence, financial counselling. Keep it handy and updated – and make sure it is readily accessible.

Keep Students Informed and Supported

It is not necessarily the role of RTO staff to know how to provide specialised support, but it is the RTOs role to ensure students are aware of the availability of the services at hand in their area.

RTO staff don’t need to provide every service, but they do need to know what support is available and help connect students to it. Having an up-to-date list of local mental health, housing, domestic violence, and counselling services isn’t just helpful, it’s expected.

Make support visible - put referral info in your student handbook, LMS, orientation, on your website, or on the classroom wall. Don’t bury it in fine print.
Speak human, not policy - encourage open conversations. Let students know it’s okay to reach out, and that doing so won’t be used against them.
Be flexible, not formulaic - if a student is going through something, don’t robotically apply the assessment policy. Offer extensions, changes in format, or trainer check-ins. Be flexible.
Exit with care - if a student withdraws, it’s not the end. Help them understand options and offer a supported return path.
Monitor your placements – RTOs are responsible for student wellbeing during placement. If a student reports inappropriate behaviour, or something feels off, act, don’t ignore it.

Standard 2.6 isn't a "nice-to-have." It’s a core compliance requirement that directly affects student outcomes, completion rates, and your RTO’s reputation.