Wellbeing — Practice Guide¶
ASQA Practice Guide · Quality Area 2 — VET Student Support · Standards 2.6 · Published 17 June 2025 · Version 1.0
Verbatim reproduction of the ASQA Practice Guide, extracted from the source PDF with layout preservation (via
pdftotext -layout). The body below preserves the original two-column table structure — performance indicators on the left, example activities and known risks on the right.Source: https://www.asqa.gov.au/for-providers/standards-for-RTOs/practice-guides
Companion docs: -
standards-outcome.md/standards-compliance.md— the underlying legislative text -standards-explanatory.md— the Explanatory Statement commentary -compliance-reference.md— RTOpacks module × standard mapping
Practice Guide
Wellbeing
(Standard 2.6)
S
Ver 1.0
Published 17 June 2025
Outcome Standards for Registered Training Organisations
Quality Area 2 – VET Student Support
What are the key concepts?
The following key concepts are covered in this practice guide:
Standard 2.6
• Wellbeing support services
• Identification of student needs
• Designated support staff
Achieving these Standards in practice
The following table lists examples of activities that may demonstrate compliance with the Standards, as
well as risks to control. These examples are not a complete list of every activity or risk, nor do all the
activities listed need to be completed to achieve compliance. Rather, they are a guide and should be
considered within the context, size, scale and student cohorts of your RTO’s operations.
Standard 2.6: The wellbeing needs of the VET student cohort are identified and strategies are put
in place to support these needs.
Performance indicators Example activities and other considerations for
compliance
An NVR registered training organisation • You have systems in place to identify the
demonstrates: wellbeing support services that may be needed
a. it identifies, by reference to the training by your student cohort, relevant to the training
product content, the wellbeing needs of the products you offer.
VET student cohort and appropriate • You have documented strategies to protect
wellbeing support services; and student wellbeing that are appropriate to the
b. it advises the VET student cohort of the characteristics of the student cohort, training
availability of wellbeing support services, products offered and size of your operations,
and any organisation students can contact, including in third party environments.
or additional action students can take to • You can show how your trainers and assessors
support their wellbeing. apply the organisation’s student wellbeing
strategies in practice and can demonstrate how
your staff are trained and supported to offer
appropriate wellbeing support services to
students.
• You can demonstrate how the student cohort is
made aware of actions they can take,
organisations they can contact and services that
are available to support their wellbeing and
progression through training and assessment. For
example, you might inform students about:
o study skills support (e.g. time management;
help-seeking; coping with assessment-related
anxiety)
o financial wellbeing support
o counselling and mental health resources
o culture-specific or demographic-specific
supports in their local community (e.g. youth
support networks)
o support available if they are experiencing
abuse, harassment or violence.
• You have documented strategies for continuous
improvement in relation to student wellbeing – for
example by seeking feedback from students, or
by researching and leveraging established
student wellbeing frameworks and resources to
improve your approach.
Known risks to quality outcomes
• Not having tailored strategies in place to support
the wellbeing of your student cohort/s.
• Only determining the student cohort’s wellbeing
needs at the time of enrolment or not having a
system that enables students to discuss their
wellbeing needs through their entire training and
assessment journey.
• Having student wellbeing strategies and support
options that are not known or understood by
staff.
• Not upholding the privacy of students, even if
well intentioned, by taking action to address their
wellbeing issues without their consent.
• Neglecting to appropriately assess third party
environments that could negatively impact
student wellbeing – for example work placements
and supervisory arrangements.
• Not having procedures in place to prevent and
address instances of abuse, harassment or
violence amongst your student cohort.
Self-assurance questions
1 What systems and processes do you have in place to identify the wellbeing support services that
might be needed by the student cohorts you deliver training to? If you have third party agreements in
place, how do you ensure your systems and processes are being followed by them?
2 How do you identify which wellbeing services are most appropriate to support your student cohort?
3 How do your staff ensure students are made aware of the available supports?
4 How do you seek feedback from students about your wellbeing support strategies?
5 What strategies do you have in place for preventing abuse, harassment or violence between or
amongst students, and for dealing with such issues should they arise?
Source: ASQA Practice Guide — Wellbeing. Published 17 June 2025, Version 1.0. Authority: Australian Skills Quality Authority. These guides interpret the Standards for RTOs 2025 into practical compliance guidance. The PDF was extracted with pdftotext -layout to preserve the two-column table structure of the original document.