Student wellbeing is increasingly recognised as a critical factor in the success of learners within Australia’s Vocational Education and Training (VET) sector.
Student wellbeing is increasingly recognised as a critical factor in the success of learners within Australia’s Vocational Education and Training (VET) sector. With over a million students enrolled in VET programs annually, the diversity of backgrounds, motivations, and life circumstances means that wellbeing challenges are complex and multifaceted. This article explores the key issues affecting student wellbeing during their study journey and presents a comprehensive list of solutions that Registered Training Organisations (RTOs) can employ to create a more supportive, enjoyable, and successful learning environment.
Key Issues Affecting Student Wellbeing in VET
1. Diverse Motivations and Pressures
Students undertake VET courses for various reasons: career advancement, changing professions, regulatory requirements, or employer mandates. These motivations often come with significant pressures, including personal expectations, fear of failure, and disappointment if outcomes are not achieved. When course completion is tied to increased earning potential, financial stress can further amplify anxiety.
2. Rigorous Training and Assessment Systems
The choice of RTO and its training and assessment systems can impact student wellbeing. Overly rigorous or misaligned systems may create unnecessary barriers, leading to frustration and disengagement. Misalignment between learner expectations and industry best practice can also contribute to stress.
3. Lack of Support Networks
Many VET students lack adequate support from family, friends, or peers in the workplace. This isolation can be exacerbated for those returning to study after a long absence, or for those balancing study with work and family commitments.
4. Time and Financial Constraints
Modern life is increasingly time-poor, with mounting financial pressures and competing commitments. These factors can make it difficult for students to dedicate sufficient time and energy to their studies, increasing the risk of non-completion.
5. Inadequate RTO Support Systems
Many RTOs lack robust mentoring and support systems. Innovative approaches such as collaborative group work are often underutilised, leaving students without the peer support and engagement needed for success.
6. Competition and Mental Health
Competition in both the classroom and workplace can add pressure. Existing health and mental health issues, including those lingering from the COVID-19 lockdown era, can further impact performance and course completion. Family health issues, such as caring for a sick relative, also contribute to anxiety and mental health challenges.
7. Disclosure and Access to Support
Many students do not disclose mental health issues, making it difficult for RTOs to provide appropriate support. Funding constraints and limited infrastructure, especially among smaller providers, can restrict access to counselling and wellbeing services.
Enhancing Student Wellbeing in the Australian VET Sector: Solutions and Real-Life Examples
Student wellbeing is fundamental to success in Vocational Education and Training (VET). The pressures faced by VET students—ranging from financial stress to balancing family and work commitments—can significantly impact their ability to complete their studies. However, many Registered Training Organisations (RTOs) across Australia are leading the way with innovative, practical solutions that make a real difference. Below, we explore these solutions in depth, illustrated with real-life case studies and examples that show how theory translates into practice.
1. Early Engagement and Orientation
Solution:
RTOs can boost student confidence and retention by engaging with learners before and at the start of their course. This includes clear communication about course expectations, available support services, and career pathways.
Case Example:
A Victorian TAFE implemented a pre-enrolment interview process, where prospective students discussed their goals and potential challenges with a support officer. One student, returning to study after 15 years in the workforce, said, “Knowing what to expect and who to talk to if I struggled made all the difference. I felt welcomed, not just like a number.” This early engagement helped her persist through initial doubts and complete her qualification.
2. Holistic and Individualised Support
Solution:
Personalised learning plans, flexible delivery, and tailored support for students with disabilities or complex needs are essential. This might include extra time for assessments, alternative formats for learning materials, or access to assistive technology.
Case Example:
North Metropolitan TAFE in Western Australia adopted Universal Design for Learning (UDL) principles to support Aboriginal and Torres Strait Islander students. Through the Aboriginal Islander Education Officer (AIEO) program, students received culturally safe mentoring, flexible learning options, and group study sessions. Of the 15 students who started, 10 graduated—well above the sector average for similar cohorts.
3. Mental Health and Wellbeing Services
Solution:
Providing access to counselling, mental health first aid, and peer support groups can help students manage stress and anxiety.
Case Example:
A South Australian RTO partnered with Success and Wellbeing Services (SWS) to offer case management for students with complex needs. One student, juggling study with caring for a sick parent, received regular check-ins from a support worker and referrals to external counselling. She reported, “Having someone to talk to who understood my situation kept me going when I wanted to give up.” This support was linked to higher completion rates among students facing significant life challenges.
4. Financial and Practical Assistance
Solution:
RTOs can provide financial advice, scholarships, and flexible scheduling to help students balance study with work and family.
Case Example:
A regional TAFE introduced a hardship fund for students experiencing sudden financial stress. One apprentice plumber, whose car broke down just before his final assessment, received a small grant to cover repairs. “Without that help, I would have missed my exam and maybe dropped out,” he said. The fund has since helped dozens of students stay on track.
5. Inclusive and Respectful Culture
Solution:
Creating a culture of inclusion—through anti-bullying policies, cultural safety training, and celebration of diversity—helps all students feel valued.
Case Example:
A private RTO in Melbourne established a peer mentoring program for international students, pairing newcomers with experienced students from similar backgrounds. This initiative reduced feelings of isolation and improved both wellbeing and academic outcomes, as measured by student satisfaction surveys.
6. Continuous Improvement and Feedback
Solution:
Regularly seeking student feedback and training staff in wellbeing awareness ensures support strategies remain effective and relevant.
Case Example:
One community education provider holds monthly “wellbeing check-ins” where students can anonymously share concerns. Feedback led to the introduction of quiet study spaces and more flexible deadlines, which students credited with reducing stress and improving completion rates.
7. Innovative Communication and Nudges
Solution:
Behavioural insights, such as supportive SMS reminders, can keep students engaged and motivated.
Case Example:
A Victorian government trial sent weekly motivational SMS messages to VET students in courses with low retention. Messages included practical tips and encouragement, such as “Remember, every small step counts!” Students who received these messages were significantly more likely to stay enrolled and complete their courses than those who did not.
8. External Partnerships and Transition Support
Solution:
Connecting students with external services (housing, counselling, employment) and providing post-course transition support can smooth the path from study to work.
Case Example:
Success and Wellbeing Services (SWS) in South Australia offers up to 12 weeks of support after course completion, helping students transition to employment or further study. One graduate, who struggled with anxiety, said, “Knowing I still had support after finishing my course made starting my new job much less stressful”.
Conclusion
These real-life examples show that student wellbeing is not just a box to tick—it’s a practical, ongoing commitment that transforms lives and improves outcomes. By adopting a whole-of-institution approach, engaging early, offering holistic and individualised support, and continuously seeking feedback, RTOs can make the student journey more supportive, enjoyable, and successful.
References:
- Student success in VET – what the research says – VDC
- UDL Case Studies – ADCET
- Behavioural insights case study: supporting VET students
- Success and Wellbeing Services – Skills SA
- Effective student support: enabling the learner journey – NCVER
In Summary – the Solutions for RTOs
To address these challenges, RTOs must adopt a holistic, student-centred approach to wellbeing. The following strategies are drawn from best practice guides, policy documents, and sector research:
1. Early Engagement and Orientation
- Pre-enrolment Advice: Provide clear, accurate information about course expectations, support services, and career pathways.
- Orientation Programs: Introduce students to trainers, support staff, and peer networks from the outset.
2. Holistic and Individualised Support
- Personalised Learning Plans: Tailor study plans to individual needs, including flexible delivery options and reasonable adjustments for disability or personal circumstances.
- Academic Advising and Tutoring: Offer ongoing academic support, assessment guidance, and administrative assistance.
3. Mental Health and Wellbeing Services
- On-campus Counselling: Provide access to professional counsellors and mental health resources.
- Peer Support Groups: Facilitate peer mentoring and collaborative group work to foster community and reduce isolation.
- Workshops and Seminars: Organise sessions on stress management, mindfulness, and resilience.
4. Financial and Practical Assistance
- Financial Advice: Offer guidance on managing finances, accessing scholarships, and government assistance.
- Flexible Scheduling: Allow for online, blended, or self-paced learning to accommodate work and family commitments.
5. Inclusive and Respectful Culture
- Cultural Safety and Inclusion: Celebrate diversity and provide support for Aboriginal and Torres Strait Islander students, LGBTIQ+ individuals, and those from culturally and linguistically diverse backgrounds.
- Anti-bullying Policies: Implement clear codes of conduct and proactive measures to prevent bullying and harassment.
6. Continuous Improvement and Feedback
- Regular Surveys: Seek feedback from students on wellbeing services and adjust strategies as needed.
- Staff Training: Ensure trainers and support staff are equipped to identify signs of distress and refer students for support.
7. External Partnerships
- Referral Pathways: Connect students with external services for crisis support, housing, and specialised counselling.
- Industry Collaboration: Engage employers in supporting student wellbeing, especially for work-based learners.
Conclusion
Student wellbeing is not a peripheral concern—it is central to the success of Australia’s VET sector. By recognising the diverse challenges faced by learners and implementing comprehensive, evidence-based support strategies, RTOs can create a more supportive and enjoyable study journey. This not only increases the likelihood of course completion but also contributes to the development of resilient, workplace-ready graduates who are equipped to thrive in their chosen careers.
References:
- Orygen Institute, “VET Student Mental Health Policy Brief”
- NCVER, “Effective Student Support: Enabling the Learner Journey”
- ASQA, “Practice Guide – Wellbeing (Standard 2.6)”
- Compliant Learning Resources, “Best Practices for Student Support Services in RTOs”
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The author S. Ilzhofer has more than 15 years experience in the Australian Vocational Education and Training Sector. She has also worked with mining companies in Australia and Africa in compliance, work health and safety and education and training. Sibby spent 7 years training students and trainers in outdoor recreation in Interlaken Switzerland, and several years in Canada and Colorado USA. She has owned and managed several companies in industries such as construction, finance and compliance and training. Her passion and understanding is very evident in the articles she writes.
