Monash University researchers have partnered with colleagues at Deakin University and the University of Queensland to inform Australia's first ever national framework for respectful relationships education.
The Australian Government's National Respectful Relationships Education Framework aims to support primary and secondary schools across the country to plan and deliver age-appropriate, evidence-based respectful relationships education.
In developing the framework, Monash University researchers conducted a national Rapid Review Survey to identify how primary and secondary schools in Australia are delivering respectful relationships education.
One of the lead researchers of the review and Director of the Monash Gender and Family Violence Prevention Hub, Dr Naomi Pfitzner, said the survey demonstrates the necessity of equipping teachers with the knowledge and skills to confidently educate students about respectful relationships.
"Preventing violence needs to start early and schools are uniquely placed to equip students with the knowledge and skills to build positive and equal relationships," Dr Pfitzner said.
"Teachers are shouldering the bulk of responsibility for delivering this type of education, yet many are doing so without the training and resources they need. Realising the vision of the National Respectful Relationships Education Framework requires a significant investment in professional learning – so that every child in Australia receives high-quality, evidence-based Respectful Relationships Education."
The survey provides the most up‑to‑date national picture of how primary and secondary schools are delivering respectful relationships education, drawing on 182 responses from Government, Independent and Catholic schools across metropolitan, regional, rural and remote communities.
The survey findings show that the responsibility for delivering respectful relationships education lies predominantly with school staff, with three quarters of the programs delivered by internal school staff. Despite this, many teachers have not received professional learning and development around respectful relationships education and only one in five said their school implements a comprehensive whole-of-school approach.
The survey also found that one third of survey participants adapted respectful relationships education programs to fit their school context and school communities. Evaluation was the least commonly addressed aspect.
Associate Professor Emily Berger from Monash's Faculty of Education who leads the Trauma-Informed Education and Research Impact Lab, said the findings reinforce the need to better support teachers on the front line.
"Teachers are deeply committed to fostering safe, respectful learning environments, but they cannot do this work alone. This national framework is a vital step in ensuring teachers have access to consistent guidance, evidence‑based resources and the professional learning needed to deliver respectful relationships education with confidence," Associate Professor Berger said.
The researchers welcomed the National Framework and the inclusion of respectful relationships education in the new national curriculum, but emphasised the need for sustained funding to continually evaluate its implementation and effectiveness.
They also stressed that while respectful relationships education is now mandated, teacher training is not – a critical gap in delivering on the Government's ambition to end gender‑based violence in one generation.
