Respectful Relationships
Building Respectful Relationships in our schools
On the day Hannah Clarke and her three children, Laianah (6), Aaliyah (4) and Trey (3) were brutally murdered in an act of domestic violence, a small team of staff from Wantirna College were attending the Respectful Relationships training introduction at the Regional Offices of the DET. Respectful Relationships is an initiative being rolled out across all Victorian schools based on the recommendation from the Royal Commission into Family Violence that identified schools as having a critical role in creating a culture of respect to change the story of family violence for future generations.
The program is a whole school approach designed to "support school leaders, educators and our school communities to promote and model respect and equality-and to teach our children how to build healthy relationships, resilience and confidence." It is based on the knowledge that "changes in attitudes and behaviours can be achieved when positive attitudes, behaviours and gender equality are lived across the school community, and when classroom learning is reinforced by what is modelled in our school community." (Respectful Relationships Resource Kit, Page 1 2015). There is a strong emphasis on challenging gender equity, in particular cultural stereotypes around femininity and masculinity.
As a whole school approach there are 6 facets we will be auditing, reviewing and developing:
1. School Leadership and Commitment: Leaders drive school wide commitment and action to promote gender equality.
2. Professional Learning Strategy: All staff engaged in whole for school approach: Selected staff equipped to deliver curriculum and respond to disclosures.
3. Teaching and Learning: Students have skills, knowledge and attitudes to engage in respectful relationships.
4. Community Partnerships: Support to school to build long term, holistic strategies to prevent violence against women.
5. Support for staff and students: Staff and students who experience or perpetrate violence are supported with appropriate response and referral.
6. School Culture and environment: Structures procedures, policy and values that support gender equity.
At the moment our team consists of Sandra Middleton (Coordinator), Catherine Ford (Disclosures Coordinator) and Shane Kruger (Assistant Principal). We will be expanding this to a larger working party which will include additional staff and students. The working party will report to the College Policy and Education Committee (CPEC), which is a sub committee of College Council with parent representatives. We will update the community regularly regarding our progress via the newsletter and Facebook.
Next Steps
- Discuss with students at assemblies
- Identify additional members of the working party
- Whole staff training session (90 minute session after classes).
Catherine Ford
Assistant Principal