Staughton News

About the Resilience,

Rights & Respectful 

Relationships

Program

In 2023, Staughton College will continue using the Resilience, Rights and Respectful Relationships Curriculum. The RRRR program is designed to promote social and emotional skills and positive gender norms in children and young people. It has been shown to improve health related outcomes and wellbeing. It also reduces antisocial behaviours including engagement in gender-related violence. At Staughton College, the RRRR program sits within the School Wide Positive Behaviour Support Framework by underpinning the behaviours of the Staughton Student Matrix. During tutorial for year levels 7, 10, 11 and 12 and timetabled subject classes at year levels 8 and 9, students will follow the RRRR curriculum.

Parents, students, and the school community can access the program by following the link below or searching ‘RRRR Fuse’ and the Department website will come up with any information that parents, students or teachers may require as well as an introduction to the program. 

https://fuse.education.vic.gov.au/ResourcePackage/ByPin?pin=2JZX4R

The RRRR program covers eight topics of Social and Emotional Learning across all levels of primary and secondary education. These are: 

  • Emotional Literacy – The ability to understand ourselves and other people. It includes understanding, expressing and managing our own emotions, building empathy, and to responding appropriately to the emotions of others. It builds vocabulary, self-awareness and empathy.
  • Personal Strengths – Builds a vocabulary to help students recognise and understand strengths and positive qualities in themselves and others. This topic provides learning activities to build this vocabulary and to use it when discussing personal, social and ethical challenges.
  • Positive Coping – Helps students identify, build and discuss different types of coping strategies. When children and young people develop a language around coping, they are more likely to be able to understand and deliberately utilise a range of productive coping strategies and reduce their use of unproductive ones. 
  • Problem Solving - Problem-solving skills are an important part of coping. A number of learning activities develop students’ problem-solving skills, and build critical and creative thinking skills.
  • Stress Management - Children and young people as well as adults experience a range of personal, social and work-related stress in their everyday lives. Activities within this topic focus on teaching positive approaches to stress management. Assisting students to recognise their personal signs and symptoms of stress, and to develop strategies that will help them to deal with stress effectively, will help students cope with future challenges. 
  • Help Seeking –Helps students discuss the importance of seeking help and providing peer support when dealing with problems that are too big to solve alone. This helps to normalise and destigmatise help-seeking behaviour. Scenario-based activities help students identify situations in which help should be sought, identify trusted sources of help, and practice seeking help from peers and adults.
  • Gender and Identity – This topic assists students to challenge stereotypes and critique the influence of gender norms on attitudes and behaviour. They learn about key issues relating to human rights and gender identity and focus on the importance of respect within relationships. The activities promote respect for diversity and difference.
  • Positive Gender Relationships - Learning activities within this topic focus on building an understanding of the effects of gender-based violence and focus on the standards associated with respectful relationships. Students develop the skills needed to solve problems, set boundaries within relationships, and play an active role within the prevention of gender-based violence. They develop peer support and help-seeking skills that can be applied in response to situations involving gender-based violence in family, peer, community or on-line relationships.

If you have any questions regarding the program, please do not hesitate to contact the Junior School Manager Bradley Collins for further information,

Kind regards,

The SWPBS Team Staughton College

(School Wide Positive Behaviour Support)