WELLBEING
RESPECTFUL RELATIONSHIPS at ST LUKE’S 2026
As previously communicated, St Luke’s has relaunched the Resilience, Rights and Respectful Relationships (RRRR) program in 2026. The program is a research-informed approach to wellbeing education, mandated in state schools and highly recommended by Melbourne Archdiocese of Catholic Schools.
RRRR uses a research-informed approach to provide age-appropriate learning activities. These activities are designed to support students’ social and emotional learning so that they can develop the knowledge, attitudes and skills required for respectful relationships.
Each term we cover a new topic. In Term 1 we covered Topic 1, in Term 2 we covered Topic 2. This term we are covering Topic 3 and in Term 4 we will cover Topic 4.
Next year we will cover Topics 5 to 8. At the beginning of 2027 there will be more information on these topics and an opportunity for parents to learn more about and discuss what will be covered.
Each year the students build on their knowledge and understanding of each topic. The activities become progressively more complex and are appropriate to the developmental level and experience of the cohort.
If you have any questions regarding this program please feel free to contact your child’s classroom teacher or myself.
Kind regards,
Gabrielle Carter
Wellbeing Leader
Key Points: Social and emotional learning programs (SEL) teach young people the social, emotional, and relationship skills essential to everyday life. They: • improve mental health • are most effective when delivered with fidelity by classroom teachers as part of a whole-school approach • are related to improved academic outcomes and improved social and mental health • foster respectful and supportive peer relationships • reduce rates of bullying and sexual and homophobic harassment. | Key Points • Respectful Relationships Education (RRE) explicitly addresses the prevention of gender-based violence. • Gender-based violence is any form of violence targeting a person because of their gender or gender presentation. • Consent education includes a focus on what it can look or sound like to ask for, give, refuse or withdraw consent, and on understanding that consent is permission freely given with full knowledge of a situation and without pressure or manipulation.
|
Whilst the focus for each level is the same, the activities vary in complexity and are age appropriate.
| Prep-6 |
TOPIC 1 Emotional Literacy Students develop the ability to be aware of, understand and use information about the emotional states of themselves and others. |
TOPIC 2 Personal and Cultural Strengths Students develop a vocabulary to help them recognise and understand strengths and positive qualities in themselves and others. They identify the values and strengths they have learnt from role models within their families and culture to think about how this guidance helps them to treat others with respect. They consider how to draw on these strengths to engage with the challenges and opportunities that life presents. |
TOPIC 3 POSITIVE COPING Students develop language around coping, critically reflect on their coping strategies and extend their repertoire of positive coping strategies. |
TOPIC 4 PROBLEM SOLVING Students learn a range of problem-solving techniques to apply when confronting personal, social and ethical dilemmas. They engage in scenario based learning where they use scenarios to help understand and use the skills they may need to solve each problem. |