Three universities have teamed up for an initiative to inform Australia’s first ever national framework for respectful relationships education.
The partnership between researchers from Monash University, Deakin University and the University of Queensland will develop the Australian Government’s National Respectful Relationships Education Framework, which aims to support primary and secondary schools across the country to plan and deliver age-appropriate, evidence-based respectful relationships education.
To inform the framework, Monash University researchers conducted a national Rapid Review Survey examining how schools deliver respectful relationships education. Drawing on 182 responses from government, Catholic and independent schools across diverse communities, it offers the clearest national snapshot to date.
The survey’s findings show school staff are doing most of the heavy lifting, delivering three quarters of programs, often without sufficient professional learning. Just one in five schools reported a comprehensive whole-school approach.
Impact tracking remains a weak link
While many schools adapt programs to suit their context, evaluation remains a weak point, raising questions about how impact is measured and sustained over time in schools.
Associate Professor Emily Berger from Monash’s Faculty of Education leads the Trauma-Informed Education and Research Impact Lab. She says high-quality professional learning in respectful relationships education requires strong alignment with the evidence base and should be ongoing rather than delivered as one-off sessions.
“Teachers need regular access to evidence-informed professional development, including structured opportunities for reflection, collaboration, and coaching with specialist staff, to ensure their practice remains current and consistent with best practice,” Associate Professor told The Educator.
“School leaders can gauge the effectiveness of this learning by examining changes in teachers’ knowledge, confidence, and skills in delivering the curriculum, as well as by monitoring broader indicators such as student behaviour, engagement, and shifts in school culture.”
Flexibility works best with firm foundations
Associate Professor Berger said striking the right balance between flexibility and fidelity in delivering respectful relationships education depends on schools and teachers developing a strong understanding of the evidence base, alongside a clear, data-informed picture of the needs of their students and broader school community.
“Teachers need support to make informed decisions about how to adapt evidence-based programs without compromising their core components,” she said.
“This involves strengthening teachers’ understanding of the drivers of gendered violence, alongside building the skills and confidence needed to deliver respectful relationships education with fidelity while appropriately adapting it to their context.”
Practical supports teachers actually need
Associate Professor Berger said that at a system level, the most practical supports for busy teachers are those that reduce workload while embedding respectful relationships education into core school practice rather than adding to it.
“This includes providing curriculum-aligned, ready-to-use teaching resources, allocating dedicated time within the timetable, and ensuring access to specialist staff or external partners who can support delivery,” she said.
“A strong emphasis on whole-school approaches is critical. which means ensuring leadership commitment, clearly aligned school policies, and coordinated implementation so that the responsibility does not sit solely with individual teachers.”
Associate Professor Berger said ongoing professional learning is also essential, particularly when it is sustained and embedded rather than one-off sessions.
“In addition, schools need access to wellbeing support for students and clear referral pathways, including connections with external agencies, to respond to more complex needs,” she said. “Broader system efforts to address teacher workload and wellbeing remain fundamental to making this work sustainable.”
Leadership sets the tone for meaningful change
Associate Professor Berger said school leaders play a central role in enabling whole-school approaches by setting clear priorities, modelling respectful relationships, and ensuring alignment across policies, practices, and everyday interactions.
“Their commitment signals that this work is core business, not an add-on,” she said.
“Day to day, small but meaningful actions include protecting time for teacher collaboration and planning, supporting ongoing professional development, and regularly checking in on staff wellbeing.”
Associate Professor Berger said leaders can also ensure that policies are clearly aligned and consistently enacted, that student wellbeing supports are visible and accessible, and that staff have pathways to seek support from external agencies when needed.
“School leaders need to demonstrate their commitment to respectful relationships education in schools, and this will have flow on effects for teachers by increasing their confidence and motivation to deliver high-quality, evidence-based respectful relationship education to students.”