Schools play an important part in a whole-of-society approach to preventing, and ending, gender inequality and gender-based violence (GBV). Respectful relationships education (RRE) is a key facet of prevention efforts within schools. 

As RRE programs are increasingly mandated across Australia, there is a need for robust evidence on RRE that examines the entire social ecosystem in which these programs operate. This research has generated critical new insights into the impacts of RRE programs on students and student relationships, as well as what is needed – at every level of that social ecosystem – to implement them effectively.

The research found that overall, both students and teachers found the program useful. The program resulted in a reduction in bullying and sexual bullying amongst students, and when taught faithfully, saw students improve in their regard for the rights of others and capacity for empathetic engagement.

The study also found that many teachers were unable to teach the program as it was intended. Factors influencing teacher capacity, confidence and comfort cut across all levels of the educational ecosystem: communities (for example, parent or community resistance to RRE); education systems (such as provision of teaching resources and guidance); schools (for example, alignment with school vision and mission); and classrooms/teachers (for example, concerns over teaching what was perceived to be sensitive content).

By undertaking social network analysis, the research also includes important findings about the gendered nature of classroom relationships and the influence of those relationships on attitudes towards gender equality and GBV.