Reach out for Respect: A guide to promoting gender equity in primary education settings

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REACH OUT FOR RESPECT: A GUIDE TO PROMOTING GENDER EQUITY IN PRIMARY EDUCATION SETTINGS

BACKGROUND AND CONTEXT

Family violence is a serious issue that affects the wellbeing of women, children and communities. It is the leading contributor of death, disability and illness for women aged 15 - 44 years in Victoria (VicHealth 2004) and is usually perpetrated by a male partner and occurs in the home (however, it may occur in many different public and private spaces). The unequal distribution of power and resources between men and women as well as rigidly defined gender roles are identified as significant contributors to the prevalence of violence against women (VicHealth 2007).

Prevalence of Family Violence in the community 1 in 3 of Australian women (34%) aged 15 years and over have experienced physical

violence 1 in 5 (19%) have experienced sexual violence Most incidences of physical assault by a male towards a female occurred in a woman’s

home (62%). In 15% of cases (most commonly), the perpetrator has been found to be a previous partner

Intimate partner homicides account for one-fifth of all homicides in Australia. Of these, 4 out of 5 involve a man killing his female partner

Typically; women are killed in the context of a history of domestic violence .

The majority of women (61%) who had experienced partner violence reported that the violence had been witnessed by children

Source: The Australian Bureau of Statistics (2012)

The evidence is overwhelmingly clear that family violence is a gendered based crime.

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The local contextVictorian Police crime statistics for 2011 – 2012 reveal that the reported incidences of family violence in Victoria increased by 23.4% between 2010/11 and 2011/12. Incidences of sexual assault also increased 11.8% from 2010 to 2011 (The Lookout 2015) . In 2013 – 2014, 35,135 family violence intervention orders were finalised by the Victorian Magistrates Court. This has resulted in an 83% increase over the past 10 years (Magistrates Court of Victoria 2014). Victoria Police attended more than 65,00 family violence incidents in 2013 – 2014 an increase of more than 83% since 2009 – 2010 (Victoria Police 2014).

The Problem for the City of Port PhillipIn Port Phillip reports of family violence have increased by 39.6 % since 2011 (City of Port Phillip 2013). However, this data focuses specifically on physical violence and does not capture other forms of legally defined violence such as emotional, psychological and financial abuse. Furthermore, it has been identified that approximately 58% of women never notify police of an incident of physical assault by a male (Australian Bureau of Statistics 2012).

The more recent practice of mandatory Police reporting of family violence incidents (L17) may account for some of the increase in reports of family violence, however regardless of this the data highlights that family violence is a significant issue for the Port Phillip community – whether it is reported or not.

There has also been a 24% increase in breaches of intervention orders in the City of Port Phillip (Victoria Police 2014) highlighting that despite legislative intervention aimed at protecting affected family members, violence is continuing to occur.

EVIDENCE BASE SUPPORTING THE NEED FOR RESPECTFUL RELATIONSHIP EDUCATION IN SCHOOLS

Research in to causal factors has identified that gender inequity and rigid gender roles across all levels of society (individual, organisational and societal) are one of the key determinants of family violence (VicHealth 2007). These underlying causes of violence have been targeted as imperative to address in order to reduce rates of violence and ultimately eliminate it altogether (Department of Education and Early childhood Development 2009).

Primary prevention programs that address gender inequality and respectful relationships have been identified to play an important role in preventing family violence (Our Watch, 2015). In a review of a range of primary prevention initiatives to address family violence, VicHealth identified school based programs to provide the strongest evidence of effectiveness. It was found that intensive and long-term education programs in schools produce lasting change in attitudes and behaviours. Schools are optimal sites for engaging in primary prevention / respectful relationship education as they can often contribute to mainstream notions of normative gender identity which can contribute to rigid gender roles and gender inequity at an institutional level (Department of Education and Early childhood Development 2009). The National Framework to prevent violence against women – Change the

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Story identifies the importance of prevention work to be conducted across the life span and also pinpoints young people as a critical target group for prevention (Our Watch 2015).

Violence prevention and respectful relationship education programs with young people are central to the State and Federal Governments approach to primary prevention of family violence (Victorian Government 2012, Commonwealth Government 2009). Best practice in family violence prevention argues that intervention with students when they are young can build a strong framework for their understanding, skill development and help-seeking behaviour as they develop in to adults. It is viewed as foundation work similar to numeracy and literacy. This foundation work creates the building blocks towards a greater understanding of and receptivity towards more complex ideas around gendered based violence in adolescence (Partners in Prevention n.d). It also provides students with a solid grounding in the value of respectful, equitable relationships that they can carry with them throughout their lives.

VicHealth’s research in to Australians attitudes to violence against women (VicHealth, 2013) found that young people’s attitudes remain an area of concern. In particular, many young people reported violence supportive attitudes which included:

Having a low level of understanding of violence against women and are less likely to reject attitudes that support violence

Are more likely than other age groups surveyed to support attitudes that promote gender inequality i.e. statements like “men should take control in relationships and be the head of the household” and “women prefer a man to be in charge of the relationship”.

The evidence clearly states that attitudes supporting gender inequality are prevalent amongst young people (16 years to 24 years) and are contributing to cultures where family violence can thrive.

Currently there are a number of programs and resources that provide respectful relationship education at the secondary level. These programs are guided by resources developed by the Department of Education and Early Childhood Development (Department of Education and Early Childhood Development 2009, 2014) and are often provided by community support service providers skilled in psycho/ social education in relation to sexual and relationship safety. Peak bodies operating in the family violence sector have advocated for respectful relationship programs to start earlier at both the early childhood and primary school level. It became evident that despite this call to action there was a significant absence of this work being conducted in these early education sectors, especially at the primary level. It is for this reason that the Reach out for Respect program was developed and it is hoped that the learning from the program will help others spread the message about gender equity and respect to the wider primary school aged community.

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PROGRAM OVERVIEW:

Theoretical context:

The Reach out for Respect program applied feminist and ecological systems theory to understand the context and culture of family violence. These theoretical frameworks acknowledge the multifaceted psycho/social systems that contribute to violence against women and children. They also help to explain the prevalence of violence supportive attitudes and behaviours at individual, organisational and societal levels. The program’s primary prevention focus can be attributed to the research and evidence based work of VicHealth (2007) and Our Watch (2015) that identities the key determinants of family violence as gender inequality and the prevalence of rigid gender norms. The program’s foundation was therefore based around making a difference through challenging gender stereotypes that perpetuate gender inequality and rigidity allowing violence to thrive. Applying a gendered lens to the program material was a critical and central component of the program’s design and delivery.

A partnership approach:

The Reach out for Respect program was borne as a result of collaboration between the City of Port Phillip and Launch Housing Children’s Specialist Support Service. Both services had a history of pooling resources (financial, creative, strategic and practical) to address and prevent family violence. Launch Housing support many families who are homeless as a result of family violence with a specific focus on working with children and were keen to move some of their attention towards the prevention space. The City of Port Phillip has allocated resources to a family violence project worker who was exploring how to address the gap in service delivery of respectful relationship education in primary schools. The partnership began with a list of ideas, energy and enthusiasm and resulted in the development of a nine week respectful relationship program – Reach out for Respect.

Program Objectives:

To challenge and critique gender stereotypes in a range of public and private domains (media, sport, family, workplace, school)

To provide students with knowledge about the impact that rigid gender roles have on individual identity and relationship dynamics

To promote gender equality between women and men and boys and girls To promote equal and respectful relationships between women and men and boys and girls

Outcomes:

Students develop new skills in identifying and maintaining respectful and equal relationships

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Students have increased awareness of the role that rigid gender norms has on individual relationships and power and control

Students are equipped with strategies to address bullying (especially gendered bullying) within the school community

Target Group

The program was delivered at St Kilda Primary School in term 3 2015 and Port Melbourne Primary School in term 4 2015. These schools were approached by both organisations to participate in the program. Pre-existing relationships with both schools, specifically the Wellbeing Coordinators from each school made the partnership successful enabling the schools to willingly take up the opportunity to participate in the program. Trust was a critical component of engaging the school on what is often viewed as a sensitive topic. Patience, determination and follow up are the key ingredients required to ensure that schools remain focused and committed to the program whilst they juggle a multitude of other demands, priorities and responsibilities.

Initially the program was delivered to grade 6 students at St Kilda primary school but it was observed that students at this age already had firmly established ideas on relationships and gender. Many were well informed about some issues to do with gender inequity (i.e. pay scale inequities, stereotypes) and were also in their last year of primary school giving them little opportunity to influence the school cohort with their learning from the program. For this reason, subsequent programs were delivered at the year 5 level to enable students to utilise their knowledge and skills in their subsequent year as grade 6 school leaders. In both cases the program was delivered to two class at the one time (an approximate total of 42 students in each class). This grouping was determined by the school and required to fit in to curriculum demands and timetabling restraints from the school.

Program structure

The program was developed to run over a term (9 weeks) although at times had to change or adapt sessions to fit in with other school commitments. Flexibility was an important feature of successful program delivery, not only due to session time changes but also as a means of effectively engaging with the school.

The program was delivered to a whole of class (of mixed genders) to ensure maximum saturation of the issue across the year level rather than to a select few chosen by the school as suitable to participate.

Each session went for approximately 1 hour. This was dependent upon school requests as well as timetabling issues.

Program content

Originally the program was developed to focus on educating students about respectful relationships and gender equity. The pilot program (held at St Kilda Primary School) began by introducing students to concepts around supportive and respectful friendships, power and bullying behaviours as well as

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strategies around how to build more positive, equitable and respectful relationships. It became clear quite early in the program that students were well versed in this type of material and had already been inundated with messages around respectful relationships via a number of internal and external school programs. The primary school wellbeing sector delivers a wide range of programs that address friendship, social skills and bullying throughout early primary school. Schools also incorporate principles of respect in their school values which are discussed regularly with students both on mass (at assembly) and in the class room. It was clear that we were preaching to the converted as eyes started to glaze over and automatic often robotic replies were delivered around topics to do with respectful behaviours. Despite this however, teachers reported that some students were still not exhibiting respectful behaviours in the school yard. It was clear that we needed a different angle to engage the student’s attention as well as provide the program with a unique branding rather than just another anti – bullying program.

For this reason, the program content was altered to focus solely on gender equity (rather than a mix of gender and respectful relationships). An analysis of gendered stereotypes in a wide range of settings provided the foundation of the program and provoked discussion around not only how gender equity can promote respectful relationships but also individual identity and choice. Students were encouraged to critique the messages they receive about who they should be based on their gender and instead focus on who they are or areas of themselves they want to explore. Our Watch (2015) state that through rejecting rigid gender norms, young people are better positioned to develop positive personal identities free from the constraints of gender stereotypes. The ultimate long term goal being the rearing of a community of young people with less adherence to the key drivers of family violence, creating a culture where family violence is less likely to thrive.

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A student contemplates gender stereotypes represented in the media

Students identify social constructs of masculinity and femininity

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Staffing of program

The program was delivered by the City of Port Phillip (Family Violence Project Officer) and Launch Housing Children’s Specialist Support Services (Children’s Group Worker). Teachers from each year level (2 per session due to the program being run with two classes at a time) were also present for the sessions. The program briefing stressed the importance of having teacher involvement in the program in order to provide continuity and support in-between sessions as needed as well as after the program has ceased. It also was important to have teachers engaged in the content of the program to model the importance of the material to students and to assist with class discipline; especially given the large group sizes. Unpredictable factors such as staff absences and the use of emergency teachers (not familiar to students) or general disinterest of teachers to the program had a significant impact on the program’s success. In particular sessions where teachers were disengaged and not involved in class discussion or activities led to less successful sessions. In this context students were more likely to demonstrate challenging behaviours, act out or distract others requiring more energy from facilitators to reign in behaviour rather than concentrate on the delivery of the session. For this reason it is crucial that Wellbeing Coordinators play a central role in educating teachers about their role in supporting facilitators to deliver the program and embed the learning and content where appropriate in other classes in between sessions. See Appendix 1 for a session outline of the program. Teacher training on the link between gender equity and family violence as well as gender equitable principles and practices would add value to the effectiveness of the program and embed it as a whole of school approach. In doing so, schools can more deliberately create gender equitable play spaces, learning opportunities, classroom based conversations and cultures.

Budget

No external funding was sought for the program. Staff time was the main resource allocation as well as a small amount of budget allocated for program consumables.

Evaluation

An evaluation framework was developed for the program that detailed the methodologies to be used to evaluate the program. These included a pre and post program survey administered to students to evaluate their attitudes towards gender equity and gender stereotypes. This methodology was chosen to assess the degree of attitudinal shifts that may have resulted from knowledge gained through the program (refer to Appendix 2 for a copy of the pre/post program questionnaire). Students were also asked to fill in a short questionnaire upon cessation of the program to identify what the students enjoyed, didn’t enjoy or wanted more off. This information was used to tweak the program in accordance with the most effective means of engaging students in program content. Informal discussions were held with teachers throughout the program to gauge the program’s effectiveness as well as to identify any areas of the program that needed to be adjusted based on student interest and learning capacity. Teaching staff and Wellbeing Coordinators

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were also formally interviewed upon completion of the program to ascertain their perspective on the program, identifying both strengths and areas of improvement.

Participant and teacher feedback on the program both anecdotally and through the formal evaluation process has been very positive. Participants reported enthusiasm and interest around many of the sessions that explored gender stereotypes. Specific areas of interest were in the realm of sport where many reported gaining knowledge on the different pay inequities experienced by men and women sportspeople. Both participants and teachers focused on the importance of keeping the program highly interactive and activities based. Teachers spoke of the importance of adapting the program to different groups depending on their level of knowledge and sophistication around these themes. This reinforced our own view of ensuring that each program that is run is individualised to the cohort it is being delivered to. A flexible program that bends and moves with the needs of the group will be more engaging and ultimately more effective.

CHALLENGES AND INSIGHTS

There were several challenges faced when developing and delivering the program that are worthy to note as guidance for others considering taking up this work. These can be summarised as follows:

Engaging a whole of school approach

Current best practice in respectful relationship education point to the importance of incorporating a whole of school approach to program design and delivery. This involves providing both students, staff and parents with exposure to multiple messages around gender equality and respect. It concentrates on embedding these messages in to school policies, practices and culture in a systemic manner (Our Watch 2015). This approach recognises that structural shifts are needed at all levels (individual, institutional, societal) to achieve long term sustainable change (Our Watch 2015, VicHealth 2007).

This presents one of the greatest challenges to program facilitators who have no control over school policies and practices but enter the school as an outside visitor with a limited area of influence. The whole of school approach was pitched to each school as an important component of the work with a range of specific examples of how this could be delivered on the ground. The challenge is ensuring that schools take up these next steps once the program has been completed. School pressures to meet their own internal deadlines and demands with little extra time and resources makes the addition of new ideas and tasks daunting and often unattainable. The Victorian Governments recent commitment to ensure that respectful relationship education is part of core curriculum in all schools from prep to year 10 is a very encouraging step forward to embedding these principles in a whole of school approach (Victorian State Government 2015). Extra support and guidance is needed for schools to not only educate them on what this means but provide them with tangible and achievable examples of how to apply a gendered lens to school business and culture. Until this is provided, respectful relationship educators need to have realistic expectations of what can be achieved via a whole of school approach and take small steps towards a whole of school ideal.

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Building relationships

The successful delivery of respectful relationship programs in an education setting is built primarily on the quality of relationships that exists between the organisation and the school. The Reach out for Respect program was much more easily initiated in to schools due to the pre-existing collaborative relationship that existed between the City of Port Phillip and Launch housing. Trust, transparency and follow up are needed by both parties in order to cement the school’s commitment to hosting the program and investing in gender equality in the long term. School commitments and competing priorities can get in the way of securing partnerships as schools struggle to keep up with the multiple demands that are placed on them to deliver outcomes in a broad range of areas. Advocacy for the cause of gender equity programs is more effectively delivered if time is spent building relationships with key staff members over time. Providing solid evidence of the benefits of the program as well as concrete examples of how it will be delivered, with what resources and the expected outcomes will greatly assist schools to engage and trust the collaboration.

Group size (whole class or small groups)

One of the challenges of running the program was delivering the program to large groups of students (approximately 42 students per group). In both schools we were required to run the program to 2 classes at once. This was due to timetabling issues which required classes to be combined in order to fit in with other curriculum commitments. The large group sizes were at times more challenging as the number of students created more opportunities for distraction, noise control and less chance for all students to participate fully in class discussions. The benefit to the whole of class approach was that the gender equality message was delivered on mass rather than only being available to selected students in small groups. It is often more appealing for schools to work at the whole class level as it is easier to timetable and minimises concerns of some students missing out on class content. A program with large classroom groups must have the support of school staff that actively participate in the program and assist with discipline and crowd control.

Small groups provide an opportunity for more intensive discussions and reflection however restrict the knowledge base to a select few. If a small group program is to be considered it is important for the school to commit to participants having a peer educator role upon cessation of the program so that they can formally share their acquired knowledge with others in a structured and impactful manner. This requires a commitment from the school to go beyond just the classroom setting and embed the program in to other aspects of school life. A detailed plan of how this could be rolled out and by in from all parties is of upmost importance in order to prevent the plan from dropping off the agenda and failing to be carried out.

CONCLUSION

Primary prevention of family violence begins early; before violence has even occurred. It’s about changing attitudes and behaviours that can lead to violence and shaping cultures based on respect and equity. Young people are exposed to complex and multi layered messages about what it is to be

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male or female. The intricate and intimate components of their current and future identities are often moulded for them by what they observe in their environments. They receive messages from many sources. The media and popular culture that many often look to for guidance, their families, school as well as the political and economic environment that they consciously or subconsciously occupy. Evidence has shown that these messages play a central role in contributing to violence supportive attitudes that can lead to family violence. Programs that challenge the gender stereotypes that lead to these rigid gendered identities are vital in order to change the culture and mindset that enables family violence to thrive. Primary prevention of this kind is a long term strategy with changes in attitudinal shifts occurring over time. Building a generation where your gender does not dictate the level of power or resources you have over another may take a generation to achieve however we have already begun. So why stop now? Progress begins one step at a time.

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References

Australian Bureau of Statistics (2012) Personal Safety Survey as cited in the Australia’s National Research Organisation for Women’s Safety

Commonwealth Government (2009) Time for Action: The National Council’s Plan for Australia to Reduce Violence Against Women and Their Children, (2009–2021)

Department of Education and Early Childhood Development (2009) Respectful Relationship Education: Violence prevention and respectful relationships education in Victorian Secondary Schools

Department of Education and Early Childhood Development (2014) Building Respectful Relationships: Stepping out against gender-based violence

Magistrates Court of Victoria, Annual Report 2013 – 2014 as cite in Royal Commission in to Family Violence, Issues Paper, March 2015

Partners in Prevention (n.d) Retrieved 15/3/16 http://www.partnersinprevention.org.au/wp-content/uploads/Getting_started_-_gender-based_violence_prevention_in_primary_schools.pdf

VicHealth (2004) The health costs of violence; measuring the burden of disease caused by domestic violence, VicHealth: Melbourne

VicHealth (2007) Preventing violence before it occurs: A framework and background paper to guide the primary prevention of violence against women in Victoria, VicHealth: Melbourne

VicHealth (2013) Australians’ attitudes to violence against women: Findings from the 2013 National Community Attitudes towards Violence Against Women Survey (NCAS)

Victorian Government (2012 ) Victoria’s Action Plan to Address Violence Against Women and Children 2012 – 2015: Everyone has a responsibility to act

Victoria Police Annual Report 2013 – 2014 as cited in Royal Commission in to Family Violence, Issues Paper, March 2015

Victoria Police Crime Statistics (2014)

Victorian State Government (2015) New curriculum supports students to build healthy relationships and understanding, Retrieved 19th January 2016 www.premier.vic.gov.au/new-curriculum-supports-students-to-build-healthy-relationships-and-understanding/

The Lookout http://www.thelookout.org.au

The City of Port Phillip Municipal Public Health and Wellbeing Plan (2013 – 2017)

Our Watch (2015) Change the Story: A shared framework for the primary prevention of violence against women and their children in Australia

Or Watch (2015) Respectful Relationship Education in Schools

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Appendix 1

Program session overview

Week 1 Power / Respect and Relationships: Definitions of power and control. When is power appropriate? When is it inappropriate? How do you recognise when it is appropriate or inappropriate? What is respect? What is disrespect? What are all the different types of relationships you can have? How can you tell when you are in a respectful or disrespectful

relationship?Week 2 Gender / Gender and the Media:

What is gender? Define gender roles and stereotypes. Are men and women equal? Identify how they can influence behaviour, power, choices and feelings. Representations of boys/girls in media. Gender stem statements.

Week 3 Gender and the Media: Develop your own advertisement that highlights or challenges gender

stereotypes. Develop your own poster of what it is to be a male/female.

Week 4 Gender and Jobs / Sports: How is gender represented across all these areas? What jobs are considered more “masculine” or “feminine”? Why? Sports men/women – look at pay differences and how both are

represented in the media and society. How does gender affect what sport we play?

Week 5 Gender and School / Role Models: Are there different expectations for boys / girls at school? How does gender affect how we play, who we’re friends with, what we

do in a school day etc.? Are there certain areas within the school that are gendered? Who do you look up to? Who are some role models within society that

challenge typical gender roles/stereotypes?Week 6 Gender and Conflict Resolution:

How do boys and girls deal with conflict? Provide a conflict resolution model.

Week 7 Hopes and Dreams: Be true to you and who you want to be – identity. Hopes and dreams for the future – dream catchers.

Week 8 Hopes and Dreams / Sum-Up: Strengths Shield. Self Care. Help Seeking.

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Appendix 2

PORT MELBOURNE PRE-GROUP SURVEY:

Gender Equality and Stereotypes:

Within Australian society: (circle ONE answer)

1. Both women and men should be equal.2. Men should be more powerful than women.3. Women should be more powerful than men.

Boys are: (circle ONE answer)

1. Better at sport than girls.2. Better at most things than girls.3. The same as girls at most things. 4. Better at mathematics than girls.

Household chores: (circle ONE answer)

1. Should be completed by girls and women.2. Should be completed by boys and men.3. Should be shared equally amongst members of the household, regardless of whether they

are male or female.

To be successful in life, women need to be: (circle ONE answer)

1. Determined2. Loud3. Bossy4. Caring5. Other:_________________________________________________________________

(please write answer)

To be successful in life, men need to be: (circle ONE answer)

1. Strong physically2. Wear a suit3. Drive a fast car4. Determined5. Other:_________________________________________________________________

(please write answer)

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Based on a family with both a mother and father, the main breadwinner (money earner) should be:

(circle ONE answer)

1. Both the mother and father fairly equally2. The father3. The mother4. The children

People should be: (circle ONE answer)

1. Treated the same whether they are male or female.2. Treated better if they are male.3. Treated better if they are female.

Power:

What is the definition of power? (circle ONE answer)

1. Power is having lots of money.2. Power is the ability to direct or influence the behaviour of others. 3. Power is pushing people around in the playground.

Power can be (circle AS MANY answers as you think are correct):

1. Abused when used to gain something for yourself. 2. Used to do good things within the world.3. Used by men to inflict violence on women.4. None of the above.

Overall, within Australian society: (circle ONE answer)

1. Both women and men share equal power.2. Women have more power.3. Men have more power.

In a respectful friendship or family relationship: (circle ONE answer)

1. One person should have more power than the other.2. The older person should have more power than the younger person.3. Men / boys should hold more power than women / girls.

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4. Power should be held equally between the two people.5. Women / girls should hold more power than men / boys.

Gender and the Media:

Messages in the media about how boys and girls should behave, what they must look like and be interested in are often: (circle ONE answer)

1. True2. False3. Both true and false

Self-Identity:

As a boy or girl: (circle ONE answer)

1. I find it easy to follow my own interests and ignore the stereotypes of what a boy or girl are ‘expected’ to do.

2. I find it hard to follow my own interests and feel that I should do what a boy or girl are ‘expected’ to do.

Respectful Relationships:

Respecting other people’s needs and differences is important in a friendship: (circle ONE answer)

1. Only if they are male.2. Only if they are female.3. Regardless of whether they are male or female.

Conflict Resolution:

Boys tend to deal with a conflict by: (circle ONE answer)

1. Using physical force.2. Talking about others behind their back.3. Seeking help from teachers.4. Other:_________________________________________________________________

(please write answer)

Girls tend to deal with conflict by: (circle ONE answer)

1. Using physical force.2. Talking about others behind their back.3. Seeking help from teachers.

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4. Other:_________________________________________________________________ (please write answer)

Students who get picked on: (circle ONE answer)

1. Are usually boys.2. Are usually girls.3. Must have deserved it.4. Equally boys and girls.5. Other:_________________________________________________________________

(please write answer)

When you are angry: (circle ONE answer)

1. It is ok to shout at someone.2. It is ok to push someone.3. It is okay to take some time out to calm down and think before acting.4. It is ok to leave someone out.

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