title: The role of teachers in delivering education about respectful relationships: exploring teacher and student perspectives.
abstract: The focus of this article is a school-based respectful relationships (RRs) pilot project involving grade 8 and 9 students. The project sought to develop a primary prevention approach to gender-based violence (GBV) in Australia. Of particular concern is the curriculum delivery component of a whole school approach that was piloted over a 10-week period in four High Schools in Melbourne, Victoria in 2010. Using data collected from teachers and students through survey, focus group interviews and student written reflections, the article identifies the key role of the teacher, the curriculum materials and the curriculum context in assisting teachers to teach about GBV. Although there was opposition to teaching specifically about GBV by some male teachers, the data indicate that this did not detract from teachers exploring these issues under a 'RRs' framework. Through 'supported risk taking', and the adoption of participatory teaching approaches and affirming and inclusive classrooms, teachers and students ended up with a positive experience of teaching and learning about GBV.
authors.affiliation: School of Education, Faculty of Arts and Education, Deakin University, Melbourne Campus, 221 Burwood Highway, Burwood, Victoria 3225, Australia Debbie.ollis@deakin.edu.au.
authors.forename: Debbie
authors.initials: D
authors.lastname: Ollis
mesh_terms: D003479:Curriculum; D005178:Faculty; D005260:Female; D017144:Focus Groups; D006266:Health Education / Q000379:methods*; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010865:Pilot Projects; D024382:Professional Role; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D026712:Value of Life; D014739:Victoria; D014754:Violence / Q000517:prevention & control