The four R’s: Reading, writing, arithmetic and RESPECT

Tuesday 1st September 2015

down arrow

The Victorian Government’s announcement that respectful relationships education will be part of the school curriculum from 2016 is exceptionally good news for our community and those working to prevent violence against women and girls.

The evidence base clearly establishes that the main drivers of violence against women are rigid stereotypical gender roles and gender inequality, and that schools are a key setting for preventing violence and promoting healthy and respectful relationships [1]. Through the education system, respectful relationships curriculum creates an opportunity to make a positive impact on children and young people’s relationships later in life.

Michael Coulter’s opinion piece (Sunday Age, 23/08/15) ‘Reading, writing and numeracy the way to stop domestic violence‘ ignores some key truths in claiming that respectful relationships education is a waste of valuable class time, given that “no one would any longer publicly say it’s [domestic violence] okay”. VicHealth’s 2013 National Community Attitudes towards Violence Against Women Survey (NCAS) found that 43 per cent of the Australian population believes that rape results from men not able to control their need for sex, 25 per cent believe that domestic violence can be excused if the violent person regrets it, and 22 per cent believe that domestic violence can be excused if people get so angry they lose control. According to 2015 research by The Line (the federal government’s youth website), one in six 12-24 year olds believe ‘women should know their place’, and one in three believe ‘exerting control over someone is not a form of violence’. More than 25 per cent of young people believe ‘male verbal harassment’ and ‘pressure for sex toward females’ are ‘normal’ practices. Community attitudes still condone the use of violence, power and control over women.

Australian and international research on the prevention of violence against women affirms that locating respectful relationships education in schools is essential [2]. Schools are also ‘mini communities’ where respect and equality can be modelled to help shape positive attitudes and behaviours early in life. Positive interventions at school can change young people’s personal and relationship trajectories, preventing problems in adulthood and delivering long term benefits [3].

We know that young people experience disproportionately high rates of physical and sexual violence in intimate or dating relationships. This violence is gendered: girls and young women are the majority of victims, and young men the majority of perpetrators [4].

The good news is that respectful relationships education in schools works. Students demonstrate positive attitudinal and behaviour change; longitudinal studies show reductions in future violence perpetration and victimisation [5].

Respectful relationships education also contributes to improved educational, social, political and economic outcomes. Students who have experienced gender based violence, for example, have higher rates of absenteeism and are more likely to withdraw from education. Lower levels of academic achievement impact on a young person’s social, financial and political participation throughout their lives [6].

Schools are mandated to provide an environment that is safe, supported and equal and they have a vital role to play in promoting gender equality and non-violent norms through respectful relationships education.  By engaging with children and young people to help them to develop respectful and non-violent relationships creates a lasting positive impact on their relationships later in life.

Jacinta Masters
Prevention Officer
Domestic Violence Resource Centre Victoria


With the Safe and Equal monthly bulletin