Approach to evaluating the program

Both the program and its evaluation have been identified as strategic priorities within the department’s Teaching, Learning and Student Wellbeing (TLSW) Division. The importance of this work has been reflected in the creation of the RRE team within the department.

Given the complexities in developing and implementing RRE programs in each school, the evaluation employs a developmental approach based on a theoretical model comprising ecological theory, fidelity-to-function, self- and collective-efficacy, and program effectiveness. This approach helps to ensure that the evaluation is responsive to the unique context of each school and changing circumstances while producing findings that play a developmental role in the delivery of the program as it unfolds. The evaluation will be led by the Developmental Evaluation team in the Curriculum Directorate.

The program is supported by a longitudinal evaluation comprising an exploratory case study, systematic literature review, and evaluation of RRE system leaders and school-based implementation.

Evaluation of the RRE program will explore key outcomes such as shifts in student values and wellbeing, impacts on teacher confidence and advocacy, and the capacity of schools to deliver inclusive and respectful learning environments. The evaluation will also contribute to broader curriculum reform by identifying gaps and supporting systemwide implementation fidelity.

Given strong intergovernmental collaboration and alignment with major national strategies, the evaluation will provide evidence not only for departmental decision-making but also for wider sector engagement. Ultimately, it will ensure the RRE program is not only delivered effectively but also makes a meaningful contribution to preventing violence and promoting equity in education.

The evaluation is informed by voices across the system, including students, teachers, school leaders and inter-agency partners. Perspectives from lived experience, advocacy levels among staff and varying school contexts are key to understanding how RRE is received, understood and implemented.