RRE strengths :

• Tailored, trauma-informed RRE curriculum spanning K–12, developed in-house to meet the unique needs of students with diverse disabilities and complex challenges.
• Strong student leadership through Student Leader Ambassadors who actively shape and promote respectful relationships, ensuring student voice drives relevant and meaningful learning.
• Comprehensive whole-school integration of RRE with Positive Behaviour for Learning (PBL), Character Pillars, and therapeutic partnerships supporting safe, respectful and inclusive school culture.

Located in a community with high rates of domestic and family violence, Anson Street School uniquely adapts RRE curriculum to meet student needs, especially those with disabilities, by developing its own tailored content emphasising consent, respect, rights and voice for upper secondary students, with plans to extend across K–12. Partnerships with NSW Health enable co-delivery of targeted Safer Relationships programs alongside teacher-led, stage-specific learning, ensuring consistent, age-appropriate RRE delivery.

The school’s whole-community approach integrates RRE into classroom routines and culture, reinforcing respectful interactions through Character Pillars, discussions, reflective tasks and recognition systems. Student Leader Ambassadors play a vital role, promoting respectful relationships and shaping curriculum relevancy through peer role-modelling and input. This student-centred, trauma-responsive approach equips learners with skills and confidence for safe, respectful relationships today and beyond.

After 6 months of implementing the RRE Program, Anson Street School has developed Student Leadership Ambassador roles, including a formal role statement and upskilling of executive leaders to guide student leadership more effectively. Anson Street School integrated RRE into the school’s 3T Framework through cross‑mapping existing programs across all tiers, ensuring consistency and alignment in delivery. The school implemented new school‑wide processes, including The Morning Compass, the consistent use of ‘safe, responsible and respectful’ language, and decisions made on RRE signage and budget allocations. All executive staff have completed curriculum modules. RRE curriculum review and integration with Safer Relations programs are well underway, with next steps focused on accessibility adaptations, resource purchase and a K–12 scope and sequence model.

RRE strengths:

• Growing whole-school focus on embedding RRE through explicit teaching, restorative practices, and gender-specific wellbeing sessions tailored to community needs.
• Active student voice and leadership demonstrated through the SRC's initiatives and student-driven clubs fostering respectful and inclusive school culture.
• Commitment to strengthening curriculum consistency, professional learning and proactive parent communication to support respectful relationships at school and home.

The school offers modern facilities and state-of-the-art technology to support hands-on learning in areas such as STEM, performing arts and leadership, fostering academic and personal growth in a close-knit farming community. The school has recently embraced RRE as a growing priority, led by the principal and PDHPE staff, with positive steps including wellbeing check-ins, restorative practices and student voice through the SRC.

Boorowa Central School is committed to explicitly embedding RRE through curriculum development, ongoing professional learning to build staff confidence in RRE delivery and enhancing parent communication strategies. The school aims to foster a respectful, inclusive and supportive environment in partnership with families and the community, empowering students as agents of their own respectful relationship learning and wellbeing. This holistic approach is aligned with the school’s vision to raise caring, resilient young people who are community-minded and prepared for future success.

In their first 6 months of implementing the RRE Program, Boorowa Central School introduced Wellbeing Wednesdays for K–12 students. These promote weekly challenges and community engagement around respect and relationships through Facebook and Compass. The school embedded collaborative learning strategies school‑wide, focusing on Think, Pair, Share to strengthen student interaction and teacher practice. Boorowa Central School delivered professional learning during Term 4 school development day (SDD), with positive student and staff feedback leading to extended implementation opportunities. The school continues to rollout RRE curriculum resources with ongoing staff feedback, alongside targeted Stage 3 drop‑in sessions to address identified needs related to respectful behaviour toward staff.

RRE strengths:

• Whole-school PBL framework embedding respect, safety and responsibility with restorative justice and trauma-informed practices.
• Strong partnerships with families, Aboriginal education officers, health and social services, and community agencies supporting student wellbeing and RRE initiatives.
• Student voice centrality through the Student Representative Council (SRC) and school parliament leading peer-informed respectful relationship actions, reflected in positive community and survey feedback.

RRE at Blue Haven is embedded within a whole-school PBL framework that promotes core values of Being Safe, Respectful, and Responsible. The school employs restorative justice and trauma-informed behaviour management practices prioritising inclusive language, fairness and positive conflict resolution. Respect is explicitly taught and modelled across all learning and social contexts.

A network of strong partnerships with families and community agencies supports student wellbeing and RRE initiatives, including Aboriginal education officers, social workers, health professionals and police youth liaison officers. Student voice is central, with the SRC and school parliament leading initiatives informed by peer feedback, reflected in positive school survey outcomes.

After 6 months of implementing the RRE Program, Blue Haven Public School has established a formal RRE core and extended team representing all grades K–6 to lead a coordinated, whole‑school approach and rollout of RRE professional learning. The school introduced the Respect Rangers program for Years 4–6, empowering students as wellbeing ambassadors to lead peer‑based activities and lessons promoting respect and inclusion. Blue Haven Public School conducted baseline surveys on RRE, racism and bullying to inform data‑driven planning, curriculum mapping and community engagement for 2026. The school has strengthened staff roles and capacity through the refinement of Anti‑Bullying and Anti‑Racism Officer positions, supporting consistent implementation across the school.

RRE strengths:

• Inclusive school culture with strong support systems, including 6 specialist support classes and an early intervention preschool, promoting wellbeing and tailored learning for all students.
• Commitment to PBL values of respect, responsibility and excellence, reinforced through data-informed behaviour management, mindfulness and trauma-informed practices.
• Active student voice and community engagement underpin efforts to enhance respectful relationships, with a focus on personalised learning, social-emotional development and fostering a strong sense of belonging.

The school emphasises student wellbeing through PBL, focusing on the core values of Respect, Responsibility and Excellence. While traditionally relying on punitive measures for bullying, the school is now moving towards a more holistic approach to RRE and social-emotional learning (SEL), seeking to address the complex causes of disrespectful behaviour and foster a more inclusive culture. Staff and leadership are committed to promoting gender freedom, a strong sense of belonging, and social-emotional skills through mindfulness and trauma-informed practices.

Moss Vale Public School integrates RRE in its behaviour management plans, curriculum and daily practices. Students and families are engaged through communication of behaviour procedures, reward systems, leadership opportunities and community involvement via the Parents & Citizens Association. The school is focused on further developing its RRE curriculum and professional learning to better meet its community's needs, demonstrating strong leadership and partnerships to sustain a respectful, supportive and inclusive learning environment.

After 6 months of implementing the RRE Program, Moss Vale Public School embedded the language and principles of RRE into behaviour procedures and School Bytes, improving clarity, consistency and data reliability for behaviour management. The school strengthened communication and parent engagement through an RRE newsletter, sharing school involvement, supports and links to external agencies. Moss Vale Public School delivered a successful Term 4 school development day (SDD) introducing RRE, with staff demonstrating strong engagement through collaborative lesson feedback and observation sessions. The school has identified future directions through a staff survey on PBL and Second Steps lessons to refine RRE teaching strategies, structure and integration within the school’s wellbeing framework.

RRE strengths:

• Whole-school committed approach integrating evidence-based wellbeing programs like The Resilience Project and targeted initiatives such as Boys' Shed and SHINE to foster empathy, emotional literacy and resilience.
• Strong partnerships with families, community providers and specialist support teams ensuring comprehensive student wellbeing and inclusive, trauma-informed RRE practices.
• Consistent use of restorative conversations, positive behaviour systems and explicit teaching to promote respectful relationships and create a safe, supportive learning environment for all students.

RRE at Wirreanda Public School is embedded through a whole-school approach emphasising curriculum and programs alongside strong communication with parents and carers. Key elements include The Resilience Project’s empathy, emotional literacy, gratitude and mindfulness lessons; child protection education in PDHPE; and responsive wellbeing programs like SHINE, Seasons for Growth, Boys’ Shed, and Brave. Consistent practices such as restorative conversations, recognition systems and Connected Kids groups enhance a supportive, predictable and inclusive environment.

The school actively partners with families and community services, including psychologists and Defence mentors, to extend support beyond the classroom. Leadership and Learning and Support teams guide RRE implementation through targeted interventions and professional learning aligned with trauma-informed and gender-based violence awareness frameworks.

Recognising existing strengths and opportunities from recent assessments, Wirreanda Public School is transitioning into explicitly identifying and advancing its RRE work to create a safe, inclusive and thriving school community where all students are valued and supported in their growth academically, socially and emotionally.

Wirreanda Public School commenced a K–6 pilot of RRE with selected classes to prepare for whole‑school rollout in 2026, supported by professional learning for all staff. The school used staff surveys to assess teacher confidence and identify future professional learning needs, ensuring consistent and informed program delivery. Teachers reported strong student engagement and positive shifts in language and attitudes during RRE lessons focusing on respect, empathy and inclusion. Wirreanda Public School embedded a gender‑inclusive approach in school processes, adjusting leadership selection and language in documents to reflect equality and model respectful practices.

RRE strengths:

• Strong whole-school commitment to respect, diversity and equality embedded in policies and practices, supported by positive results from student wellbeing surveys.
• Evidence-informed PDHPE curriculum with expanding focus on consent education from early secondary years, aligned with culturally responsive teaching practices.
• Targeted professional learning building staff confidence and capability to address sensitive RRE topics effectively across curriculum and wellbeing initiatives.

Although respect has long been embedded in the school’s values, formal RRE is a relatively new focus, actively expanding to meet student needs, particularly around consent awareness. Senior students have voiced the need for enhanced education in this area, leading to investigations for Year 10 and 11 programs. The school has strong staff support for RRE, leveraging prior involvement in Quality Teaching Rounds to enhance collaboration and teaching confidence.

Leadership fosters an inclusive school culture grounded in respect, diversity and equality, supported by comprehensive policies addressing bullying and harassment. Curriculum efforts focus on deepening evidence-based, culturally responsive RRE content, especially around consent, by starting earlier and being more consistent through the secondary years. Professional learning aims to build staff capacity to handle sensitive issues effectively across the whole school, with wellbeing teams monitoring progress to ensure students receive quality support in RRE.

In their first 6 months of implementing the RRE Program, Burwood Girls High School conducted a whole‑school audit of practices to align with RRE, leading to refinement of STARR wellbeing days and stronger focus on consent education in Years 8 and 11. The school expanded professional learning in PDHPE, with staff using new evidence‑based resources to strengthen consistency and relevance in RRE delivery. Burwood Girls High School emphasised the importance of connecting RRE to the digital lives of young people, particularly around consent and gendered drivers of violence. The school has planned future growth through the development of a wellbeing website, greater student voice in RRE initiatives, and alignment of STARR days with broader wellbeing and curriculum strategies.

RRE strengths:

• Student-led initiatives in partnership with dynamic staff and leadership driving meaningful gender equity and empowerment programs, such as the impactful ‘Empower Me’ group addressing gender imbalance.
• Integration of RRE across Stages 4 and 5 PDHPE curriculum, whole-school wellbeing activities, and authentic cross-curricular projects including student-led events like mental health fairs.
• A culture of high expectations supported by data-informed professional learning and active student voice groups ensures RRE is embedded within both curriculum and school community practices.

The school’s RRE initiatives are led collaboratively by students and the principal, reflecting a student-driven approach with strong staff support. A notable example is the ‘Empower Me’ group, addressing gender imbalance, empowering girls and responding to concerns about negative gender attitudes. Students actively participate in leadership roles such as the Student Representative Council (SRC) and lunchtime clubs to influence school culture, demonstrating a commitment to respectful relationships and social responsibility.

The school integrates RRE across Stage 4 and Stage 5 PDHPE programs and whole-school wellbeing initiatives, using explicit teaching, scenario-based learning and assessment tasks. School events like assemblies, wellbeing days, and student-led projects such as the Year 9 Mental Health Fair for Year 7 students create memorable, authentic learning experiences. A shared responsibility model involves the Head Teacher of PDHPE, Wellbeing Team, Deputy Principal for Student Wellbeing, and student leaders embedding RRE into both curriculum and school culture.

In their first 6 months of implementing the RRE Program, Merewether High School’s RRE priority areas include curriculum and programs, professional learning for staff, and communication with parents and carers. The school aligned the PDHPE curriculum with RRE outcomes in preparation for the 2027 syllabus implementation, ensuring clear progression and consistency across Stages 4 and 5. Merewether High School co‑constructed a new Year 10 unit, The Next Chapter, integrating departmental Stage 5 RRE resources and creating authentic, engaging learning experiences. The school provided dedicated time for staff to collaborate, unpack RRE concepts, and build confidence in delivering content through structured professional learning sessions. The school also identified challenges in staff engagement and facilitation, leading to a focus on increasing time allocation, capacity building and practical teaching support for effective RRE delivery.

RRE strengths:

• Comprehensive RRE integrated within wellbeing lessons and supported by a dedicated wellbeing team, fostering resilience and respectful behaviours in all students.
• Strong staff and community commitment to gender equity and inclusion, with ongoing efforts to address gender-based violence and promote culturally safe, trauma-responsive programs.
• PBL framework embedding core values of safety, respect and learning, reinforced school-wide through assemblies, student leadership and collaborative community partnerships.

The school is committed to academic excellence within a progressive teaching environment focused on high-quality daily learning. Alongside academic rigor, Orange High School nurtures physical health, creativity, wellbeing and innovation. Signature programs include an award-winning music and band program, strong creative arts in dance and drama, and extensive sports participation, including success in regional competitions like the Astley Cup and Malynley Shield.

Orange High School has embraced RRE through a variety of initiatives aimed at enhancing school culture and student wellbeing. While RRE has been integrated sporadically, the school is working towards a more coordinated, curriculum-aligned approach backed by departmental support. The principal emphasises strong staff and parent support for RRE and highlights the importance of applying a gender lens to address underlying drivers of gender-based violence.

PBL underpins school values of Be Safe, Be Respectful, and Be a Learner, which are promoted through classroom practices, assemblies, student leadership and community engagement. Wellbeing lessons for Years 7–10 occur fortnightly, with a focus on resilience and respectful relationships, supported by a dedicated wellbeing team including Year Advisors, Head Teacher Wellbeing, and Student Support Officers.

The school’s strategic RRE priorities include enhancing trauma-responsive, culturally safe curriculum delivery and strengthening school culture to promote respect and inclusion, preparing students for positive citizenship and lifelong success.

After 6 months of implementing the RRE Program, Orange High School has embedded RRE within The OHS Way. This integrates consistent expectations and language across the Student Behaviour Support and Management Plan with input from student groups such as the Student Representative Council (SRC) and Indigenous boys group. The school redeveloped Years 7–10 wellbeing lessons based on staff survey feedback, introducing ‘wellbeing do nows’ to build student familiarity with RRE language and concepts. Orange High School strengthened cross‑faculty collaboration, with English and support faculties joining PDHPE in embedding RRE content into curriculum units from 2026. The school has also enhanced staff and community engagement through development of an RRE Staff Guide, partnerships with organisations like Housing Plus and Community Plus, and creation of a dedicated RRE lead role with a teaching concession for 2026.

RRE strengths:

• Trauma-responsive, strengths-based RRE curriculum tailored to meet the complex emotional and social needs of students, fostering resilience and positive communication.
• Whole-school commitment led by an engaged leadership team, incorporating wellbeing classes, psychology, PDHPE, restorative practices and partnerships with external support agencies.
• Active student voice through SRC involvement shaping targeted RRE workshops and programs, supported by ongoing staff training and open communication with families.

RRE is embedded in wellbeing classes (Years 7–10), psychology lessons (Years 11–12) and PDHPE across all years. The school uses innovative, trauma-responsive methods, often adapting mainstream strategies to better engage students, such as integrating mindfulness concepts through interaction with animals rather than formal meditation, which resonates more effectively.

The RRE leadership team includes the Principal, Assistant Principal Wellbeing and PDHPE staff, who ensure ongoing staff training and resource continuity despite student population fluctuations. Students participate actively via the SRC to identify needs for targeted education and co-design responsive workshops, including those delivered by external agencies.

Communication about RRE reaches families through newsletters, emails, formal and informal meetings, and Individual Education Plan (IEP) discussions to build strong school-community partnerships. The Beach School’s RRE curriculum and culture aim to empower students to become adaptable, responsible and reflective individuals equipped for successful transitions into mainstream or alternative education settings and broader society.

After 6 months of implementing the RRE Program, The Beach School has continued reviewing and refining school practices to strengthen RRE delivery and align it with the school’s values, routines and wellbeing supports. The school began staff professional development planning to better connect formal RRE teaching in PDHPE with whole‑school approaches. The Beach School has trialled sample RRE lessons, collecting feedback from students, teachers and SLSOs to adapt content for diverse learning needs and sensitivities around trauma or relationship experiences. It also updated school policies to reflect strengths‑based, trauma‑informed practices, reinforcing a safe, inclusive and preventative approach to student wellbeing and respectful relationships.

RRE strengths:

• Pioneers of the annual ‘Walk for Respectful Relationships’, engaging over 28 schools and empowering Student Leader Ambassadors to advocate courageously against disrespect and gender-based violence.
• Comprehensive student leadership programs including public speaking opportunities that amplify youth voices and foster active community involvement in promoting respectful relationships.
• Strong collaborative partnerships with local organisations, police and community agencies, enhancing RRE initiatives through expert support and broad community engagement.

A signature feature of the school’s RRE efforts is its decade-long leadership of the ‘Walk for Respectful Relationships’ event, fostering ambassadorship across schools in the local area. The school organises public speaking opportunities linked to the walk, empowering students to advocate for respectful relationships, challenge gender stereotypes and speak courageously against disrespect. Partnership with local organisations such as the Sutherland Shire Council, police and Rotary strengthens community engagement.

Woolooware High School continues to focus on professional learning to boost staff confidence in delivering RRE and responding to disrespect, using departmental resources to enhance curriculum implementation. The school actively promotes student leadership through its Respectful Relationships team and Student Representative Council (SRC), with plans to expand curriculum integration and alumni leadership involvement. The school’s commitment to fostering courage, respect, and leadership is integral to building a positive school culture and community impact in addressing domestic and family violence.

Woolooware High School has planned integration of RRE resources into Stage 4 PDHPE, Stage 5 Life Ready, and Year 3 transition programs, ensuring sustainable, curriculum‑embedded approaches supported by strong community engagement.