Family-school partnerships are an effective way to support and empower positive parent engagement and bring together family and community resources to enrich student learning and wellbeing. Effective communication by schools and their collaboration with parents, carers and the community are key to developing positive partnerships and learning experiences for students.

Culturally inclusive practice is important at the whole school level and the curriculum, or classroom, level.

Working with Aboriginal and/or Torres Strait Islander communities

Developing Respectful Relationships Education (RRE) and primary prevention initiatives in collaboration with Aboriginal and/or Torres Strait Islander communities requires humility, cultural safety and genuine partnership. When schools work alongside communities, listening, learning and co-creating, they help build environments where all students can thrive, and where education supports the prevention of domestic, family and sexual violence in culturally safe, strengths-based ways.

Trauma-informed practice in schools recognises the impact of colonisation, intergenerational trauma and systemic inequality on families and communities. Programs must acknowledge these realities while supporting healing and resilience.

The Collaborating with Aboriginal and Torres Strait Islander communities to develop and deliver Respectful Relationships Education and primary prevention programs (PDF 754 KB) document provides guidance for school leaders and teachers. It supports school leaders to engage respectfully and effectively with Aboriginal and/or Torres Strait Islander communities when developing RRE and primary prevention of domestic, family and sexual violence programs. It recognises the importance of a culturally safe, strengths-based approach that upholds Aboriginal and/or Torres Strait Islander self-determination and knowledge.

Working with culturally and linguistically diverse communities

Migrant and refugee families may encounter unique challenges with RRE due to cultural, linguistic, structural and trauma-related factors. These issues can affect the families’ understanding of and participation in these RRE programs, and affect the impact of the programs in the communities. These issues can affect understanding of, participation in, and impact of RRE programs for these communities.

Cultural barriers and values

Families from diverse backgrounds may hold cultural norms and beliefs around gender, family roles and relationships that differ significantly from those promoted in Australian schools. This can cause:

• tension between school-taught values (gender equality, openness about relationships) and traditional family expectations
• resistance or discomfort with topics such as sexuality, consent or recognising gender-based violence
• fear of the loss of cultural identity for children exposed to new norms.

Communication and language

Language barriers make it harder for families to understand RRE content, respond to school communication, or access resources. Parents may rely on their children to interpret, which can shift family dynamics and create power imbalances. Providing access to translated materials, interpreters and culturally relevant resources increases engagement and learning.

School–family relationships

Many migrant and refugee parents are unfamiliar with the expectation that families actively engage in education, especially around personal or sensitive issues. Contact with schools is often crisis-driven and may feel stigmatising or negative, reducing trust and willingness to engage. Be sensitive to differing views and past experiences with education systems which impact the connection between home and school life.

Trauma and settlement considerations

Refugee families, many of whom have experienced war, loss or significant upheaval, may be coping with trauma that impacts trust, emotional wellbeing and capacity to participate. These students and families may need extra emotional support and understanding from education staff.

Experiences of racism or exclusion can affect the sense of belonging and receptiveness to RRE.

RRE is most effective for migrant and refugee families when schools provide culturally sensitive support, use bilingual resources and interpreters, and actively build positive, trust-based relationships with families and communities.

The Family School Partnerships Framework was developed to promote and guide partnership building. A School Assessment Tool – reflection matrix is available to help schools identify areas of strength and focus areas for further development.