This team is the internal driving force of RRE within the school for:

• planning
• delivery
• monitoring
• evaluation.

Purpose of the team

The team's purpose is to lead, support, and coordinate the implementation of RRE across the school community. This includes:

• promoting a whole-school approach
• ensuring curriculum alignment
• fostering staff and student well-being, respect, and inclusion.

It may include a range of programs or initiatives that support, promote, and enable the implementation of whole-school RRE.

RRE implementation should reflect the context in which it is being implemented. Before establishing a team, school leaders and staff should develop a clear understanding of:

• the goals of RRE in the school context
• the responsibilities of the team
• how success will be measured.

Leaders and staff should also identify key actions the team will undertake to support implementation. It is useful for the school leadership to document the purpose of the team. This purpose should focus on leading and supporting the effective integration of RRE within the school community. Examples may include:

• developing an action plan for implementing RRE and tailoring it to the specific needs of the school and its students
• developing and implementing a whole-of-school RRE program that:
  • challenges gender stereotypes
  • promotes respectful relationships and gender equality
  • reduces incidents of gender-based violence and harassment within the school community
• coordinating professional development for teachers and staff to equip them with the necessary skills and knowledge to embed RRE in line with the key components
• ensuring that RRE is embedded within the broader curriculum, aligning it with a range of key learning areas, programs and learning outcomes
• communicating and promoting understanding and support for RRE with parents, caregivers and the wider community
• monitoring the implementation of RRE, gathering feedback, and evaluating its effectiveness to make necessary adjustments in the school context
• fostering a positive school environment where respectful relationships are modelled and upheld, contributing to the overall wellbeing and inclusion of staff and students

Responsibilities of the team

School leaders should consider the teams responsibilities before deciding on the members. They should reflect the school’s specific needs and context, available resources and the capacity of staff members who take part. Consult with team members to clearly outline the team's expected responsibilities. This supports alignment with the school's RRE implementation action plan and goals.

School leaders should also consider allocating specific roles to various team members based on:

• their skills
• expertise
• the opportunity to develop leadership skills.

For example, a school leader may oversee the team’s overall work, while a teacher with experience in data collection may lead on evaluation.

Composition of the team

Use the following considerations when determining the composition of the RRE implementation team.

• Assess contextual factors such as the size, structure and demographics of the school.
• Include a diverse range of team members to ensure broad perspectives are represented.
• Reflect stakeholder diversity to capture how staff, students and parents/carers may perceive or experience RRE policies, lessons and approaches.

Team composition may include:

• one or more school leaders
• teaching staff across different stages or faculties
• non-teaching staff, such as Student Support Officers, Counselling or SASS staff
• staff with wellbeing responsibilities
• personnel from partner organisations or services active in the school
• parents and carers, such as P&C representatives
• students, where appropriate (for example, Student Representative Council (SRC) members).

Forming the team

The following considerations can help guide the formation of the team.

Clarify the team’s purpose and scope

Clearly outline the team’s:

• purpose
• responsibilities
• expected outcomes
• estimated time commitment of each staff member.

Determine the selection approach

Decide how team members will be selected:

• open invitation to all interested staff
• expression of interest (EOI) process
• invitations to both teaching and non-teaching staff using pre-established communication channels
• information session to explain the role and expectations of the team to interested staff.

Identify desired skills and experience

• Communicate any specific skills, expertise or experiences the team may require.
• Encourage participation from staff with diverse backgrounds and perspectives.
• Where appropriate, sensitively approach individuals with relevant skills or experience, acknowledging their other commitments or a preference not to participate.

Explore existing structures

Consider building on existing teams or networks already focused on student support and wellbeing.

Ensure transparency

Make sure the selection or invitation process is transparent. This supports trust and confidence in the team and its work from the broader school community.

Other considerations

Effective implementation of RRE is more likely when schools take a strategic and sustainable approach. This may involve spreading, scaling and sustaining efforts over time. One way to begin is by integrating RRE across the curriculum, while also exploring opportunities to strengthen school practices and foster whole-school engagement. Embedding RRE into the culture of the school can support long-term impact.

School leaders can support this work by:

• creating conditions that enable staff to apply RRE principles in everyday practice
• identifying opportunities to maximise impact across different areas of school life
• planning for continuity by considering succession and long-term leadership of the initiative.

Aligning the team’s work with individual performance and development goals may also help to embed and sustain RRE across the school community.