Respectful Relationships Education and public disclosures

In this instance, it is information about harm, or risk of harm. Studies show that implementing Respectful Relationships Education (RRE) can increase the likelihood of disclosures of child protection concerns. This includes abuse and violence.

Participation in RRE helps students recognise when they or someone they know may be experiencing or engaging in abusive behaviours. This awareness can also extend to their families, leading to further disclosures. Staff delivering RRE may also come to recognise their own experiences of domestic and family violence or sexual abuse.

To support this, all school staff – teaching and non-teaching – must complete mandatory child protection training (MyPL – Mandatory training (staff only)) to understand how to appropriately respond to disclosures. If unsure, staff should speak with their principal or workplace manager. A key element of effective whole-school implementation of RRE is ensuring all staff feel prepared and confident to respond appropriately to disclosures when they occur.

Preventing public disclosures

While disclosures can assist in identifying and responding to instances of abuse, public disclosures are not desirable. Public disclosures can:

• compromise confidentiality
• cause distress to both the student making the disclosure and others present
• hinder appropriate follow-up.

Staff must therefore be proactive in preventing them. School leaders should ensure all staff are familiar with strategies to prevent and manage public disclosures. This applies to teaching and non-teaching staff, regardless of whether they deliver content that may prompt disclosures.

The following information provides a range of strategies to prevent public disclosures.

Establish clear expectations

At the beginning of lessons covering RRE topics, teachers should inform students that they must report it if anyone shares personal information suggesting they may be at risk of harm. This should be suitable for the developmental age and stage of the class. For example:

• a teacher of Early Stage 1 may tell their students
  • ‘My job as a teacher is to help keep you safe. If you tell me something that makes me worried you might be hurt or unsafe, I will need to let the principal know so we can help you.’
• a teacher of Stage 6 may tell their students
  • ‘As someone who is required to report, I want you to know that I care about your wellbeing. If you tell me anything that suggests you might be in danger, such as abuse, violence, underage drug use or unsafe behaviours, I have a responsibility to inform the principal so that we can ensure your safety and provide the help you need.’

Maintain professional boundaries

Teachers should answer questions and respond to statements in a general, non-personal manner. For example, using words and phrases such as 'Everyone …' or 'Some people feel …' It is important that teachers consistently maintain a professional role and avoid personalising discussions.

Global discussion rather than personal

Global discussions maintain a focus on general concepts rather than personal experiences. It assists teachers and students to clearly differentiate between public and private information. Teachers can show this by encouraging the use of third person language, such as ‘If someone …’ or ‘What if a person …?’ as opening statements.

It is important to inform students that if they feel distressed or need support following the lesson, there are resources available for them to access. Teachers can share information about various support options, such as:

• school counsellors
• other wellbeing staff
• helplines
• community services
• encourage students to reach out for support whenever they need it.

'One step removed' approach

Instead of questions that are direct and personal, such as ‘What would you do if …?’, teachers should take a more indirect approach such as ‘Suppose X happened to someone. What advice would you give?’.

Another way of doing this is for teachers to use scenario-based case studies and moral dilemmas to explore sensitive topics. Using phrases such as ‘X might happen’ or ‘Y could happen’ invites students to explore different perspectives without feeling pressured to reach a single, definitive conclusion. This approach:

• supports critical thinking
• promotes respectful discussion
• creates space for uncertainty – particularly useful when navigating sensitive or complex topics within RRE.

Protective interrupting

Protective interrupting is a strategy used to prevent a student from making a potentially harmful public disclosure. Instead it guides the conversation to a private setting where they can receive appropriate support. The strategy involves the staff member gently interrupting the student to prevent any further details from being shared. Then they invite them to continue the conversation in a more appropriate setting.

For example, a teacher might say, ‘Thank you, it sounds like you have something important to talk about. Why don’t we have a chat at recess?’ If the student is unwilling to meet later, the teacher should reassure them that support is still available. They can suggest speaking with another trusted adult at school if they feel more comfortable doing that. If any part of the disclosure made before the interruption raises concern, staff must report any suspected risk of harm to their principal or delegate, in line with their mandatory reporting obligations.

For more information refer to Support for self and others.