Embed RRE in School behaviour and support management plans
Explore examples of how to embed Respectful Relationships Education (RRE) in the School behaviour support and management plan (SBSMP).
How RRE supports the SBSMP
A whole-school approach to RRE is a primary-prevention strategy. It addresses the gendered drivers of domestic, family and sexual violence by building the knowledge, skills and supportive school cultures. This helps to promote respectful, equitable and non-violent relationships.
RRE can support schools to strengthen preventative, inclusive and whole-school approaches to behaviour, wellbeing and school culture within their SBSMP.
RRE is not an additional initiative or standalone program. As part of a whole-school approach, it complements existing evidence-informed practices. It strengthens prevention, builds shared language and explicitly teaches the knowledge, skills and attitudes that support healthy, equal and safe relationships.
By supporting students to develop these capabilities, RRE strengthens the preventative foundations of a school's behaviour support approach. This contributes to safe, respectful and inclusive learning environments.
The examples below align with the suggested structure in the optional SBSMP template. They demonstrate how RRE can be intentionally embedded within existing SBSMP structures and practices.
They are illustrative only and should be adapted to reflect each school's local context, community and whole-school approach.
RRE is embedded as part of our school's whole-school approach to promoting safe, respectful, inclusive and culturally safe relationships across the school community where all students experience belonging.
Through explicit, age-appropriate and evidence-informed teaching, students develop respectful communication skills, emotional literacy, positive help-seeking behaviours and an understanding of consent, power, respect, gender equality and inclusion. These behaviours are recognised, modelled and reinforced across the school community.
RRE supports students to build positive relationships, contribute to a safe and supportive school culture, and reinforce the school's high expectations for positive, safe and respectful behaviour.
RRE recognises parents and carers as important partners in reinforcing respectful relationships, gender equality, inclusion, safety and wellbeing.
Through clear, proactive and transparent communication, the school collaborates with families to support consistent messages, behaviour expectations and shared understanding across both school and home.
This may include sharing information about key RRE concepts, learning topics and strategies that support respectful relationships and positive help-seeking.
RRE is embedded within the school's whole-school approach, promoting consistent, inclusive and evidence-informed practices across the school community. This includes explicit teaching of healthy relationships, consent, power, respect, gender equality and inclusion and help-seeking, alongside inclusive classroom practices, restorative approaches and valuing student voice and agency.
Following is an example of how to complete the care continuum table in the SBSMP template.
| Care continuum | Strategy or program | Description | Student group |
|---|---|---|---|
| Prevention | Respectful Relationships Education | RRE is whole-school, age-appropriate and evidence-informed primary prevention. Through explicit teaching across all year levels, students build the knowledge, skills and attitudes needed to develop healthy, equal and safe relationships, promote gender equality, challenge stereotypes and contribute to respectful, inclusive and culturally safe school communities where everyone experiences a sense of belonging. | All |
RRE further strengthens this whole-school prevention of behaviours of concern, through explicit teaching and consistent practices that build students’ knowledge, skills and attitudes, to develop healthy, equal and safe relationships.
It promotes respectful relationships, gender equality, inclusion and safe school cultures by developing shared language and consistent approaches to teaching and reinforcing concepts such as respect, power, consent, inclusion and digital safety.
These approaches are reinforced through aligned processes and practices, helping ensure prevention and responses to behaviours of concern are trauma informed, consistent and that messages across the school community are clear and reinforced.
References
Last modified date
12/10/2026
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Executive director
Megan Kelly
Executive director’s business unit
Teaching Learning&Student Wellbeing