Support for self and others
The content included in Respectful Relationships Education (RRE) can affect individuals in different and sometimes unexpected ways.
This not only includes student, but also staff and leaders who:
- deliver curriculum content
- receive a disclosure
- engage in conversations with students about this content and issues
- who may themselves be impacted by trauma, abuse or domestic, family and sexual violence.
Individuals can be impacted not just initially, but also at a later stage.
Self-awareness check-in
Before delivering a lesson on RRE or any potentially challenging content, it can be beneficial for staff to check-in with themselves and a trusted supervisor. This self-awareness check-in:
- prioritises the personal wellbeing of the staff member
- supports the effective teaching of the content
- helps the staff member feel more prepared to appropriately respond to a disclosure.
Staff should consider the following questions:
- What is the nature of the content I am delivering?
- Does it include any sensitive themes?
- Could the content potentially trigger a reaction in myself or in students?
- Have I informed relevant staff about the content I’m delivering? This could include supervisors, counsellors and the wellbeing team.
- Have I communicated with students in advance? It is best to communicate with students at the beginning of the year, before starting a new topic, and again as a reminder before the next lesson. This ensures students have enough time to seek support if they need it.
- Have I communicated with families? More information and guidelines can be found on our Informing parents, carers and the community page.
Staff should answer the following questions:
- Does this content conflict with my personal values or beliefs?
- Does this content bring up past or current trauma for me?
An honest self-reflection is important as RRE should be delivered in a safe and supportive environment in a way that is free from bias.
Staff should consider the following questions:
- Am I emotionally ready to deliver this content?
- If I am not ready, will I feel ready to deliver it in the future?
- Am I aware of any circumstances that might prevent my students from being ready to learn this content? Schools make reasonable adjustments to support students unable to participate in learning activities based on individual needs and circumstances.
- Is there a more suitable day or time to deliver this content? Choosing the right time allows students to seek school-based support if needed.
If staff determine that either they or their students are not ready, the lesson content should be rescheduled. If it's unlikely the content can be delivered in the future, alternative arrangements or support should be planned for.
Staff should consider the following questions:
- What strategies can I use to manage my own emotions when delivering this content? A range of strategies can be found at Staff wellbeing (staff only).
- What boundaries or expectations should I set at the start of the lesson to protect the psychological safety of both myself and my students?
- What teaching strategies will help me deliver the content safely and reduce the risk of public disclosures? Some examples of scripts for teachers can be found in preventing public disclosures.
- Have I reviewed the teaching resources and identified any potentially triggering content?
- Can I build in brain breaks or moments of reflection during the lesson?
- Have I reviewed the processes for managing and responding to disclosures?
- Do I know where and how to refer students for further support? Students could be referred to the school counselling service, Student Support Officer or wellbeing team.
- Have I planned time to debrief? It may be helpful to debrief with a supervisor or a trusted colleague.
Self-care for educators
It is common for staff to be affected emotionally when delivering RRE, especially if a disclosure is made by a student, colleague or member of the community. In such cases, staff members can access support through the NSW Department of Education’s Employee Assistance Program (EAP) (staff only). Confidential support is available by calling 1800 951 198 or visiting the EAP website.
Self-care extends beyond seeking professional support. It is important to recognise that self-care can also involve engaging in everyday practices that help to recharge and refuel. This might include:
- spending time with loved ones
- taking breaks
- practising mindfulness
- pursuing activities that bring joy and relaxation.
Adopting an attitude of self-compassion and reaching out to trusted colleagues, friends or family members can also be powerful sources of support. Encouraging a holistic approach to wellbeing helps educators sustain their capacity to deliver RRE effectively and with care.
Additionally, free and confidential support is available through:
Supporting a colleague
A supportive school culture can help colleagues who may be distressed by content in RRE. Staff can be proactive by advocating for a school culture that prioritises staff wellbeing and provides ongoing support for those who may be dealing with sensitive content. This includes encouraging staff to debrief with trusted colleagues or seek professional help when needed.
Staff may observe that a colleague has been affected by the material covered in RRE or by disclosures made to them. If you recognise signs of distress in a colleague, such as increased withdrawal, irritability, emotional sensitivity, fatigue or changes in work performance, use your best judgement in deciding how to respond. Possible actions may include:
- Approaching the colleague sensitively. Share your observations with care. For example, ‘I’ve noticed you’ve been quiet lately. How are you?’
- Respecting their choice not to disclose. Do not pressure the colleague to share. If they choose to open up, validate their feelings, acknowledge the difficulty of the situation, and avoid minimising their experience or offering unsolicited advice.
- Seeking support from a trusted colleague or line manager. If you don’t have a close relationship with the person, share your observations with someone better placed to check in, while respecting the colleague’s privacy. For example, ‘I’ve noticed that Alex has been a bit quiet lately. I don’t know them very well, so I was wondering if you could check in with them?’ Focus on the colleague’s behaviour rather than framing it as a complaint.
- Offering practical assistance. This could include covering a lesson or reminding them of available support resources, such as the Employee Assistance Program and other listed services.
- Maintaining confidentiality. Do not share any information disclosed by the colleague unless there is a risk of harm, or if the colleague has given permission.
The NSW Department of Education also offers support for including advice on recognising indicators of abuse and neglect – both in students and adults – and provides a documented approach to responding to domestic and family violence.
Additional information can be found on the department’s website Guidance for staff concerned about a colleague (staff only).
Last modified date
07/05/2026
Business unit contact email
Executive director
Megan Kelly
Executive director’s business unit
Teaching Learning&Student Wellbeing