RESEARCH REPORT A social network analysis and implementation study of an intervention designed to advance social and emotional learning and respectful relationships in secondary schools
Schools play an important part in a whole-of-society approach to preventing, and ending, gender inequality and gender-based violence (GBV). Respectful relationships education (RRE) is a key facet of prevention efforts within schools.
As RRE programs are increasingly mandated across Australia, there is a need for robust evidence on RRE that examines the entire social ecosystem in which these programs operate. This research, funded as part of the ANROWS 4AP research program, has generated critical new insights into the impacts of RRE programs on students and student relationships, as well as what is needed – at every level of that social ecosystem – to implement them effectively.
This project focused on the delivery of a modified version of the Resilience, Rights and Respectful Relationships education program with Year 7 and Year 9 students in six Victorian secondary schools over 2022. Using a mixed methods approach, it involved:
- surveys with students
- focus groups with students
- interviews with members of staff holding a variety of positions.
Alongside this, the research used social network analysis – a research framework that focuses on relationships and social interactions – to examine the influence of social connections on student attitudes and wellbeing.
The research found that overall, both students and teachers found the program useful. The program resulted in a reduction in bullying and sexual bullying amongst students, and when taught faithfully, saw students improve in their regard for the rights of others and capacity for empathetic engagement.
The study also found that many teachers were unable to teach the program as it was intended. Factors influencing teacher capacity, confidence and comfort cut across all levels of the educational ecosystem: communities (for example, parent or community resistance to RRE); education systems (such as provision of teaching resources and guidance); schools (for example, alignment with school vision and mission); and classrooms/teachers (for example, concerns over teaching what was perceived to be sensitive content).
By undertaking social network analysis, the research also includes important findings about the gendered nature of classroom relationships and the influence of those relationships on attitudes towards gender equality and GBV.
Publication details
This work is part of the ANROWS research reports series. ANROWS research reports are in-depth reports on empirical research produced under ANROWS’s research program.
Authors
EMERITUS PROFESSOR HELEN CAHILL
Chief Investigator, University of Melbourne
DR DEAN LUSHER
Co-Chief Investigator, SNA Toolbox
ANNE FARRELLY
Research Fellow, University of Melbourne
NATALIE CALLEJA
Research Fellow, University of Melbourne
DR PENG WANG
Co-Chief Investigator, SNA Toolbox
DR ALI HASSANI
Research Fellow, SNA Toolbox
ISBN:
978-1-922645-78-4 (paperback) | ISBN: 978-1-922645-79-1 (PDF)
210 pp.
Suggested citation
Cahill, H., Lusher, D., Farrelly, A., Calleja, N., Wang, P., & Hassani, A. (2023). A social network analysis and implementation study of an intervention designed to advance social and emotional learning and respectful relationships in secondary schools (Research report, 07/2023). ANROWS.