Rights and responsibilities go hand in hand (eg if we have the right to be safe, we have the responsibility to ensure our behaviour is safe for ourselves and others)

All children have the right to be safe: the KS:CPC is centered around child rights. The right to be safe, along with all the rights outlined in the United Nations Convention on the rights of the child (UNCRC) apply to any young person under the age of 18.

Universal rights: The UNCRC applies to all children, regardless of their race, nationality, religion or background. The UNCRC is a universal framework designed to ensure that every child around the world is afforded these fundamental rights and protections.

Respectful relationships in the KS:CPC:

• encompass all types of relationships, including family, peers, adults, partners and acquaintances
• are characterised by reciprocal trust, communication and understanding, where people treat each other with care, empathy and dignity
• can be experienced in various forms, including in person and online.

Family, domestic and sexual violence is a major health and welfare issues in Australia, occurring across all socioeconomic and demographic groups, but predominantly affecting women and children. It is important that young people understand that abuse can occur in any relationship, regardless of gender.

Coercive control is often a significant part of a person’s experience of family and domestic violence. It is commonly used to describe a pattern of controlling behaviour, used by a perpetrator to establish and maintain control over another person. (AIHW https://www.aihw.gov.au/family-domestic-and-sexual-violence/resources/fdsv-summary#services )

Bullying:

• is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and or social behaviour that intends to cause physical, social and or psychological harm
• it can involve an individual or a group misusing their power, or perceived power, over one or more people
• can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert).

Person first language: always use language such as ‘person who was bullied’ and ‘person who bullied’. This separates the person from the act and acknowledges that behaviours can change, encouraging accountability and the potential for positive growth. Labels such as ‘bully’ and ‘victim’ can cause further harm if a young person accepts them as part of their identity. This is important to apply to any form of abuse and harm.

Creating safe learning conditions: When learning about healthy and unhealthy relationships, always close the session by referring to support services (eg 1800RESPECT, in Australia).

Educator tips – Rights and responsibilities

• Find opportunities to explore rights and responsibilities in all facets of learning and everyday situations.
• When discussing parts of the body, the KS:CPC focuses on the whole body being private where no one has the right to touch anyone’s body without their consent. This includes touching sexual body parts and any part of the body in an inappropriate or sexual way, adult to child or between children.
• Understanding personal space and boundaries supports children and young people’s social and emotional development. This plays a significant role in establishing healthy relationships, fostering self-respect and respecting the boundaries of others.
• Understanding identity and gender stereotypes is crucial for promoting rights, self-worth, equality and inclusivity, where children and young people are safe to be themselves.

Educator tips – Respectful relationships

• Respectful relationships encompass all social interactions and interpersonal connections with an emphasis on treating others with dignity, kindness and consideration.
• Provide a holistic approach to respectful relationships where students learn about the key characteristics such as respect, empathy, trust, boundaries, rights and responsibilities.
• Use various strategies to help students understand consent by modelling and practising ways of seeking, giving or denying consent.
• Understanding consent is particularly important for young people in the early stages of dating and close relationships as they are at increased risk of experiencing or perpetrating sexual violence (Department of Social Services 2023).
• Ensure there is positive representation of sexual diversity when discussing relationships.

Educator tips – Power in relationships

• Teaching students about power in relationships and the positive and negative dynamics can support their social and emotional development, safety and wellbeing.
• Support students in using the language of safety rather than language that blames and in taking responsibility for their behaviours and actions.
• Not all mean or disrespectful behaviour is labelled as bullying. However, this behaviour is not OK and should be challenged to avoid it happening again.
• When discussing bullying, avoid labelling a child as a bully, as this implies that the behaviour is fixed and unlikely to improve. Use terminology such as a student who bullied or a student who was bullied.

Department of Social Services (2023) The Commonwealth Consent Policy Framework: Promoting healthy sexual relationships and consent among young people, Commonwealth of Australia