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Rights, responsibilities and relationships

Trust and networks

Trust and networks

Implementation

Purpose

Seeking support is a sign of strength and an essential step in connecting with others who can offer valuable guidance. A diverse network of trusted people acts as a protective factor for students, offering multiple avenues for support and helping them stay safe in various situations, including protection from abuse and harm. The inclusion of support services is an important addition to a student’s trusted network, offering access to:

  • professionals who provide specialised support and resources
  • neutral and independent advice from a reputable source
  • information on additional services or further assistance.

Definitions

Trust – is the reliance or confidence placed in someone or something based on a belief in their reliability, honesty, integrity or ability.

Trusted network – is a group of people that a person feels they can rely on to provide help and support.

Distrust – is a lack of confidence in someone’s reliability, honesty or intentions.

Key understanding

Students with smaller network groups may be at greater risk of abuse by:

  • placing more trust in fewer adults, which can increase their vulnerability
  • experiencing greater isolation, which limits their support system and access to resources
  • having a reduced ability to seek help due to fewer contacts or resources.

To create a trusted network, students:

  • develop their understanding of what trust means so they can determine who to include on their trusted network.
  • identify qualities of a trusted person, such as being honest, kind, helpful, reliable, respectful, loyal, a good listener, supportive, understanding, ethical, empathetic, fair, safe, encouraging, patient, and wise.
  • knowing that the common qualities of a trusted person shouldn’t be used as a checklist but more as a holistic guide.
  • Include a range of network options, such as family, friends, school or care settings, sporting clubs, hobby or community groups, neighbours, community services, support services.
  • know that friends are an important part of our trusted networks and are there to support us to seek help, not to solve the problem for us.

When building a trusted network:

  • always allow choice and decision making for students to identify trusted people
  • encourage students to focus on identifying individuals they genuinely trust, prioritising quality relationships over quantity.
  • Contact information should include the name of the person, and how to contact them. Depending on the age of the child, this could be talking to them in person or by phone. For example:
    • Mum phone ……………….
    • Dad phone ……………….
    • Grandad phone ……………….
    • Mrs Jones school ……………….
    • Kids Helpline phone 1800 55 1800
  • Practice using the network and review it regularly.
  • Encourage students to consider how they may utilize multiple trusted people at once for example, taking a friend with you to report to an authority like the police; talking to a parent before seeking medical help.
  • Encourage students to include trusted people in their family and education site and at least 1 support service. However, don’t assume all students will list family members; for many complex reasons a student may not list family members on their trusted network. Support the student to identify other trusted adults they can rely on.

Review of trusted networks: while networks can be reviewed at any point in the year, it is particularly important to be completed prior to students finishing the academic year. Students with smaller networks are at greater risk as ‘school’ as a category is not available over the extended break; as such it is vital they have reviewed other options to support their safety over this period.

Barriers for students seeking support or reporting may include: fear of judgement, feelings of shame or embarrassment, fear of potential consequences, previous negative experiences when seeking help.

Implementation

Educator tips – Trust and networks

  • The common qualities of a trusted person can change and should only be used as a holistic guide, not a checklist. The common qualities of an untrustworthy person can be quite powerful in assessing when trust is broken. Students need to understand that a trusted person’s common qualities also apply to them in supporting others.
  • At the beginning of every year (or academic year), it is essential for students to establish their trusted network (NNA 7), including the support options available at the school. This provides students with immediate information should they need support during their transition into the learning environment, particularly if they are in a new class, with a new teacher and students, or in a different location. Networks and help-seeking strategies will be further explored and strengthened throughout the KS:CPC, as the year progresses.
  • Trust is crucial for students’ sense of belonging, communication, relationships and social and emotional wellbeing.
  • Build onto previous learning about trust, the common qualities of a trusted person and how trust can change or be broken.
  • Foster critical thinking about how individuals might respond in times of need, as a potential trusted person.
  • Ensure students review and expand their network (NNA 7) by identifying trusted adults in various situations or locations.
  • Provide opportunities for students to practise ways of seeking help and reporting including accessing support services.
  • Understand that family structures and kinship in Aboriginal communities can include parents, carers, extended families, Elders and community members, all involved in a child’s education. Consult with Aboriginal support staff about relevant networks and links to community resources (Australia).

Educator tips – Seeking support

  • Revisit the trusted network (NNA 7) to ensure it accurately reflects the student’s current trusted adults, relationships and trust levels and includes new people if needed.
  • Provide opportunities for students to practise seeking help in different situations and contexts including emergencies. It is important for students to understand what constitutes an emergency and how to contact emergency services in critical situations for their safety and the safety of others.
  • Review strategies for reporting, including relevant support services.

Common qualities of a trusted person

The following list provides some common qualities often associated with a trusted person, although this may vary depending on the context and individual preferences. Use observation, intuition and information gathering to help make an informed judgement rather than just relying on the person’s status, occupation or role. In determining whether someone has these qualities, some will be obvious, and some may not be apparent. Refer to the section below about questioning someone’s trustworthiness.

  1. Honesty
  • truthful and sincere in their words and actions
  • does not deceive or manipulate others
  • transparent in their intentions.
  1. Reliability
  • can be relied upon to fulfill their actions, commitments, and responsibilities
  • follows through on their promises
  • is dependable and consistent in their behaviour
  • is supportive and caring
  • seeks help if others are unsafe.
  1. Respected
  • held in high regard
  • does what’s right, with integrity
  • treats others with respect and kindness
  • has strong moral principles and ethical values
  • values others thoughts and opinions
  • adheres to a set of consistent standards.
  1. Communication style
  • patient and understanding
  • makes others feel comfortable to share their thoughts, feelings, and concerns without fear of harsh criticism or rejection
  • non-judgmental
  • open communication and easy to talk to
  • accepting of others
  • respectful verbal and non-verbal cues and body language.
  1. Empathetic
  • considers the feelings of others
  • demonstrates understanding and compassion
  • listens actively and considers different perspectives
  • offers support when needed.
  1. Confidential

In circumstances where the safety and wellbeing of individuals are at risk, breaking confidentiality becomes a responsible and ethical action and help must be sought.

  • respects the confidentiality of others
  • understands the importance of trust in maintaining relationships
  • handles information with discretion.

Resources

Activity resource: Lotus diagram

Activity resource: Trust gallery

Activity resource: Trust tree

Activity resource: Wall of trust

Chikowore N (2019) Giraffe asks for help, Magination Press USA

Kennedy P (2019) Otter B trustworthy, Tyndale House Publishers US

KS:CPC Poster

Mills J (2023) I am stuck, HarperCollins Publishers US

O’Malley J (2007) Jasmine’s butterflies, Success Print Pty Ltd

Maddox J (2023) Trust on thin ice, Stone Arch Books

Support services

Australia

Global

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) (nd-b) Aboriginal and Torres Strait Islander histories and cultures, viewed October 2024, https://kscpc.sa.edu.au/e/10056

Australian Curriculum, Assessment and Reporting Authority (ACARA) (nd-a) Intercultural understanding, viewed October 2024, https://kscpc.sa.edu.au/e/10057

Australian Human Rights Commission (AHRC) (2012) 2012 Face the facts – chapter 1, viewed October 2023, https://kscpc.sa.edu.au/e/10211

Department of Climate Change, Energy, the Environment and Water (n.d.) Anangu language, viewed October 2024, https://www.dcceew.gov.au/parks-heritage/national-parks/uluru-kata-tjuta-national-park/culture-and-history/anangu-language

Department for Education (2018) Aboriginal Education Strategy 2019 to 2029, Government of South Australia

Department for Education (2022) Culturally Responsive Framework 2022, Government of South Australia