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The SRE Teacher Project – Professional Development WA

Sexuality & Relationships Education
2 Day Professional Development workshop – registrations closing soon!
“Amazing course that all teachers should have the opportunity to do”
“I left feeling confident, equipped with practical approaches I can integrate directly into the classroom. I’m feeling enthused about teaching this somewhat challenging subject to my students!
          Attendees from our 2016 2 Day PD

This is a reminder that registrations for our upcoming professional development workshop close on the 8th of April.
The SRE Teacher Project – Term 2 Professional Development 2 day workshop
Registration: Registration now open!
Date: Thursday 24th and Friday the 25th May, 2018
Time: All day
Location: Technology Park Function Centre, Bentley
*Registrations close on the 8th of April. Your place in this workshop is not automatically guaranteed upon completion of the registration form. Final places will be confirmed on the 11th of April.

The SRE Teacher Project – Term 2 After-school workshop
‘Ideas for teaching STIs and safer sex to young people’
Registration now open!
Date: Thursday 17th May / Term 2, week 3
Time: 4.00pm – 6.00pm
Location: Technology Park Function Centre, Bentley
 We look forward to seeing you soon.
Kind Regards,
The SRE Teacher Project team,


Forum: Cutting Edge Issues in Sexuality and Relationships Education (Adelaide)

You are warmly invited to an interactive forum which will be held as an adjunct to the Australasian Sexual Health Conference being held in Adelaide, November 2016.
Who is this for?
Teachers, community educators, health promotion officers, registered nurses and midwives, doctors, counsellors and other interested people.
Forum Themes
• Taking gender and sexual diversity seriously
• Confidence in teaching about sexual violence
• Student ‘voice’ in sexuality education: problems and possibilities
• Pre-service teacher education: the hope for change in sexual and relationships education
Panel Members
• Professor Peter Aggleton: Centre for Social Research in Health, UNSW Australia
• Dr Helen Calabretto: SHine SA
• Associate Professor Tiffany Jones: Australian Research Centre in Sex, Health and Society, La Trobe University
• Jane Flentje: Educational Consultant; former Coordinator Teacher Education, SHine SA
• James Castle: Schools Coordinator, Schools Education & Support, SHine SA; White Ribbon Ambassador
• Professor Bruce Johnson: School of Education, University of South Australia
• Natalie Terminelli: Teacher, Woodville High School
• Dr Debbie Ollis: School of Education, Deakin University
• Dr Deborah Bateson: Family Planning NSW; President, Australasian Sexual Health Alliance
16 November 2016
Registration: 3.00 – 3.20 pm Forum: 3.20 – 6.00 pm
University of South Australia, City West Campus
BH 2.09 Lecture Theatre (Barbara Hanrahan Building)


Public car parking is available in Hindley Street. Tram, bus and train
transport are convenient to the City West Campus
$20 (includes refreshments)
Click here to register by 5.00pm Monday 14 November.
There will be limited places available at the door (cash only), but we would prefer pre-registration to assist us with catering.
Further information:
Gemma Weedall (08) 8300 5394 or Helen Calabretto (08) 7099 5318

Academic employment: Principal Research Fellows, Melbourne

Academic AFSEH members may be interested in two new positions at the Australian Research Centre in Sex, Health and Society (Latrobe University), both closing on Sunday 18th September.
Both are research-only positions for 5 years at Academic Level D with responsibility for the development of key areas of established and emerging research excellence identified in the Centre’s Strategic Plan. Please feel free to circulate this information widely through your networks, and particularly to anyone you know who might be interested in applying. Application details below:
1. Associate Professor/Principal Research Fellow
This position has primary responsibility for leading the development of internationally recognised research programs in sexuality research with a focus on lesbian, gay, bisexual, transgender and intersex (LGBTI) communities; health and human rights; qualitative research methodologies; and theoretical fields related to sexuality, gender, health and policy.
2. Associate Professor/Principal Research Fellow
The primary responsibility for this position will be to lead the development of internationally recognised research programs focusing on young people’s sexual health and sexuality education.


Save the Date: Sexuality, Citizenship and Youth workshop, 8 June, WA

In partnership with the Australia Forum on Sexuality, Education and Health (AFSEH) and the WA Sexual Health and Blood-borne Virus Applied Research and Evaluation Network (SiREN), we are pleased to invite you to a free pre-SiREN symposium workshop event. 

Join us for afternoon tea followed by a fun and stimulating discussion with speakers from across WA and Australia!

Peter Aggleton from UNSW Australia will talk about the importance of sexual
citizenship for all young people.

Rob Cover from UWA will talk on emergent sexual diversities in and on social
networking sites, and their potential to help young people learn about sex, sexuality and

Dani Wright Toussaint from the Freedom Centre youth program will talk about LGBTIQ youth support – contemporary conditions and programs.

Kyra Clarke from UWA will talk about her recent work on teenage film and television.

Olivia Knowles from Safe Schools Coalition WA will talk about the work schools are
doing to become safer places, as well as the continuing need to create inclusive
environments for all in schools.

This event, which will take place at Shenton Park, is targeted at health and education
professionals, teachers, researchers, policy makers and community leaders who are working to fuel progress in the fields of sexuality, education and health.

To gain insights into these issues and more; expand your professional development and network with like-minded professionals, register here your interest in attending the seminar, which will take place 8 June 2016, 4:00-6:30pm.

Will you feed me?

Absolutely! We will begin this workshop with a 30 minute afternoon tea and networking session. Short presentations will begin promptly at 4.30pm.

We will write to you with full details of the event. Places are limited so an early response is much

Professional Development Programs for Effective Sexuality and Relationships Education – WA

Curtin University provides an extensive range of training programs in the area of school‐based sexuality and relationships education (SRE). We offer training opportunities for both pre‐service and in‐service teachers, and strive to provide all our attendees with ongoing support. Our programs are also suitable for school administrators and community health nurses who work in schools.

Additional events will be scheduled throughout the year, so please email jacqui.hendriks@curtin.edu.au if you wish to join our mailing list.

Please contact us if you are interested in enrolling in any of our undergraduate or postgraduate units dedicated to school‐based SRE. Students from other WA universities may be eligible to enrol.

2016 Calendar of Events

Visit www.sreteacherproject.eventbrite.com.au for more information and to register

(Registrations open a few months prior to each event)

17th & 18th March 2016 All day SRE Professional Development Workshop (2 days)
31st March 2016 4‐6pm Seminar

Pornography and young people

7th June 2016 4‐6pm Seminar

Innovative ways to teach respectful relationships

30th September 4‐6pm Seminar

Cyber safety, sexuality and young people

12th November 4‐6pm Seminar

Supporting male teachers who deliver SRE

How do sexuality/gender diverse students experience schooling?


Design and Aims

This report details the findings from a 2013 nationwide survey of sexuality and gender diverse Australian secondary school students.

The project’s core aims were to 1) gain a better understanding of how sexuality and gender diverse students experience their school’s ethos, referred to here as school climate, with regards to sexuality and gender diversity in the broad sense, and to 2) investigate links between students’ reported school climate and various measures of their school wellbeing and associated academic outcomes.


Seven hundred and four young people between the ages of 14-18, representing every state and territory in Australia, participated in the online survey. In terms of sexual identity, the majority of participants identified as lesbian/gay (43%) or bisexual (24%), with a sizeable minority of participants identifying as pansexual (12%).

The majority of participants identified as either a girl/woman (57%) or as a boy/man (34%), with just over 7% of participants identifying as either genderqueer or transgender. The term sexuality and gender diverse is used throughout this report to signify the array of sexuality and gender identities highlighted by the young people.

Schooling Experiences

The young people in this study attended schools from across the sector, with the majority of participants attending government schools (62%). Participants overwhelmingly depicted a secondary schooling environment in which marginalising (e.g. homophobic/transphobic) language was rife and where school staff did not respond with consistency.

A startling 94% of students had heard homophobic language at school, with 58% of these young people reporting hearing this language daily. Of those who reported classmates using this language within earshot of school staff, less than 5% reported that these adults always intervened to put a stop to its use.

Although somewhat less commonly reported, 45% of participants indicated that they had witnessed school-based physical harassment of classmates perceived to be sexuality and/or gender diverse, with 12% of participants witnessing such harassment on a weekly basis. Only 12% of young people who witnessed such physical harassment occurring in front of school staff reported that these adults always intervened.

Participants depicted inconsistencies in adults’ responses to school-based marginalisation ranging from purposive ignoring (and, in the worst cases, active participation in the marginalising behaviours) to addressing the discrimination and attempting to educate around the incident. Most participants who described an educative intervention highlighted specific teachers at their school who would respond in such a manner, in contrast to a majority of others who would not.

Approximately 40% of students reported that they knew where to go to locate information and support regarding sexuality and gender diversity and similar percentages of students could recall their teachers engaging with sexuality and/or gender diversity in a positive or supportive fashion at least “some of the time” or more frequently. However, only one quarter of participants’ could recall classroom learning about topics related to sexuality and/or gender diversity in any kind of formal capacity, with a mere 3% of students reporting that it was “definitely true” that they had learned about lesbian, gay, bisexual and transgender identities during their Health and Physical Education instruction.

Findings suggest that some school staff work intentionally to support sexuality and gender diverse students in a variety of informal ways, including general positivity with regards to related topics and the provision of inclusive resources, but that formal curricular inclusion is far less common.

Participants attending schools in which their school harassment policies explicitly included sexual orientation as a considered and protected cohort of the student population (16% of participants) were significantly more likely to report their teachers’ intervention in instances of verbal and physical marginalisation of sexuality and gender diverse students, as well as their general positivity and support.

Relationships between School Climate and School Wellbeing

Students attending schools with fewer instances of marginalising behaviours, and more consistent adult intervention when those behaviours did occur, were happier and more connected at school, safer and more likely to feel as if their teachers were invested in their personal academic success.

Likewise, reported teacher positivity and support for both sexuality diversity and gender diversity were significantly correlated with students’ school wellbeing outcomes, with the strongest relationships present between teacher positivity and both student morale and sense of connection to school. Similar relationships were found between school wellbeing outcomes and students’ reported formal inclusions (e.g. within health and physical education and elsewhere within the curriculum).

Academic Outcomes

Participants with elevated school wellbeing outcomes also had higher reported academic outcomes, including higher academic self-concept, greater intentions to attend university and fewer reported incidences of truancy. Students’ truancy behaviours were significantly correlated with their teachers’ reported positivity with regards to sexuality and gender diversity, highlighting the links between school climate, school wellbeing and academic outcomes and behaviours for sexuality and gender diverse students.


Most of the sexuality and gender diverse young people who contributed to this research attended secondary schools in which marginalising practices occurred on a weekly, if not daily, basis and where teacher positivity and formal inclusions of sexuality and gender diversity were the exception rather than the norm. Project findings highlight the relationship between sexuality and gender diverse students’ perceptions of their school climate and their own school wellbeing, including connection to their peers, teachers and investment in the schooling environment more generally, and demonstrate how these key factors are linked to academic outcomes for this cohort.

Project-based recommendations can be found within the body of the report: http://handle.uws.edu.au:8081/1959.7/uws:32727