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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,


Social Media, Sexual Citizenship and Youth Research showcase and panel discussion: Swinburne University of Technology, Melbourne

When: Tuesday 10 April, 6-8pm

Where: Room TD144, TD Building, John Street (five minutes from Glenferrie Station)

Swinburne University of Technology, Hawthorn

Free event showcasing young Melbourne researchers and social media communication professionals alongside researchers from the ARC Discovery project Queer Generations: Belonging and sexual citizenship among gender and sexual minority youth (https://queergenerations.org/).

We  welcome  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

Confirmed presenters include:

Kath Albury (Swinburne University of Technology) on

Queer young people’s negotiation of safety, risk and visibility in hookup app cultures

Charlie Chapple (Swinburne University of Technology) on

Closed Facebook communities as peer support for trans and non-binary young people

Daniel Marshall and Ben Hegarty (Deakin University) on

Minus 18: a case-study in histories of queer youth uses of communication technologies

Jonathan Mavroudis (Swinburne University of Technology) on

Shirtless selfies and young gay men’s identity formation practices

Ivy McGowan (Australian Research Centre in Sex, Health and Society, Latrobe University) on

Targeting (successful) research recruitment: Lessons from LGBTIQ digital activist cultures

Panel discussion (including presenters and members of the Queer Generations team):

Reflections on sexual citizenship and the emergent relationship between growing up queer and contemporary media practices

This event is presented by Swinburne University of Technology Social Media Research Group, Family Planning Victoria, the Queer Generations research project and the Australia Forum for Sexuality, Education and Health (AFSEH).

Please RSVP here.

Further information please contact Tinonee Pym: tpym@swin.edu.au

Image credit: https://www.flickr.com/photos/celesteh/

Special AFSEH issue of Sex Education journal

A recently published issue of Sex Education contains key papers from AFSEH’s first national conference.

With an open access editorial introduction by Tania Ferfolja and Jacqueline Ullman, and an open access In Conversation between Simon Blake and Peter Aggleton, the issue contains papers details cutting edge research and commentary from across Australia.

Topics addressed include:

  • the importance of educating young people about HPV vaccination in schools;
  • teacher positivity towards gender diversity;
  • parents’ perspectives on sexuality education;
  • the politicisation of Australian queer affirming curriculum materials;
  • young people’s perspectives on homophobic language use; and
  • LGBTIQ experiences in tertiary education.

Contributors include Paul Byron, Cristyn Davies, Karyn Fulcher, Kerry Robinson, Barrie Shannon, Rachel Skinner and Andrea Waling

Full details here:


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

Reminder: Respectful Relationships education forum. Brisbane, 18 Feb.

On Thursday, 18 February, True – relationships and reproductive health in partnership with the Australia Forum on Sexuality, Education and Health (AFSEH) will be holding a one-day event in respectful relationships education, both in-school and beyond.  
A wide range of topics will be discussed that will be of interest to those working in health, education, gender and sexual equality, violence prevention and related fields.  
Further details about the event and how to register are available here


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

Rethinking media and sexuality education: executive summary


coverimage credit: George

Executive Summary

What’s the problem?

  • Parents, educators and policy makers are overwhelmed by the pace at which digital technologies (such as mobile phone and tablets) and platforms (such as Facebook and Snapchat) are evolving – and the increasing role they play in young people’s lives.
  • Practices such as sexting (the digital sharing of naked or semi-naked pictures) create complex legal and socio-cultural challenges for young people, schools and families.
  • To date, health promotion and education policy and practice have struggled to develop activities and messages that offer young people better guidance than ‘just say no’.

What we did

  • Four three-hour workshops were held in New South Wales and Queensland with secondary teachers, health promoters and youth workers (n=77). The workshops covered three relevant theories of media communications as well as practical activities adapted from The Selfie Course developed by Kath Albury, Terri Senft and colleagues. Follow-up surveys assessed the extent to which participants found this approach useful, relevant and applicable to their work.

What we found

  • There are both individual and institutional barriers to an asset-based approach to young people’s digital media practices. At best, an approach focused solely on risk will result in frustration for professionals and young people alike. At worst, it will actively undermine trust between young people and the services that wish to support them.
  • Educators and policy-makers need to move beyond asking ‘what does media do to young people?’ towards asking instead ‘what do young people do with media?’ The frameworks and activities piloted and evaluated in this study can support them to make this change.

Next steps

  • A majority of participants indicated a desire to engage further with critical theory and practice models for working with young people in the area of media and sexuality education.
  • This report presents data self-reported by participants. Future research could engage more closely with educators to better understand how the frameworks and activities piloted in this project are applied and translated in their practice.

The Rethinking media and sexuality education project 2015 was led by Kath Albury and Paul Byron, UNSW, with the support of True Relationships & Reproductive Health Queensland, and Family Planning NSW.

The preliminary research report is being launched this morning at AFSEH’s First National Conference, at Western Sydney University.

A full pdf  is available for download here.

Follow the AFSEH conference Twitter conversation at #afseh15.

Respectful Relationships Education as Violence Prevention: call for speakers

True Relationships and Reproductive Health in partnership with the Australia Forum on Sexuality, Education and Health (AFSEH) are organising a teacher led forum to be held in February 2016.

Date     18 February 2016

Time     9.00am-4.30pm

Cost     This is a non-profit event; however a small fee may be charged to cover the cost of venue hire and light refreshments.

Venue   Brisbane (TBA)

Note:    Registrations will open in November 2015


Earlier this year, a national forum discussed relationships and sexuality education in schools as an important form of violence prevention.

Discussion centered on:

  • Schools as platforms for violence prevention work
  • How schools can reduce children’s vulnerability to bullying, emotional violence, violence, sexual abuse and assault
  • Whole of school and community-wide approaches

Participants at the forum requested another event with a longer time frame that is teacher-led.


Teachers, principals, school nurses, youth workers, researchers and anyone interested in expanding community based responses to violence prevention and child protection

Submitting an expression of interest to present

We are calling for speakers who are willing to share their contemporary approaches to relationships and sexuality education.

In your expression of interest please provide:

  • An abstract (maximum 300 words)
  • A brief biography (maximum 200 words)
  • Details of how long you would like to present and the workshop/facilitation approach you would like to use
  • Any other requirements or considerations

    Expressions of interest

    Please send your expression of interest by COB Wednesday 14 October 2015 to

    E rebecca.johnson@true.org.au

    More information

Please contact Rebecca Johnson

E rebecca.johnson@true.org.au

P 07 3250 0240