Connect with Respect: Classroom Materials
By SBS Learn, eSafety Commissioner
05/05/2021 - updated 30/06/2026
About This Resource
This resource ‘Connect with Respect’ has been produced in support of issues raised in SBS documentary See What You Made Me Do, a Northern Pictures production.
These videos provide the opportunity to start important conversations with your students about being supportive, respectful friends and navigating their social lives safely.
The contributors to the videos discuss relationships, social pressures, being true to personal values and the importance of accessing support. While they watch, students should think about what they do and don’t relate to, and how they may influence or be influenced by the social scenes around them.
The conversations sparked with your classes will be sensitive and nuanced, most likely different with each group. They may reveal social challenges being experienced and how these impact on their ability to learn. You may choose to pull out some quotes from the videos and use these as a way to introduce themes of interest.
Provide adequate time to complete the activities. Some activities may take more than one session to complete. The videos inspire taking action; as teachers and mentors, please also consider how these activities sit within a broader respectful relationships program.
The activities can supplement those in the sector-leading Respectful Relationships resource kit to promote positive relationships and build respectful communication, relationships and problem-solving skills.
The activities labelled as ‘Self-reflection’ are intended to be private consideration by students and not shared with the whole group.
You can also use Our Watch Respectful Relationships Toolkit, The eSafety Toolkit for Schools and The Yes Project to drive continual improvement of your school culture and practices.
Teacher note: setting up
Please note this resource may lead to discussions surrounding a range of information related to sexual violence and coercive control. It is possible the content may elicit a range of emotions including distress. It may also remind you of some of your own similar experiences, if you have experienced them in the past. Therefore, please consider whether you are comfortable discussing the content with your students. You may want to ask another teacher to cover the content. You may also want to seek support before, during, and after discussing the content.
It is important you create a ‘safe space’ to explore students’ issues and concerns in response to the activities (and keep you safe as facilitator). This does not mean ignoring challenging or sensitive topics, instead it means creating an environment where each student feels comfortable to share their ideas without feeling there will be a harmful consequence such as teasing, bullying or feeling embarrassed. This is important because all students’ experiences and ideas are meaningful – students experience relationship dynamics in different ways, online and offline. Addressing the problems and issues related to respectful relationships must incorporate these differences.
The activities commence with a group agreement to help you establish what the activities are about, your students’ own rights and their responsibilities for each other throughout discussions. Also, remind them there are support services and organisations available to them if they need help – including school-based support staff such as a school nurses or counsellor, home-group teachers and student wellbeing coordinators.
Students may disclose sensitive experiences or ideas about consent, power, control and harm. It is crucial that these disclosures are taken seriously. Each state or territory education department lists the responsibilities of teachers to report or respond to disclosures of historical, current or potential harm to or by students. If you are unsure about reporting a disclosure or comment from a student, ask your leadership team or state or territory education department for advice.
SBS Learn’s Classroom Recommendations provides additional ideas for ground rules.
The videos
The videos can be watched in any order but a suggested sequence is provided through each activity. You may choose to start with a viewing of all videos, asking students to capture core and recurring themes in a concept map or spider diagram.
Giving Support and Seeking Help
The participants in the video discuss how we are all different when it comes to who we turn to for support and how we reach out. They talk through the importance of actively listening to others, without feeling as though you have to offer solutions or fix their problem.
Who Rules the School?
The participants discuss how our behaviour can be influenced by others and what makes harmonious communities.
Respectful Relationships
The participants describe characteristics of healthy, respectful relationships and what disrespect can look and feel like.
Power Dynamics
The participants discuss school dynamics, perceptions of social power and the impact of power imbalances.
Striving for an Equitable World
The participants discuss the importance of taking the time to stop and understand life from someone else’s perspective and finding a way to balance that with their own wants and needs.
Conversation 1: Group Agreement
Learning intention
To invite students to establish agreed group behaviour for the duration of the Connect with Respect activities. This section should be completed before viewing the videos.
Group activity
- Explain that the activity starts with establishing a Group Agreement so students will know what’s expected from them, and feel safe to join in. Brainstorm and develop a list of rules. Ask the group: what ground rules should we establish? What could go wrong when we talk about friendships, relationships and the way we treat each other? Answers might include: someone’s privacy is breached, people feel put down by others, people feel ganged up on. Give students some time to think individually before asking for suggestions.
- Record the list and make sure the rules are on display for the duration of the activities. If the students have trouble getting started, use some of these ideas:
- It’s OK to disagree with each other, but no put-downs.
- Listen while others are talking. Listening is a sign of respect – it shows your commitment to hearing a range of different opinions.
- Don’t identify people when you are giving an example or telling a story. For example, instead of saying ‘I like…’ or ‘My brother likes…’, say ‘Someone I know likes…’.
- Keep it confidential. We are aiming for ‘what’s said in the room, stays in the room’. Don’t repeat the stories in person, in chats or on social media.
- These rules extend outside this classroom as well: it is not acceptable to breach this agreement at lunch or recess, or online.
Facilitator notes
Promote ‘respectful disagreement’. Remind the students they are here to learn from each other’s different viewpoints. Teach students to frame an alternative opinion with ‘My opinion is’, or ‘I think…’ rather than ‘You are wrong/stupid…’ This encourages further examination of an idea, without the hostility. Model ‘curiosity’ as a response to surprising or challenging ideas such as ‘I’m curious, this is different for me, can you tell me more about this.’
Conversation 2: Giving support and seeking help
Learning intention
To review the existing local and community resources available to support young people with challenges related to their social worlds, online and offline. Giving or seeking support is not always a straightforward process; the video and associated activities will unpack these processes for your students.
Video prompt and reflection
WATCH the video, Giving Support and Seeking Help (11 minutes and 23 seconds duration)
As a young person, the most courageous thing you can do is ask for help.
Naz
Group activity
- Create a Wellbeing Network map. You will find a template for this on page 6 of the Yes Project resource (Theme 1) from eSafety.
- As a group, go through the map and clarify the services each organisation provides.
- Invite students to contribute to the list by providing more examples of relevant services, organisations and sites in their local community and school. It doesn’t have to be a service they have used – research on the internet or in the library to find information.
Suggested facilitator conversation wrap
Building resilience takes time and practice, and usually the support of others. It’s important that we are aware of the various support networks we already have in our personal lives and our school communities, as well as the external agencies that can provide support when we need additional help or comfort.
Conversation 3: Who Rules the School?
Learning intention
To challenge thinking about social attitudes and who each student allows to hold social power. To encourage students to consciously consider how their environments can influence their thinking and behaviour. To reflect on their emotional intelligence (EQ) and how they can contribute to respectful group dynamics.
Video prompt and reflection
WATCH the video, Who Rules the School? (6 minutes and 20 seconds duration)
‘…they were the alphas, the jocks, everyone kind of followed them…’ (Nathan)
‘…hey, wait a second, I keep getting spoken over.’ (Shailja)
‘You need to value me. Here’s my voice. Here’s my feedback.’ (Domina)
Self-reflection activity
Offer these questions to the group for quiet contemplation:
- Consider the difference between subjective and objective points of view – opinions versus facts (you may need to explain these definitions).
- Ask students to reflect (silently, mentally) on who they see as being the most popular five or so people of the class cohort. Remind students popularity is subjective. It is not a true or definite state, just a perception or an illusion. In this case, we are defining popularity as how much someone is accepted, liked, admired (or envied) and has their behaviour supported by a group. In other words, it’s how much social power someone has – or rather, how much social power we let them have. Alternatively, to avoid potentially targeting students within the class, ask students to silently think of who they would name the three most popular celebrities/famous people in the world right now.
- Explain that bystander behaviour is actually adaptive in either direction. That means if the most influential people in the group are pro-social (kind, empathetic, inclusive, respectful) then others in the group will follow their example, but if they are anti-social (dominant, exclusive, disrespectful) then that will be the dominant tone of the group. Even one person who is usually a bystander in the group has the potential to change the current situation or ‘status quo’ by challenging the influencers and tone, to make the group more positive or negative – though it’s easier to do if they have the help of friends or peers with the same attitude. So, let your students know they have the power within themselves to create an environment that allows everyone to be their best self and ensure no one gets harmed.
The power of change towards positive, respectful communities lies within you and your peers. You are creating the vibe. It should be one where everyone can be their best self, and no one gets damaged.
Note for facilitators: Social structures can influence power imbalances, therefore influencing people’s behaviour and responses to situations. As a teacher, you may need to acknowledge there are power imbalances in social structures, and students should only respond or react when it is safe for them to do so; and when their response does not lead to negative consequences for the student, within their own social structures.
Group activity
- Ask students to describe and define emotional intelligence (levels of self-awareness empathy, respect, resilience, knowledge, confidence, kindness).
- Discuss the benefits of having a high EQ that allows you to: know how to adapt your emotions, behaviours and practices appropriately in different situations and during challenging times; do better at school; do better at life; have more meaningful relationships; have better self-esteem and sense of worth.
- In small groups, encourage students to brainstorm ways they can demonstrate characteristics like respect and empathy for others. Note for facilitators: sometimes they may be aware of how to show empathy but not express it because they may not feel safe to do this, and that this is OK.
- Ask students to describe times when they have felt disrespected and how that influenced their emotions.
- Now, ask them to describe times when someone demonstrated empathy and kindness towards them and how that felt.
- Ask them whether showing or talking about emotions makes someone ‘less manly’ or ‘more girly’.
- Ask them whether demonstrating empathy to someone else increases or reduces their own sense of status, power or control, and why.
Suggested facilitator conversation wrap
Having strong social and emotional skills helps us all handle life’s challenges more effectively, make better decisions, have more meaningful relationships and do better in both learning and social environments. The people we allow to be leaders and have social power should be demonstrating what we value. If the wrong people are powerful then discrimination, silencing, exclusion and harm occur.
Note for facilitators: there are cultural differences that affect consent and respect; and intersectionality plays a role in all of the themes discussed in the Connect with Respect resource.
Additional viewing: activities for Conversation 3 are also applicable for these two videos:
Power dynamics
Giving support and seeking help
Conversation 4: Respectful Connection
Learning intention
To determine what characteristics contribute to healthy, respectful relationships between individuals and groups of people.
Video prompt and reflection
WATCH the video, Respectful Relationships (6 minutes 20 seconds duration).
What is a respectful relationship?
The video participants describe what healthy relationships look and feel like to them. Many mention the importance of being listened to, or not being spoken over.
Group activity
- Discuss and summarise how participants describe what a respectful relationship means to them.
- Ask students if there was a point that really stuck out to them and, if so, why.
- Ask students what they would add if they were being interviewed about what a healthy, respectful relationship looks and feels like.
- Ask them to now describe the opposite: what a disrespectful relationship looks and feels like. Let them know they can include high-profile examples from pop culture, the news or other sources that show a lack of respect and empathy between individual people or groups.
Self-reflection activity
- How respectful do you think you are? Does this change depending on the nature of the relationship and who it’s with? Or perhaps who else is around? Do you find it changes depending on whether you are online or offline?
- Describe behaviours you regularly engage in that demonstrate the respect you hold for others in your different relationships.
Suggested facilitator conversation wrap
If people recognise and understand the similarities and differences in the needs and feelings of the people and social groups around them, they are more likely to behave respectfully, online and offline.
Conversation 4 continued: Role Modelling Respect
This section relates to the same video as above, Respectful Relationships (6 minutes 20 seconds duration).
Learning intention
To reflect on the people we view as role models and who influence us positively. To consider the importance of choosing mentors wisely for different stages and phases of your life. To consider the ways we can influence and have an impact on others.
Video prompt and reflection
‘You make sure that their voice feels heard and not just feels heard, but actually is heard.’ (Cosmin)
‘Holding each other accountable, being able to talk about anything…’ (W Georges)
Self-reflection activity
The video participants seem like they would be excellent role models.
- Do you have a role model? Describe (in a written paragraph) what it is about them that you want to be like.
- How does this person inspire you to be more respectful?
- Who was a role model to you three years ago? Would you still consider them a role model now? Why or why not?
- We can all be role models – even in quiet ways. How do you see yourself as a role model and who do you influence? (Students can extend this answer by writing a paragraph about themselves and how they are a role model in different ways at different times.)
- Reflect on what your personal support network looks like. Do you have different people you turn to depending on the issue or problem? Note for facilitators: Remind students if they do not have personal support networks, there are school and external networks that could assist them. They are not alone.
Conversation 5: How does difference shape our world?
Learning intention
To consider how differences between people, communities, cultures and groups influence peoples’ negative experiences in social settings, and influence how respectful some interactions and relationships are between people, online and offline. Cultural identity plays a role in expression and experience of respectful relationships.
Video prompt and reflection
WATCH the video, Power Dynamics (6 minutes and 3 seconds duration).
‘Having money gives you a status. And only if you have money, you can become part of that status.’ (Aroha)
Group activity
This activity considers how cultures are often diverse and reflect our differences in a range of environments, online and offline, including schools and our local communities. Students explore their assumptions about other people and how their own attitudes and actions can exclude other people.
- Write each one of the ten Statements of Opinion provided below at the top of a separate, large sheet of butcher’s paper. Leave space under/around each statement for input from the class.
- Bullying and abuse happen when people put themselves at risk of it.
- Racism online and cyberbullying are two different things
- People try to put others down to feel more powerful
- It’s easier to go along in disrespectful group chats than speak up
- There are lots of different ways to express being a man or a woman
- I can control what information is shared about me online
- Our school encourages all people to share ideas and thoughts – everyone is respected
- I know how to help my friends access support
- I am clear on the school processes around sexual harassment and bullying
- People are equal on social media; it doesn’t matter who you are
- What patterns can we see in the responses? Are there statements with mostly one colour sticker, or no stickers at all?
- What influenced where you put your stickers?
- How might different people experience these things in different ways at school?
- How are the differences between people at school similar, or different, to how diversity is experienced across the wider community?
- Why might people harass, pick on or bully people because they are different to them?
- What other reasons could contribute to someone choosing to harass or abuse someone else?
Note for facilitators: Conversation 5 can also be applied to the videos Who Rules the School? and Striving for an Equitable World.
Conversation 6: Exclusion and inclusion
Learning intention
To explore how social environments, including group chats and social media, can include or exclude others, and the best ways to respond.
Video prompt and reflection
WATCH the video, Striving for an Equitable World (7 minutes 29 seconds duration)
‘It was very much like that…you accepted me, I accepted you. It was cool.’ (Ariana)
‘And I think it’s important to be aware of your own privilege. And you might not be part of the issue but you should definitely be part of the solution.’ (Abdallah)
Group activity
- Divide the class into small groups of students. Ask each group to brainstorm how they would like to be treated when their classmates speak to them at school. Encourage them to think about ideas like respect, eye contact, non-threatening body language, inclusivity and politeness. Ask students to use positive statements that begin with ‘People respect me when they…’.
- Ask some of the groups to share their statements. Point out to students when people are respectful of others, they include everyone in the group.
- Ask students whether they think speaking positively to someone, or about them, has more impact in person or online. What about speaking negatively to or about someone? Why do they think that is the case?
- Ask the groups to brainstorm how they would like to be treated by other people both at school and on social media.
- Explain to students that hate speech is defined as speech that attacks, threatens or insults a person or group on the basis of national origin, ethnicity, colour, religion, gender, gender identity, sexual orientation or disability. Then ask the class how they feel when they witness, experience, send messages or post hate speech or other negative comments online. What actions, if any, do students take when they or their friends are the target of hate speech or other negative comments or posts online?
- Place these signs around the classroom:
- Do nothing
- Respond
- Report it
- Talk it over with friends
- Something else
- A student you don’t know personally is being bullied online through social media posts. Other students and members of the community are questioning his sexual orientation. Some of your friends are the worst offenders.
- A good friend of yours recently got into an argument with another student. That student sent a racially insensitive text to your friend. You, and others, saw a screenshot of the exchange.
- You receive footage in a group chat of a friend groping another friend while she is passed out at a party.
- Friends on the train to school are airdropping nude pictures to passengers they don’t know.
- Are positive comments important to you? Why and how do they affect your life?
- When people are experiencing issues – such as arguments, friendship breakups, false accusations or harassment – why is it better not to make negative comments?
- What responsibility do you have to your online relationships?
- How can you help encourage all students to take this responsibility seriously?
Suggested facilitator conversation wrap
There is a clear link between violence towards women and attitudes of disrespect or gender inequality. Encourage students to think about ways in which they can stand up for their own beliefs, and the welfare of others, through even the smallest of actions. Note for facilitators: sometimes, due to cultural differences, people may not feel comfortable letting others know what is disrespectful. Also, what is considered respectful in one culture may not be in another culture.
Conversation 7: The power of conversation
Learning intention
To identify communication skills for listening and supporting friends when they share a problem or disclose a personal experience. To consider how to support friends without being a counsellor, how to know your boundaries and be able to give your friends information about support services.
Video prompt and reflection
Conversation 7 is applicable as a way of concluding the unit after watching all of the videos and completing the associated learning experiences.
‘You got to be a good role model. Use your superpower.’ (Cosmin)
‘And keep that hope, that light of hope flickering, because that will keep us going.’ (Angelica)
The participants in the videos demonstrate the power of talking and sharing perspectives, viewpoints, challenges and concerns with each other, and the impact being a good listener can have on people’s wellbeing.
In order to complete the next activity, you will need to print or write each of the following Conversation Cards onto one side of a card (for example, a palm card).
- Telling you about similar things they have been through.
- Reminding you that it is OK to feel the way you do.
- Helping you make a list of different ways you could respond.
- Asking lots of questions about what you have told them.
- Not believing you and asking you to prove the problem is real.
- Encouraging you to tell an adult. Blaming you for the problem.
- Validating you by saying something like ‘that is really tough.’
- Quietly listening to what you’re saying.
- Keeping everything you’ve said a secret, no matter what.
- Saying the problem isn’t a big deal.
- Suggesting some people or places that might be able to help.
- Nodding while listening to you.
- Acting like a counsellor or therapist.
- Telling you exactly what you should do next.
Group activity
- Explain that one way we can help others is to learn skills for listening to and supporting them when they tell you about a problem or something they are struggling with.
- Organise students into sub-groups. Give each of these sub-groups their own set of Conversation Cards. Explain that each card has the response of an imaginary listener.
- Instruct students to go through each Conversation Card and imagine they are telling someone else about a problem or really difficult situation they are facing. An example problem could be someone sending them abusive messages online or threatening to share fake images of them doing something private or criminal. Ask the sub-groups to decide if the response on the card is what they would want from their listener, then ask them to put the cards into piles: YES, MAYBE or NO.
- When the sub-groups have finished, ask them to compare their card piles with the group next to them and discuss which cards are in different piles and why.
- Instruct students to return to the main groups so you can all discuss some questions together.
- Choose one of the Conversation Cards and ask students how they would feel if they told a person something important or difficult and they gave the response on the card.
- Ask students: Why might someone tell you about their problem or situation, if they don’t want you to tell them what to do? How can you find out what will be supportive for them? (For example, they just want someone to listen to them, to feel less alone, to work out who else can help, or to feel less scared.)
- Ask students: Which Conversation Card responses might be helpful when you first tell someone your problem? Which responses might be helpful in another conversation later on?
- Ask students: Which of these responses would be the same or different if you were talking to someone on a messaging app or by text message?
- Ask students: What is the difference between listening to and supporting a friend, and trying to counsel them? (See Facilitator notes below).
- Ask students: Why might it be unhelpful to try to solve someone’s problem when they first tell you about it?
- Clarify any misconceptions about supportive listening. (See Facilitator notes below). Remind students these are starting points for thinking about how to be a supportive listener and share powerful conversations with friends. Of course, the context, and their relationship with the person, will also influence what is the best way to listen.
- Ask students: What differences can you notice in the piles?
- Ask students: What environments, including digital platforms, allow you to be empathetic to others? How else do you show care? Facilitator tip: some students may be able to experience empathy but not show/demonstrate it and that is OK.
Further notes on the Conversation Cards
The Conversation cards show different types of listening and responses. Read through the explanations here before starting this group activity. Once you are familiar with the concepts, print a set of Conversation cards for each small group.
‘Quietly listening to what you are saying.’ ‘Nodding while listening to you.’
Active listening means showing someone you are paying attention to what they are saying. Hear what they say and try not to interrupt. Nodding can be helpful as this shows you are listening. Eye contact can do that too, but only if the other person is also looking at you and feeling comfortable about it. Sometimes being quiet and not jumping in to talk can also show someone you care and are paying attention. This can be important if the other person needs time to think, take a breath and then speak. Your body language is important – face the other person if you are both comfortable. You might want to suggest going somewhere quiet if you are in a noisy location, or ask them where they would like to talk.
‘Reminding you that it is OK to feel the way you do.’
It may help the person to say something like ‘that is really tough.’ Tell them what they are feeling is all right. Let them know you think their feelings are real and normal, by repeating the feeling word they have used, for example ‘It’s OK that you feel scared’. Acknowledge you have feelings about it too but try to keep the focus on the other person.
‘Asking lots of questions about what you have told them.’ ‘Saying that the problem is not a big deal.’ ‘Not believing you and asking you to prove the problem is real.’
Try not to overdo the questions, as this can make it seem like you doubt their story. It’s important the other person sees you are on their side and you support them. Once you have listened, you might ask how they would like you to help them.
‘Blaming you for the problem.’
In our society, it’s common for victims to be blamed for their experience of violence, abuse, exclusion or other harms. Try to avoid questions such as ‘Why did you add them as a friend in the first place?’ or ‘Why were you drunk?’ because that might make your friend think they are responsible for what happened. A person experiencing violence or abuse is never to blame. It is important your questions don’t feel interrogating.
‘Encouraging you to tell an adult.’ ‘Keeping everything you have said a secret, no matter what.’
Keeping someone’s personal experiences private is important. It’s important they trust you and feel like they are in control of their story. If you think someone else needs to know – like a teacher or another trusted adult – first tell the person who has shared the personal experience. You can think together about who can be trusted. Sometimes you will need to get extra help and advice from a trusted adult, especially if you know your friend is unsafe and they don’t want to talk about it. Some matters constitute criminal behaviour, for example assault, and it may be necessary to report them to a responsible adult.
‘Helping you make a list of different ways you could respond.’ ‘Suggesting some people or places that might be able to help.’ ‘Telling you exactly what you should do next.’
Ask your friend what sort of help they would like from you. They are not expecting you to solve the problem, and you have already done a lot just by listening. Asking will also help the other person think about what to do next. Note for facilitators: sometimes students may not want to directly make a comment/get involved in helping others. In such situations, they could provide a list of helpful resources or remind them help is available both at school and outside.
‘Acting like a counsellor or therapist.’ ‘Telling you about similar things they have been through.’
Counselling means advising but it’s often better to just listen. Unwanted advice (especially if it can’t be followed) can stop a person from confiding in you – it may even make them feel frustrated or unheard. A good friend is supportive but does not ‘take on’ other people’s problems. Telling them about your own experiences may not be helpful when they first share their own experiences.
Remember: students are not counsellors, but can be supportive friends. It is OK if they aren’t sure how to help, or don’t feel comfortable advising others. It is also OK to point someone to a trusted adult, another trusted person or support services.
Connect with Respect glossary
Bystander
A bystander is someone who sees or knows about bullying, harassment or violence that is happening to someone else.
Collective responsibility
A phrase meaning responsibilities shared across a whole organisation, community, society, nation or group of nations.
Consent
Consent is informed permission for something to happen (or not happen). In an online context, this extends to actions like taking, uploading or distributing another person’s images, or sharing their personal details, information or conversations.
Culture/Cultural Differences
Culture encompasses different shared systems of learned and shared values, beliefs and rules of conduct. Despite sharing many characteristics, values, practices, beliefs and behaviours, members within different cultures vary greatly. Cultural differences refer to differing systems of belief, rules and conduct. Culture is distinct from ethnicity and race.
Emotional Intelligence (EQ)
EQ is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathise with others, overcome challenges and defuse conflict.
Hate speech
Hate speech is defined as speech that attacks, threatens or insults a person or group on the basis of national origin, ethnicity, colour, religion, gender, gender identity, sexual orientation or disability.
Intersectionality
‘Intersectionality’ refers to the ways in which different aspects of a person’s identity can expose them to overlapping forms of discrimination and marginalisation.
Power Dynamics and social power
A power dynamic describes how power affects a relationship between two or more people in social settings – including online. Influential people can be pro-social (kind, empathetic, inclusive, respectful) or anti-social (dominant, exclusive, disrespectful).
Respectful relationship
A respectful relationship is a positive one of equal strength where everyone in it feels safe and knows their values and opinions will be heard, even if they don’t agree with others in the relationship.
Social norms
Social norms are informal rules of conduct and models of behaviour that people within a society or social group are expected to follow. They are grounded in customs, traditions and value systems that develop over time in a society or group.
Structural discrimination
Discriminatory treatment that exists within a social system, as opposed to within an individual.
Technology-facilitated abuse
The use of digital devices or platforms to monitor, control or coerce someone as part of domestic and family violence.
Upstander
An upstander is someone who sees or knows about bullying, harassment or violence and takes action against the behaviour. When an upstander sees someone being bullied, they help to stop the bullying or they support the person who’s being bullied.
Victim-blaming
Victim-blaming is an attitude which suggests that the victim is responsible for the abuse or the inappropriate behaviour they experience, rather than the perpetrator of it.
Further Resources
- Our Watch Respectful Relationships Education Resources
- Our Watch: tools and resources
- Multicultural Youth Affairs Network (NSW)
- Centre for Multicultural Youth (Victoria)
- SBS Learn resource, Challenge Prejudice and Bust Stereotypes
- Victorian Government resource on intersectionality
- eSafety Education: Being in a Respectful Relationship
- eSafety Education: Power and Gender Relationships
- eSafety Education: Giving and Seeking Help in Relationships
- eSafety Education: Creating Positive Change
Copyright
© 2021 SBS. Author: eSafety Commissioner and SBS Learn. Title: Connect with Respect: Classroom Materials.
Except as permitted under the Copyright Act 1968, no part of this publication may be reproduced by any means, electronic or otherwise, without the written permission of the copyright owner.
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