Executive Summary This report presents findings from the final evaluation of projects funded in Round 3 of the Respectful Relationships initiative. The approach to evaluating Round 3 projects included both an evaluation of project design and content against the National Association of Services Against Sexual Violence (NASASV) standards (Process Evaluation), and an evaluation of participant outcomes in achieving positive changes in awareness and attitudes towards respectful relationships in the targeted population (Outcomes Evaluation). The 11 projects targeted diverse participant groups including mainstream primary and secondary school students, students in flexible learning options environments, Indigenous young people, young people from culturally and linguistically diverse (CALD) backgrounds in school settings, and young people in community or other institutional settings such as detention. Participants ranged in age from 8 to 24 years. Each project delivered respectful relationships education programs in multiple venues. Overall, the process evaluation found that projects demonstrated appropriate approaches to: Community and school consultation, Cultural inclusion and relevance for culturally specific projects, Overall training and support for project facilitators. A major component of the process evaluation was a comparison of the performance of each project with the standards outlined by the National Association of Services Against Sexual Violence (NASASV). The evaluation found that overall, projects demonstrated compliance with the six NASASV standards. The main specific findings of the process and outcome evaluations were: Most projects clearly articulated a feminist approach to understanding the gendered nature of violence perpetration. Others were reluctant to use and articulate feminist theory in their project design due to a perceived negative impact of feminist ideals. Theories of change were used to develop program content but the relevance of these theories to the efficacy of the project was not demonstrated for individual projects. All projects used considerable time and resources to ensure that the content and delivery of their projects were inclusive, relevant and culturally sensitive to the diverse range of students that they work with. Projects generally demonstrated comprehensive program development and delivery with extensive community consultation and stakeholder engagement particularly when working with Indigenous students and communities. One-off projects that were designed for a target population with specific needs and challenges were successful in facilitating initial engagement with populations and organisations that had not previously been engaged with respectful relationships education.
Executive Summary This report presents findings from the final evaluation of projects funded in Round 3 of the Respectful Relationships initiative. The approach to evaluating Round 3 projects included both an evaluation of project design and content against the National Association of Services Against Sexual Violence (NASASV) standards (Process Evaluation), and an evaluation of participant outcomes in achieving positive changes in awareness and attitudes towards respectful relationships in the targeted population (Outcomes Evaluation). The 11 projects targeted diverse participant groups including mainstream primary and secondary school students, students in flexible learning options environments, Indigenous young people, young people from culturally and linguistically diverse (CALD) backgrounds in school settings, and young people in community or other institutional settings such as detention. Participants ranged in age from 8 to 24 years. Each project delivered respectful relationships education programs in multiple venues. Overall, the process evaluation found that projects demonstrated appropriate approaches to: Community and school consultation, Cultural inclusion and relevance for culturally specific projects, Overall training and support for project facilitators. A major component of the process evaluation was a comparison of the performance of each project with the standards outlined by the National Association of Services Against Sexual Violence (NASASV). The evaluation found that overall, projects demonstrated compliance with the six NASASV standards. The main specific findings of the process and outcome evaluations were: Most projects clearly articulated a feminist approach to understanding the gendered nature of violence perpetration. Others were reluctant to use and articulate feminist theory in their project design due to a perceived negative impact of feminist ideals. Theories of change were used to develop program content but the relevance of these theories to the efficacy of the project was not demonstrated for individual projects. All projects used considerable time and resources to ensure that the content and delivery of their projects were inclusive, relevant and culturally sensitive to the diverse range of students that they work with. Projects generally demonstrated comprehensive program development and delivery with extensive community consultation and stakeholder engagement particularly when working with Indigenous students and communities. One-off projects that were designed for a target population with specific needs and challenges were successful in facilitating initial engagement with populations and organisations that had not previously been engaged with respectful relationships education.
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