March 2024

Tackling Violence at Home: How Can Schools Help?

Violence in the home affects many Australian families and millions around the world. Whilst family, domestic, and sexual violence is widespread across all demographics, statistics show that women and children experience it more than others.

2022 statistics from independent government body Our Watch indicate that on average one woman per week in Australia was murdered by current or ex-partners. According to this survey, one in four women experienced physical or sexual assault at the hands of current or ex-partners. Clearly, addressing violence at home in all its forms is crucial, as it has negative (and sometimes fatal) repercussions for those affected by it.

Even if children aren’t targets of violence, seeing family members being assaulted or abused often entails negative consequences for child witnesses. Exposing children to violence is indirect child abuse.

Domestic violence describes the violence occurring between intimate partners, whereas family violence refers to violence between other family members.

Children’s Challenges and Behaviours

Several large-scale studies conducted over long periods of time evidence that children exposed to violence often don’t do well academically. The challenge of surviving leaves little energy left for excelling. According to the research, many pupils exposed to violence at home have behavioural issues or face challenges. These can include:

• Impaired mental ability (think of physical abuse: repeated blows to the head can damage neural pathways, processing, and emotional self-regulation).
• Externalising and internalising problematic behaviours, poor self-esteem (thinking they’re not worth much or don’t deserve much, acting out violent behaviours modelled on what they see at home).
• Poor mental wellbeing (experiencing depression or anxiety, for example).
• Frequent absences from school or school refusal (absences may hide abuse inflicted on children or partners – perpetrator may not want abused children or abused partner to go to school and show evidence of abuse).
• Being a victim or instigator of bullying.
• Withdrawing from others.
• Being over-friendly/attention-seeking (wanting validation they don’t get at home).
• Precocious or inappropriate sexual behaviour (based on what they see or experience at home).
• Separation anxiety.
• Being excessively compliant.
• Caring for other (often younger) family members.

Displaying a combination of these behaviours may indicate a student is in a violent, abusive home environment. However, schools should also investigate other potential causes rather than report based on incorrect assumptions. Interestingly, acting on signs of neglect in students’ lives is a preventative approach. Research indicates a correlation between experiencing childhood neglect and engaging in domestic and family violence as an adult.

How Schools Can Help

Schools can use their influence and links with families to deal with root causes, take preventative measures, and support families currently experiencing it. Indeed, they are uniquely placed to do so. Proactive schools develop positive relationships with students and families over many years, protecting them from violence and supporting them as needed. Reporting obligations evidence that doing so is part of duty of care.

Over time, repeated instances of violence become patterns of behaviour and habits. These are passed on to children being reinforced by harmful gender stereotypes and assumptions about acceptable behaviour. The classroom is where behaviour and attitudes can be challenged and changed, particularly if action is taken sooner rather than later. Ultimately, schools can play a part in breaking cycles of violence by providing effective support and prevention measures.

Both domestic and family violence endanger the wellbeing and safety of others by dominating and controlling them. This violence occurs in intimate, family, and/or informal care relationship contexts.

 The two types of violence can include the following types of abuse:

• Physical e.g. physically assaulting someone, damaging their property, threatening to hurt themselves or their pets.
• Emotional e.g. calling someone names, controlling daily activities or what they wear, outing their sexual orientation, blackmail, and stalking.
• Economic e.g. controlling and/or misusing money and property or threatening to do so.
• Coercive e.g. forcing, manipulating, or intimidating someone to act against their will e.g. making someone transfer power of attorney to you.
• Sexual e.g. raping or forcing someone to perform sexual acts.

The curriculum can dismantle assumptions which enable violence, whilst helping families who experience it by implementing the following:

Student Ambassadors

YouTuber and psychologist Emma Kenny’s true crime episodes highlight cases of domestic and family violence. Kenny refreshingly explores ways to mitigate the impact of violence, as well as potential causes in each case. In Silenced Voice: The Heartbreaking Story of Natalie Hemming, Kenny mentions that Kirsty Hemming, oldest daughter of murdered wife Natalie is currently domestic violence ambassador at her school.

Student domestic violence ambassadors support concerned students who often feel more comfortable discussing their situation and how they can get help with peers rather than authority figures. Kirsty Hemmings’ lived experience and that of Australian student Lilly Lyons, helps students in similar circumstances see that someone understands what they’re going through and knows how to help. The student ambassador is a role model - symbol of hope: if they escaped their violent home life, others can do the same!

Becoming ambassadors for domestic violence gives students a voice, opportunities to design and implement community projects. In 2023, Ballarat’s Youth Ambassador team created an infographic and website offering local domestic violence resources for young people. These projects explored sensitive approaches to discussing domestic violence and where those affected could get help.

Through the projects, ambassadors developed critical thinking, planning, project management, communication, computer programming, design, networking, and leadership skills. They gained support from stakeholders (businesses and Ballarat Council) by presenting the merits of their infographics and website. They also incorporated feedback from Ballarat Council to improve their ideas. Involvement in such initiatives develops valuable transferable skills. It also aligns with curriculum outcomes for English, Civics, and Citizenship courses. Ambassador Anushka Kalra commented that the program enabled her to make positive changes to her community, even though she wasn’t a school leader. It allowed her to voice opinions that schools mightn’t consider.

Relationship Education 

Over the last decade, Australian curriculums have emphasised teaching students how to maintain healthy, respectful relationships. Whilst relationship education is important, critics argue the school curriculum is overcrowded. Such programs don’t always measure up to expectations. That’s why it’s important to do your homework and pick ones that are value for money.

Ideal respectful relationships programs should:

• Cover topics like: individual rights and responsibilities, trusting gut feelings in situations and around others, types of abuse, family violence and cycles of violence, trusted adult safety networks, online safety, masculinity and the concept of toxic masculinity, consent and how the law interprets it, rape and sexual assault, and the legal ramifications of sexting.
• Encourage participants to deconstruct and question received ideas about gender roles and stereotypes.
• Align with curriculum outcomes.
• Endorse a whole school approach by providing tailored workshops for parents, teachers, and students to learn more about violence in the home and how to prevent it.
• Explore trauma-informed approaches to equip teachers to recognise signs of abuse and trauma in students.
• Provide age-appropriate content, tailoring it to a variety of age groups, audiences, and ability levels.
• Spread awareness of survivor stories and where to seek help if you’re affected by violence at home.
• Promote expert knowledge e.g. police officers visiting the classroom to explain how the law works regarding reporting violence and abuse. Police need to emphasise that they are here to understand and support victims rather than simply punish perpetrators.
• Be evidence-based and have a proven track record if it isn’t a newly developed program.
• Include memorable key messages and takeaways.
• Engage intended audiences and teach them while having fun!

Look at other schools and see which programs worked or didn’t work for them and why.

SECASA school programs are run by a Melbourne-based support service which specialises in family violence and sexual assault. They are informed by evidence-based local and international research on how to prevent violence and build respectful relationships. The service focuses on practical, evidence-based conversation and support sessions. Tailored, trauma-informed workshops are available for teachers, parents, and senior school staff.

The RESPECT program run by Sydney-based youth organisation Outloud matches with all but a few of the above criteria. Focusing on early intervention and prevention, it teaches boys aged under 12 about the negative impact of domestic violence and the importance of gender equality. First rolled out in 2013, it has been consistently popular with the young boys it reaches out to. The 12-week course brings family violence counsellors and professional musicians into the classroom to help participants understand the impact of domestic violence.

Participants then write and rehearse original songs, putting what they’ve learnt about respect and domestic violence in their own words. They perform the songs at school assemblies, and at an annual showcase at Bankstown Central shopping centre.

Fine tuning creative projects like this helps key messages stick. Evaluations by Murdoch University show that around 92% of participants gained a deeper understanding of gender equality and respectful relationships while 98% came away with increased understanding of the negative consequences of domestic violence and how to build healthy relationships.

Similarly, the Zen Tea Foundation’s 2022 competition called on high school students to create a short film or video focusing on aspects of domestic or family violence. This is a fun way to raise awareness, and a way to hammer home key messages that students want to express. Programs which allow students to get creative, learn to use digital technology to create original work and apply what they’ve learnt are impactful. Such programs also align with several curriculum outcomes.

Connecting Families With Resources

Whilst prevention is key, schools must also support families that already experience violence in the home. Although teachers and school staff don’t have the time or expertise to act as counsellors, housing officers, or providers of free food, schools can provide lists of contacts to support struggling pupils and their families. They can also listen attentively, believe allegations of abuse, and keep details confidential, except when required to share or given permission to do so. Abuse often occurs or becomes worse in times of stress. Homelessness and financial problems may compound cycles of abuse and violence.

Well-prepared schools can link families with essential local services:

• Homeless shelters
• Department of Family And Community Services contact numbers
• Food banks
• Housing services
• LGBTQI+ services
• Counselling services specialising in trauma/bereavement
• Relationship counselling/family violence counselling for couples or families
• Eligible government support e.g. disability pension or child support payments
• Domestic violence/child abuse hotlines
• Hotlines and resources for perpetrators of violence or abuse
• Organisations that boost mental health and fight depression
• Clothing banks and charities that provide baby supplies
• Services for single parents
• Services for children with specific needs or medical conditions
• Employment/job search agencies

Schools can do more than simply report when violence occurs. They can provide students and their families with the knowledge and tools to build happy, healthy relationships, and raise awareness about personal safety, health, and wellbeing concerns.

Bibliography

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