Peer-led Approaches to Gender-based Violence Prevention Education in Higher Education: Insights from the Rights, Relationships and Respect Program.
Saved in:
| Title: | Peer-led Approaches to Gender-based Violence Prevention Education in Higher Education: Insights from the Rights, Relationships and Respect Program. |
|---|---|
| Authors: | Gadow, Friederike1 friederike.gadow@anu.edu.au, Robertson, Hannah1, Rossner, Meredith1 |
| Source: | Journal of the Australian & New Zealand Student Services Association. 2026, Vol. 34 Issue 1, p56-75. 20p. |
| Subject Terms: | *Higher education, *Interpersonal relations, *Peer teaching, Gender-based violence, Sexual consent, Bystander involvement, Cultural competence, Restorative justice |
| Abstract: | As Australian universities prepare for the introduction of the National Higher Education Code to Prevent and Respond to Gender-based Violence, there is a pressing need to move beyond compliance-driven approaches toward models that embed prevention in campus culture and practice. This article examines a peer-led, dialogic, and restorative model of gender-based violence (GBV) prevention education through a case study of the Rights, Relationships and Respect program. Piloted across three residential communities, the program combined an online module with a series of co-designed, peer-facilitated workshops focused on consent, respectful relationships, and bystander intervention. Drawing on a mixed-methods evaluation, the paper explores student engagement, learning outcomes, and implications for scaling and adaptation. Findings highlight that participatory and relational approaches can foster critical consciousness, practical skill building, and trust in peer support, particularly when embedded within inclusive residential cultures. However, challenges emerged around sustaining engagement, navigating cultural and linguistic diversity, and balancing institutional mandates with the conditions necessary for transformative learning. The credibility of peer facilitators, adaptive design, and co-design processes were key enablers, while enforcement mechanisms and abstract theoretical frameworks limited student participation. We argue that dialogic and restorative approaches must be relationally grounded, culturally responsive, and institutionally supported to achieve transformative impact. This case study offers valuable insights for universities in the context of current legislative reform. Effective prevention requires more than standardised programs; it demands reflexive, participatory, and values-based pedagogy embedded in community life. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of the Australian & New Zealand Student Services Association is the property of Australia & New Zealand Student Services Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 193372263 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Peer-led Approaches to Gender-based Violence Prevention Education in Higher Education: Insights from the Rights, Relationships and Respect Program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gadow%2C+Friederike%22">Gadow, Friederike</searchLink><relatesTo>1</relatesTo><i> friederike.gadow@anu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Robertson%2C+Hannah%22">Robertson, Hannah</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rossner%2C+Meredith%22">Rossner, Meredith</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Australian+%26+New+Zealand+Student+Services+Association%22">Journal of the Australian & New Zealand Student Services Association</searchLink>. 2026, Vol. 34 Issue 1, p56-75. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+teaching%22">Peer teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Gender-based+violence%22">Gender-based violence</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+consent%22">Sexual consent</searchLink><br /><searchLink fieldCode="DE" term="%22Bystander+involvement%22">Bystander involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink><br /><searchLink fieldCode="DE" term="%22Restorative+justice%22">Restorative justice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As Australian universities prepare for the introduction of the National Higher Education Code to Prevent and Respond to Gender-based Violence, there is a pressing need to move beyond compliance-driven approaches toward models that embed prevention in campus culture and practice. This article examines a peer-led, dialogic, and restorative model of gender-based violence (GBV) prevention education through a case study of the Rights, Relationships and Respect program. Piloted across three residential communities, the program combined an online module with a series of co-designed, peer-facilitated workshops focused on consent, respectful relationships, and bystander intervention. Drawing on a mixed-methods evaluation, the paper explores student engagement, learning outcomes, and implications for scaling and adaptation. Findings highlight that participatory and relational approaches can foster critical consciousness, practical skill building, and trust in peer support, particularly when embedded within inclusive residential cultures. However, challenges emerged around sustaining engagement, navigating cultural and linguistic diversity, and balancing institutional mandates with the conditions necessary for transformative learning. The credibility of peer facilitators, adaptive design, and co-design processes were key enablers, while enforcement mechanisms and abstract theoretical frameworks limited student participation. We argue that dialogic and restorative approaches must be relationally grounded, culturally responsive, and institutionally supported to achieve transformative impact. This case study offers valuable insights for universities in the context of current legislative reform. Effective prevention requires more than standardised programs; it demands reflexive, participatory, and values-based pedagogy embedded in community life. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of the Australian & New Zealand Student Services Association is the property of Australia & New Zealand Student Services Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193372263 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30688/janzssa.2026-1-13 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 56 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Interpersonal relations Type: general – SubjectFull: Peer teaching Type: general – SubjectFull: Gender-based violence Type: general – SubjectFull: Sexual consent Type: general – SubjectFull: Bystander involvement Type: general – SubjectFull: Cultural competence Type: general – SubjectFull: Restorative justice Type: general Titles: – TitleFull: Peer-led Approaches to Gender-based Violence Prevention Education in Higher Education: Insights from the Rights, Relationships and Respect Program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gadow, Friederike – PersonEntity: Name: NameFull: Robertson, Hannah – PersonEntity: Name: NameFull: Rossner, Meredith IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13202480 Numbering: – Type: volume Value: 34 – Type: issue Value: 1 Titles: – TitleFull: Journal of the Australian & New Zealand Student Services Association Type: main |
| ResultId | 1 |
