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Key messages
- It is important to recognise that there is much diversity amongst Aboriginal people.
- Strategies for effective RSE with Aboriginal people are provided.
- Strategies for creating a safe space for Aboriginal students are provided.
- Understanding culture is crucial for providing a safe space for RSE lessons.
- Considerations about 'shame' and Men's business and Women's business are needed.
Recognise diversity
It is important to recognise that Aboriginal people are diverse. While some Aboriginal students and their parents/carers may be completely comfortable with relationships and sexuality education (RSE), some may not. The key to successful RSE in any context is to create an environment which is respectful, supportive and responsive to the needs of students.
Strategies for effective RSE with Aboriginal students
- Communication with parents/carers - Make personal contact with parents/carers before starting RSE lessons. Understanding the background and individual learning needs of the students will enable the teacher to plan for and implement a more effective, differentiated learning experience.
- Strong partnerships - Form strong partnerships with the parents/carers of Aboriginal students, local Aboriginal community members and local elders. A connection between the school, parents, families and local community will be reflected in improvements in student engagement and learning for Aboriginal students.
- Historical context - Be aware that history has played a part in influencing Aboriginal people’s attitudes towards relationships and sexual health, e.g. stolen generations, missions.
- Aboriginal staff - Work collaboratively with Aboriginal staff (including Aboriginal and Islander Education Officers (AIEOs) and regional Aboriginal education teams) to draw on their local knowledge and partnership networks and determine the cultural appropriateness of resources and materials.
- Training - Undergo training such as the Mooditj Leader course offered by Sexual Health Quarters.
Creating a safe space
- Split classes - Facilitate cultural respect and ease of communication by making opportunities to split the class into gender groups from time to time, and then find ways to share information gained from each group.
- Practise communication skills - Create opportunities for students to practise communicating about relationship and sexual matters.
- Respect cultural protocols- Display respect for, and a basic understanding of, Aboriginal cultures.
- Sensitive topics - Acknowledge that certain issues may be embarrassing or difficult to talk about.
- Respectful relationships - Build respectful working relationships with Aboriginal students
- Supportive environment - Create an environment which is supportive and incorporates the knowledge and experience that Aboriginal students have into learning experiences.
- No assumptions - Do not make assumptions about students’ knowledge, sexuality and/or behaviour
- Anonymous questions - Use a method for anonymous questions and answers such (e.g. question box) to allow students to acquire knowledge without needing to disclose information which could be seen as embarrassing or shameful.
- Visual aids - Use visual aids and resources to assist visual learners and students from culturally and linguistically diverse background.
- Variety of teaching strategies - Use a variety of strategies such as storytelling, art, humour and dance to cover the range of students preferred learning styles to reduce shame and help students ‘open-up’ and start talking. See teaching strategies for lots of interactive ideas.
- Community education sessions - Hold community education sessions incorporating sexuality and sexual health issues
- Sexual health part of general wellbeing - Endeavour to normalise sexual health as part of general health and wellbeing. Issues like getting tested and treated for STIs is part of looking after yourself and your partners.
- Display health information - Display health information around the classroom and school. Try to use material that reflects the demographics of the school to make content relatable to the students. WA Department of Health have a suite of free posters and pamphlets designed for Aboriginal people available through the Department of Health Online Ordering System (external link).
- Peer educators - Engage community peer educators and/or advocates.
- Reliable information - Provide students with reliable and age appropriate websites for relationship and sexual health information. E.g. Get The Facts is a WA Department of Health website for teens.
- Helpful services - Provide students with helplines and phone counselling services where they can seek help confidentially. E.g. Sexual Health Helpline is a free service in WA.
Understanding culture
Understanding a student's social and cultural influences is vital for providing a safe and supportive learning environment. The following is intended to provide a very brief overview of some considerations relevant to teaching relationships and sexuality education (RSE) in schools. Teachers and schools are encouraged to undertake cultural competency training to gain deeper understanding of the Aboriginal culture and how to better support Aboriginal young people and their families in RSE.
Identity
Aboriginal cultural identity can be linked to their connection to kin, culture, and country, although these connections can have different meanings for each person. Colonisation has had profound impacts on notions of what identity is. Understanding identity is vital when engaging in learning about self-esteem, communication skills, and help seeking.
Caring and wellbeing of children
Aboriginal culture is based on a kinship system, meaning there can be many people who share in the care and nurturing of a child - such as aunties, uncles, grandparents, older siblings or cousins. Members of the kinship may also participate in decisions made about the daily care and needs of a child. It is important to consider this when informing families about RSE sessions and content.
Role of Elders
Elders are leaders who support and influence community. Elders are the holders of stories and ways of living that ensure spiritual, physical and emotional wellbeing. Elders hold important community knowledge and influence. They may be referred to as 'Aunty' or 'Uncle'.
Intergenerational trauma
People can be affected by traumatic events they experienced directly, and they can be affected by witnessing or hearing about traumatic events. When people are not healed from trauma, it is likely to be passed on from one generation to the next. For example, Aboriginal people who were subjected to the force removal from their families, may pass the trauma they have experienced to their children or may find it difficult to nurture their own children because they were denied the opportunity to be nurtured themselves. It is vital to use trauma-informed practice when covering sensitive topics in RSE, being mindful of the diverse range of experiences the students bring to the room.
Sorry business
The end stage of life and time following is a very sacred time for Aboriginal people and communities. It is known as 'Sorry Business'. There are cultural practices, protocols, ceremonies and rituals associated with mourning. In some communities, when a person passes away, it may be considered disrespectful to say the person's name or display pictures of the person. It is important to respect the space and time families need during these times.
Shame
The concept of shame for Aboriginal people has a broader meaning that it does for non-Indigenous people. Shame can signify that someone is feeling embarrassed or ashamed in/by certain situations. This can have significant impacts on RSE lessons as many topics can cause feelings of shame. It is crucial for teachers to understand the notion of shame and to learn about taboo language, topics or behaviours for the community.
Women's business and Men's business
Young Aboriginal girls have mothers, grandmothers, aunties and Elders who nurture their spiritual, emotional and physical wellbeing throughout adolescence. Their special knowledge is preserved through women's business. Young Aboriginal men have fathers, grandfathers, uncles and Elders who support their initiation of becoming a man. For some Aboriginal people, the topics discussed in RSE might be considered Men’s or Women’s cultural business and it may not be appropriate to discuss these issues with or in front of members of the opposite sex1. It is vital that different models of teaching are considered when delivering RSE - split classes of different genders, male/female teachers, Aboriginal educators, etc.
Gender diversity
In Aboriginal communities, gender diverse young people are often referred to as 'sistergirls' (women who were sex assigned at birth male) and 'brotherboys' (men who were sex assigned at birth women).
"Sexual health is sensitive, complex and personal. We want to really dramatically change the stats and change the rates of transmission in Aboriginal youth. We want to engage young Aboriginal and Torres Strait Islander people to lead honest conversations in their communities about HIV, and about sexual health more generally."
Todd Fernando – ANTHYM: Aboriginal Nations Torres Strait Islander HIV Youth Mob (with permission)2.
Department of Health resources
Let’s Yarn!
Let’s Yarn! has been developed to make it easier for educators, parents and health professionals to talk to young Aboriginal people about ways of developing strong, safe and healthy relationships. The website brings together useful resources developed by WA Health and other government and non-government agencies around Australia.
Kaiyai Girl
An interactive resource for teachers of young people aged 12-19 years about making choices and being the boss of your own body.
Yarning Quiet Ways
A resource designed to help parents and carers of young Aboriginal people yarn about strong, safe and healthy relationships.
External resources
Young Deadly Free
Resources to assist in increasing rates of testing and treatment for STIs and BBVs. Includes: videos, animations, factsheets, TV and radio adverts, posters, games, peer education programs.
Centre for Cultural Competence Australia
Online accredited Aboriginal and Torres Strait Islander Culture competence course.
References
1. NSW Aboriginal Sexual Health Resource. Cultural Respect and Communication Guide. NSW, 2009.
2. The Royal Australasian College of Physicians. Position Statement: Sexual and Reproductive Health Care for Young People, 2015.
