​BCE alumni Ruby Allen who attended Marymount College Burleigh Waters, is sharing her lived experience of domestic and family violence (DFV) to help teachers better support their students.

Growing up in a family where violence and instability were a regular occurrence, Ruby established Kids of Purple to support young people impacted by domestic and family violence.

May is Domestic and Family Violence Prevention Month and a timely reminder that schools play a crucial role in supporting children exposed to DFV.

Ruby said children want to feel like they are seen and believed and that their experiences matter.

“It's really important for teachers to validate student's experiences and that the teacher shows they care by taking the time to notice, listen, and believe a student," Ruby said. 

“There is a lot of powerlessness for children who are exposed to DFV, by teachers asking open ended questions, it allows students to have control in how and what they share with staff about their situation." 

BCE Senior Student Protection Advisor Cyndi Mandile said Ruby's commitment to closing the gap on the needs of children and young people who witness domestic violence in the home is an inspiration.

“Kids of Purple is a vital support mechanism for children and young people experiencing hardship at home," Cyndi said.

“Feeling safe at school is crucial for children's wellbeing and learning, allowing them to thrive without fear."

 “Teachers play a vital role in supporting children exposed to domestic and family violence by providing stability, emotional support, and access to resources that foster healing." 

Here are some ways schools can provide this support:

1. Trauma-Informed Care: Being aware of trauma-informed approaches may help students feel safe in the classroom. Understanding the impact that exposure to domestic and family violence has on students will help to identify how to provide appropriate support. 
2. Consent and Respectful Relationships Education (CRRE): CRRE is a school-based proactive approach to teaching the skills and knowledge needed to develop positive, healthy, safe and respectful relationships. Children need positive role models who can provide education about what healthy relationships look like and help provide them with the tools to navigate their own relationships within their homes and with peers. 
3. Collaboration with External Organisations: Schools can collaborate with community-based organisations to connect children and families with additional sources of support. 

Standard 2 of the National Catholic Safeguarding Standards mandates that children and adults are safe, informed and participate in decisions affecting them, and are taken seriously. It outlines the importance of providing students with information and opportunities to participate in decisions that affect their lives.