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Rainbow Room Guidelines

Supporting Inclusion in Middle School

Purpose of Rainbow Room

Rainbow Room is a supportive, inclusive space for Middle School students at Living School to explore and celebrate diversity, particularly around identity, gender, and sexuality. It aligns with the NSW Personal Development, Health, and Physical Education (PDHPE) curriculum to foster respect, empathy, and a sense of belonging while ensuring age-appropriate and developmentally suitable discussions.

 

Curriculum Alignment: NSW PDHPE Framework

The Rainbow Room activities and discussions are underpinned by the NSW PDHPE curriculum, which emphasises:

  • Promoting Positive Relationships: Developing respect and empathy in interactions with others.
  • Identity Exploration: Understanding the factors that influence personal identity, including family, culture, peers, and media.
  • Inclusion and Diversity: Encouraging appreciation for diverse perspectives, including cultural, gender, and sexual diversity.
  • Health and Wellbeing: Supporting students to make informed, respectful decisions that promote individual and community health and wellbeing.

 

Relevant curriculum content includes outcomes such as:

  • Stage 3 Outcomes:
    • PD3-2: Investigates information, community resources, and strategies to demonstrate resilience and seek help.
    • PD3-6: Distinguishes contextual factors that influence health, safety, wellbeing, and relationships.
    • PD3-9: Reflects on how personal strengths contribute to successful participation in diverse groups.
  • Stage 4 Outcomes:
    • PD4-2: Explains and uses strategies to enhance interactions and inclusivity.
    • PD4-6: Recognises how personal and cultural factors influence identities.
    • PD4-9: Responds to challenges and advocates for inclusivity.

The document, Teaching Gender Diversity at Living School, must be consulted and adhered to in the activities, discussions, and content delivery of Rainbow Room. If a student needs support beyond these directives, it’s important to have a one-on-one conversation outside the group setting or refer the student to support services.

 

Guidelines for Running Rainbow Room

Content and Discussions

  • Ensure all topics are age-appropriate and sensitive to the youngest attendees.
  • Maintain a focus on inclusivity, respect, and fostering a sense of community.
  • Use inclusive language and avoid assumptions about students’ identities or experiences.
  • Focus discussions on emotional well-being, relationships, and understanding diversity.
  • Use evidence-based resources vetted for suitability in an Australian Middle School context.
  • If content needs to become more in-depth, consider splitting the group by stages to cater to different developmental levels.

 

Student Requirements

  • Voluntary Participation: Attendance is optional, ensuring students feel comfortable and supported.
  • Confidentiality: Stress the importance of respecting the privacy of all members.
  • Respectful Conduct: Students are expected to uphold the values of inclusion and respect in all interactions.

 

Parent Communication

Send a welcome email to parents or guardians when their child joins Rainbow Room. The email should outline:

  • The purpose of Rainbow Room.
  • An assurance that all discussions and activities are age-appropriate and inclusive, aligned with the NSW PDHPE Curriculum.
  • A commitment to respecting students’ privacy while keeping parents informed about general topics covered.
  • Contact information for the teacher facilitating the group for any questions or concerns.

 

Example Email Content:

Dear [Parent/Guardian],

Your child has expressed an interest in participating in Rainbow Room, a club dedicated to celebrating diversity and fostering inclusion at our school. This group aims to provide a safe, supportive space for students to explore topics such as identity, respect, and inclusivity, aligning with the NSW PDHPE curriculum.

Please note that all discussions are age-appropriate and sensitive to the youngest participants.

If you have any questions or concerns, feel free to contact me at [email address].

 

Support Services and Resources

External Services

Engaging with external services is valuable in supporting students during Rainbow Room. Prior to a guest attending Rainbow Room, the following must be completed:

  • Director consulted and communicated with Conductor prior to invitation.
  • WWC supplied and forwarded to Deb for clearance.
  • Meeting with Rainbow Room leader to review Teaching Gender Diversity at Living School document and Rainbow Room Guidelines.

Support Services:

 

Resources:

  • “Safe Schools Framework” (Australian Government resource for inclusive practices).
  • “Growing Up Queer” by the Human Rights Commission.
  • Lesson plans and resources from The Wellbeing Framework for Schools.

 

Ongoing Evaluation and Adaptation

  • Regularly assess the group’s dynamics and feedback from students.
  • Monitor attendance to determine whether splitting by stage is necessary.
  • Update parents, as required, about the program’s progress and any significant changes.
  • Record weekly focus, topics, and activities in a shared table.
  • Use Classter to document any information pertaining to specific students if requiring monitoring or follow-up.
  • Be proactive and contact families first if any issues arise during Rainbow Room sessions.
Version history: 02/02/2025
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