Sexual violence is prevalent on university campuses globally. In this article, we report a qualitative insider research study examining practices for addressing sexual violence at four universities across Australia and Aotearoa New Zealand. We collected, analysed, and synthesised descriptive information about the practices at each institution. We found unique institutional approaches that nonetheless share some commonalities, yieldingseveral themes that are central to practice. In reflecting on our findings, we conclude with an outline of critical considerations and a call to action for future efforts to address campus-based sexual violence, particularly as this field remains underdeveloped across Australia and Aotearoa New Zealand.

The global and growing phenomenon of home education is regulated differently in different countries and different states. Where is it legal the regulatory burden on home educators ranges from low to moderate to high. A range of commentators, including home educators, work to shape the frames through which home education is understood and subsequently regulated. Using an illustrative case study, this chapter shows that regulation impacts on child wellbeing and that home educators take different motivational postures based on a range of factors, of which their relationship with the regulator is one. The degree to which regulators cultivate a cooperative relationship is proposed as a critical factor in developing a positive regulatory environment. Co-production of home education regulations, as was previously undertaken in Tasmania, Australia, is presented as an effective and more acceptable approach to regulation. This is recommended as a model of practice to be undertaken in other settings.

In recent years there has been an increase in awareness and calls to action to reduce sexual assault and harassment on university campuses in Australia. This has stemmed from The Australian Human Rights Commission’s 2017 report Change the Course: National Report on Sexual Assault and Sexual Harassment at Australian Universities. One response from the University of Newcastle was to adopt an evidence based accredited workshop program called Sex, Safety and Respect. The program was developed by the specialist violence prevention service the Full Stop Foundation. The University commissioned the Foundation to train around 20 professional and academic staff to deliver tailored workshops to students. The workshops seek to address cultural narratives and behaviours that can contribute to sexual violence and offer students an interactive and reflective experience that builds on content delivered in the University’s compulsory online consent module. The rollout of the workshops is currently in the early implementation phase and has been supported through engagement with key stakeholders across the University with the aim of creating allies and making this a University-wide approach to effect positive cultural change. In this paper we provide an overview of the implementation process, challenges and successes encountered. Preliminary feedback from staff and students about their experience of the workshops and our plans for expanding the program’s reach are also reviewed.

This Evidence Check review aimed to identify effective approaches to ensuring client participation in the commissioning of human services. Conducted for the NSW Department of Communities and Justice, it will contribute to better understanding how to achieve authentic participation, and inform the revision and ongoing development of a commissioning framework and tools. Although the evidence related to the impact and effectiveness of specific approaches was limited a number of key lessons emerged from the literature. These can be used to guide implementation of modes of client engagement. The review follows an earlier Evidence Check review, Outcomes-based commissioning and consumers.