We exist to support schools to do this work well — and to do it together.

We believe that when educators are trusted, trained and supported, young people are more likely to learn how to navigate relationships with empathy, accountability and respect.

If your school is looking for student programs or professional learning that is thoughtful, relational and grounded in evidence, we’d love to talk.

Frequently asked questions first:

  • The structure of each program is contextualised to the needs of the school and its capacity, and may differ depending on what skills need to be prioritised.

    However, as a common thread through all programs: every conversation starts with a working agreement. 

    Working agreements are integral to establishing safe learning environments, helping participants to understand what the boundaries are and the reasons for them. It creates the foundations to healthy relationships by establishing trust through shared values and expectations, and shared language to navigate any conflict or discomfort in respectful ways. We practice consent education by negotiating each working agreement to the individual or group’s needs, and refer to or tend to adjustments throughout the conversation as the needs arise. 

    The conversations are dynamic in nature. 

    We practice the philosophy of emergent teaching to respond to learners with flexibility, creativity, and compassion, to support learning experiences that are meaningful. Conversations are led by the curiosity of the individual or group, with every idea woven together to strengthen connection to the learning and to each other. 

    We practice strengths-based communication that helps learners to feel safe and comfortable, and support personal confidence in exploring topics that typically stir emotions of fear and shame. We believe in the power of language and its capacity to build people’s tolerance for discomfort and safety, and the courage to communicate through conflict with kindness. 

    Every conversation concludes with a reflection and feedback. 

    Reflective practice is integral to growth, and to changing how we choose to connect - to ourselves, to each other, and to the cycles that shape our relationships.

  • Accessibility is a priority for Red Thread Education.

    As such, pricing is tiered and negotiated according to the needs of the school community upon the initial consultation.

  • Rather than delivering static presentations and predetermined training packages, programs are designed in response to school context, community needs, and staff capability.

    Grounded in an ethics-of-care framework and informed by trauma-aware, strengths-based practice, learning prioritises practical skill development and shared understanding through active participation rather than passive presentation.