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Independent evaluation of Women’s Aid’s ‘Expect Respect’ programme reveals timely learning about effective schools-based health relationship intervention

 

By Dr Annie Bunce

VISION researchers Dr Annie Bunce (City St Georges University of London) and Dr Estela Capelas Barbosa (University of Bristol), alongside Dr Anna Dowrick (University of Oxford) and Dr Meredith Hawking (Queen Mary University of London), recently wrapped up an independent evaluation of Women’s Aid’s school-based educational programme, ‘Expect Respect’. The programme is aimed at children and young people (ages 4 to 18) and school staff and focuses on unhealthy relationships and the gender stereotypes that underpin them. Sessions are tailored to different age groups, with content for older students also addressing domestic abuse. It is designed to be delivered year-on-year nationally. You can find out more about the programme here: Expect Respect – Women’s Aid

The evaluation was conducted between February 2024 and May 2025, utilising mixed methods to assess the impact of the programme. Staff and student survey data from participating schools was analysed quantitatively, to assess the impact of the programme on individual and school-level behavioural outcomes and differences in student outcomes by age, gender, ethnicity or disability. Creative methods including arts-based activities and vignettes were utilised in student focus groups to facilitate engagement and expression. Interview data from staff and focus group data from students was analysed qualitatively to explore the impact of the programme on school culture, and understanding of and attitudes towards gender stereotypes, healthy relationships and domestic abuse (the latter with older students only).

Findings from quantitative analysis showed that Expect Respect generally works in terms of teaching children and young people about gender roles, healthy relationships and domestic abuse, as well as how and where to seek help. For example, we found the programme had a positive impact on understanding of gender roles among children aged 4 to 14, and on understanding of domestic abuse among older students (ages 11-18). Following the Expect Respect session, those aged 11-18 were less likely to view controlling behaviour as acceptable, and over twice as likely to say they knew who they could talk to if they were concerned about a relationship. School staff overwhelmingly reported they had a better understanding of domestic abuse and felt more confident about responding to abuse-related disclosures after the staff training than they had done beforehand, and were very satisfied with the training. Qualitative findings from staff interviews supported these survey results, with staff describing the content of the training as eye-opening and the delivery by Women’s Aid staff excellent.

Qualitative analysis revealed overall consensus with the quantitative findings in terms of the effectiveness of the Expect Respect training, as well as revealing some nuanced findings. For example, while survey results indicated a change in attitudes for most outcomes immediately following the session, qualitative findings suggested that achieving longer-term change would require consolidation of learning via regular sessions. We also found that secondary school students already had a reasonably decent understanding of the differences between healthy and unhealthy relationship behaviours prior to receiving the Expect Respect session, and felt it would have greater impact if there was a shift in emphasis from awareness raising towards practical advice about how to address unhealthy relationships and where to seek help. There was agreement among both staff and students that the programme would likely have more impact if it was more interactive, particularly the session tailored for older students.

Qualitative findings also suggested that boys found it more difficult to engage with the programme than girls, and both staff and students felt the programme was lacking in information about online relationships. Focus group data highlighted that gender stereotypes remain pervasive in young people’s thinking about heterosexual romantic relationships and are used to justify controlling behaviour. Despite this, staff were optimistic about the potential of the programme to positively impact on both students themselves, and school culture more widely, by planting a seed that they were hopeful would lead to longer term impact. Staff interviews also touched on the challenges of trying to model progressive gender stereotypes and healthy relationships to students through the programme when these were not necessarily reflected among adults in school culture. Nevertheless, staff unanimously felt that the Expect Respect sessions had helped them to identify unhealthy behaviour in relationships between students and also encouraged some students to come forward and speak to them about things they were worried about.

Recommendations

Our recommendation focus on the programme content, format and embedding learning, including:

  • Co-produce session content with young people
  • Make sessions more interactive
  • Utilise the power of personal stories and lived experience
  • Explore examples of unhealthy behaviour in friendships, families and romantic relationships
  • Focus on sparking conversations and making sessions memorable
  • Equip young people with skills to challenge unhealthy relationship behaviour, and linking with local support services
  • Continue with year-on-year delivery and provide resources/advice for schools on how to embed Expect Respect messages across the year and build on learning

The full evaluation report can be accessed here: Microsoft Word – ExpectRespect_finalreport_27Jan26

For further information, please contact Annie at annie.bunce@citystgeorges.ac.uk

Cover photo supplied from the evaluation.

Reducing young people’s exposure to violence in Lambeth

High Trees Community Development Trust and the Lambeth Peer Action Collective (LPAC) were recently awarded further funding from VISION to co-develop an evaluation framework to measure the impact and value for money of open access youth work and provision on reducing young people’s exposure to violence in Lambeth.

The project draws on an existing collaboration and partnership between VISION, High Trees and LPAC that explored the role trusted adults and safe spaces play in protecting young people from violence. The findings from the original partnership support emerging national data about the role that youth organisations, positive activities and trusted adults play in supporting vulnerable young people. However, existing approaches to evaluation surface challenges about how youth work is measured, monitored and evaluated. Through previous LPAC research with young people, youth practitioners and organisations, the team observed a disconnect between how practice is recognised and valued by young people and how funders, commissioners and policymakers expect impact and value for money to be measured.

This contributes to gaps in the quality, consistency and reliability in evidence, particularly as smaller youth organisations have limited capacity and resources to contribute to large-scale evaluations using established methods. For those offering open access youth work and services, where provisions can be accessed by young people regardless of background or need, demonstrating impact and value for money proves even more difficult as these interventions are longer-term, open-ended and/or unstructured across different settings.

Therefore, building on the previous LPAC research and an initial Cost-Consequence Analysis (CCA) produced by VISION, the aim of the current project is to co-produce an evaluation framework, including components for economic evaluation, that supports youth organisations in Lambeth to measure and demonstrate the impact (and potential value for money) of youth service provision.

For further information on the original research, please see the blog, The story so far: Co-production in Lambeth

For further information, please contact Lizzie at elizabeth.cook@citystgeorges.ac.uk

Cost effectiveness of primary care training & support programme for secondary prevention of DVA

Recent research evaluated the cost-effectiveness of the Identification and Referral to Improve Safety plus (IRIS+) intervention compared with usual care using feasibility data derived from seven UK general practice sites.

IRIS+ is a training and support programme for clinicians working in primary care to aid in their identification of those experiencing or perpetrating domestic violence / abuse (DVA).

VISION Deputy Director, Dr Estela Capelas Barbosa and Director, Professor Gene Feder, worked with their University of Bristol colleagues to conduct a cost–utility analysis, a form of economic evaluation comparing cost with patient-centred outcome measures, as a means to measure the benefit obtained from the treatment or intervention.

The specific cost-utility analysis they conducted assessed the potential cost-effectiveness of IRIS+ which assists primary care staff in identifying, documenting and referring not only women, but also men and children who may have experienced DVA as victims, perpetrators or both.

The analysis showed that in practices that adopted the IRIS+ intervention, a savings of £92 per patient occurred. The incremental net monetary benefit was positive (£145) and the IRIS+ intervention was cost-effective in 55% of simulations (when the model is repeated with different assumptions).

The research team therefore concluded that the IRIS+ intervention could be cost-effective in the UK from a societal perspective though there are large uncertainties. To resolve these the team will conduct a large trial with further economic analysis.

For further information please see: Primary care system-level training and support programme for the secondary prevention of domestic violence and abuse: a cost-effectiveness feasibility model | BMJ Open

Or contact Dr Estela Capelas Barbosa at e.capelasbarbosa@bristol.ac.uk

Photo by Marcelo Leal on Unsplash