If you or someone you know is experiencing mental health distress or feeling over-whelmed, call Headspace National Youth Mental Health Foundation, Kids Helpline 1800 551 800 or Lifeline on 13 11 14or SuicideLine Victoria on 1300 651 251for 24/7 confidential support. In an emergency, call 000.

Match key terms to definitions.

Read through for initial understanding

Our mental health is a crucial driver for how we think, feel and act. There is no health without mental health: it impacts all areas of our life including our relationships, work and school life. It is important to note that mental health is broader than just diagnosable mental health conditions like Major Depressive Disorder  and Social Anxiety Disorder. It is a general human state of mental well-being. Low levels of mental health and well-being however can contribute to the development of diagnosable mental health conditions. There can also be a range of biological, psychological, and social factors that predispose a person to developing a diagnosable mental health condition. For example, genetic factors are known to contribute strongly to the development of Bipolar Disorder. Trauma is known to be a predisposing factor for a range of mental health conditions including mood- and anxiety-based disorders, psychosis, and personality disorders.

The Two-Way Link: Mental Health and Disadvantage

• Mental Ill-Health Can Lead to Disadvantage:
  • Imagine someone with severe depression. They may struggle to go to work, which can lead to losing their job. Without income, they risk eviction and homelessness.
  • PTSD, anxiety, or substance use disorders can make it hard to maintain stable housing or relationships.
• Disadvantage Worsens Mental Health:
  • Stress from not knowing where you’ll sleep or where your next meal comes from takes a toll.
  • Feeling unsafe or judged in shelters can deepen feelings of hopelessness or isolation.
  • Lack of access to healthcare means untreated mental illnesses often worsen.
• The vicious cycle of mental health and homelessness
  • Because mental ill-health is often episodic (i.e. people have periods when they are unwell intermixed with periods of relative wellness), they can cycle between experiencing homelessness and not experiencing homelessness.
  • It can look like: mental health > homelessness > mental health > homelessness

Types of mental health conditions

• mood disorders (such as depression or bipolar disorder)
• anxiety disorders
• personality disorders
• psychotic disorders (such as schizophrenia)
• trauma-related disorders (such as post-traumatic stress disorder)
• substance misuse disorders

Trauma and Mental Health

• The Lasting Effects of Trauma:
  • Imagine surviving domestic violence, being evicted, or experiencing prolonged poverty. These are not just difficult moments; they leave scars that affect mental well-being.
  • Trauma can result in Post Traumatic Stress Disorder (PTSD), making it hard to trust others or feel safe.

• Breaking the Cycle:
  • Without the right support, trauma creates a vicious cycle where mental health challenges make escaping poverty or homelessness even harder.

Re-read the Reading: What is mental health and its context in Australia? and highlight:

• One idea they already knew
• One new idea
• One idea that surprised them

Then use the following prompts to discuss:

• This made me realise that …
• This cycle is difficult to break because …
• Support systems are important because …
• One way mental health can affect housing is …

Write a reflection individually using the following prompts.

• Why is it important to think about mental health beyond diagnoses?
• How might wellbeing change over time?

Disadvantage (choose 1 or 2 questions to discuss if you watched this video)

• What stood out to you the most about the causes of disadvantage discussed in the video?
• How does disadvantage impact access to mental health resources and opportunities?
• Did this video challenge any assumptions or stereotypes you may have had about disadvantage?
• What are some systemic changes that could reduce disadvantage in Australia?

Poverty (choose 1 or 2 questions to discuss if you watched this video)

• What connections can you draw between poverty and mental health based on the video?
• How does living in poverty create barriers to education, employment, and healthcare?
• What specific steps can governments or organisations take to address the root causes of poverty?
• How does poverty affect the sense of dignity and self-worth of individuals and families?

Childhood Trauma (choose 1 or 2 questions to discuss if you watched this video)

• How can childhood trauma affect mental health later in life?
• What did you learn about the link between trauma and the cycle of disadvantage?
• How can trauma-informed care help break the cycle of poverty and mental health struggles?
• Why is it essential to raise awareness about childhood trauma, and how can this help address its impact?

Consider the following questions – respond to at least two questions and discuss in small groups (optional) or create an individual written reflection.

• What connections do you see between disadvantage, poverty, and mental health?
• How do these issues interact to create a cycle that is difficult to break?
• Why is it important to approach mental health challenges with an understanding of broader societal and systemic factors?
• How do you think personal resilience and community support can contribute to overcoming the challenges discussed in the video?
• After watching a video, what steps would you recommend to address the root causes of disadvantage and mental health struggles?
• How did the videos change or deepen your understanding of the challenges faced by vulnerable communities?
• What actions could you take in your own community to help individuals facing these challenges?

The Filthy Rich and Homeless series follows wealthy individuals who volunteer to experience homelessness for 10 days to gain insight into some of its realities. Through the series we can observe the participants’ experiences, challenges and struggles and how it might impact their mental health. (eg. barriers to employment, healthcare, mental health support, social connection or housing). In doing so the video series offers the viewer a greater understanding of the lived experiences of people experiencing homelessness, particularly its profound impact on mental health.

Read the key vocabulary and matching definitions below:

• Support systems – Services, people or organisations that help individuals meet basic needs and improve wellbeing
• Trauma-informed – An approach that prioritises safety, choice, respect and empowerment
• Barrier – Something that makes it harder to access help or opportunities
• Protective factor – A condition or support that helps reduce harm or risk
• Early intervention – Support provided early to prevent challenges from becoming more severe

Students work in small groups. Each group is given 2–3 Support Cards describing a service or system.

• Community mental health clinic
• Youth housing support service
• School wellbeing team
• Centrelink and income support
• Free legal aid service
• Culturally safe Indigenous health service
• LGBTQIA+ support organisation
• Outreach mental health worker

Small group discussion/ written individual task:

For each support card, discuss:

• What type of support does this service provide?
• How might this support improve mental health or housing stability?
• What barriers might make it hard for someone to access this service?
• What could make this service more effective or accessible?

Sentence starters for support:

• This service supports people by …
• Access to this support could help because …
• A possible barrier might be …
• This service could be improved by …

Choose (in small groups / individually) one support card and map a simple pathway on paper or digitally:

• What might lead someone to need this support?
• How could they be connected to it?
• What other supports might work alongside it?

Then share in small groups or write individually using sentence starters for support:

• This support might be needed when …
• Connection to this service could happen through …
• Additional supports that could help include …

Individual written reflection or teacher facilitates a strengths-based discussion:

Guiding questions:

• Which supports seem most effective at breaking cycles of disadvantage?
• What patterns did you notice across different services?
• Why is it important that services are trauma-informed and non-judgemental?

Sentence starters to support:

• One thing that stood out to me was …
• I noticed that many supports focus on …
• Trauma-informed approaches matter because …

Write a brief response:

‘One way communities or governments could better support mental health and housing stability is …’

This can be submitted anonymously if preferred.

If you or someone you know is impacted by family and domestic violence, call 1800RESPECT on 1800 737 732, text 0458 737 732, or visit 1800RESPECT.org.au. In an emergency, call 000

• Read through the list of words and phrases below.
• Using the Key Vocabulary list provided, look up any terms that are new or unfamiliar to you.
• In your own words, write a clear, respectful definition for each term.

You may also note:

• where you have heard the word before (eg. school, media, online)
• why the term might be important when talking about safety, relationships or inclusion

Key Language

• Gaslighting
• Consent
• Identity
• Respect
• Boundaries
• Inclusive
• Discrimination
• Wellbeing
• Support networks
• Chosen family

Students may write briefly or use dot points

• One word I better understand now is ______ because …
• One word that feels important for creating a safe school environment is …
• One word I want to learn more about is …

Individually complete the table below using the Reading: What is family and domestic violence? to support your answers

Family and domestic violence can be a one off or repeated behaviour by someone in a relationship that is intended to cause harm, control or make someone feel unsafe. It is considered gendered violence as it impacts women more than men.

Anyone can be a victim of family or domestic violence, however women are far more likely to be impacted; this is why it is sometimes referred to as “gendered violence” or “violence against women”.

It can happen in any type of relationship, not just intimate partners, regardless of gender, sexuality or community. Abuse can happen between teenage couples, married couples, a parent and child, siblings, a carer for an elderly person or someone with a disability or a guardian or other family member or family friend. It can also happen with past or current relationship – even if you have broken up with someone or you no longer want them to be in your life, they may still be violent towards you.

Family and domestic violence is a very complex issue and it is often called different things or defined differently depending on who you ask. You may have heard it referred to as family violence, domestic violence, intimate partner violence (if it is occurring in an intimate relationship), coercive control, domestic/family abuse, gaslighting, or stalking.

It is also important to note that FDV doesn’t have to involve physical violence and often takes on the form of controlling behaviours. It can take many forms, such as:

• Psychological or emotional violence
  • Example: Threatening to harm themselves or others close to you, gaslighting and manipulation
• Sexual violence
  • Any sexual behaviours that you don’t consent to
• Financial abuse
  • Example: limiting your access to money
• Physical abuse
  • Example: hitting, kicking and punching or threats of violence
• Spiritual abuse
  • Example: Preventing you from practising your religion
• Social abuse
  • Example: Stopping you from spending time with people in your life
• Legal abuse
  • Example: Making a false police report, child protection, visa abuse, ignoring an Intervention Order
• Reproductive abuse
  • Example: Pressuring someone into having children
• Neglect
  • Example: Not providing adequate living conditions, withholding food
• Stalking
  • Example: Repeated calls and messages
• Technological abuse
  • Example: Checking your phone to see who you have been talking to
• Coercive Control
  • This is often a pattern of controlling and manipulative behaviours and includes multiple of the above examples and below:
    • Isolating you from your support system
    • Monitoring your activity throughout the day
    • Denying you freedom and autonomy
    • Gaslighting
    • Name-calling and severe criticism
    • Limiting access to money and controlling finances
    • Coercing you, to take care of all the domestic duties
    • Turning your children against you
    • Controlling aspects of your health and your body
    • Making jealous accusations about the time you spend with family or friends
    • Regulating your sexual relationship
    • Threatening your children or pets

Students may then compare answers to the Activity 2. with a partner using the following sentence starters:

• This term refers to …
• This matters because …
• Understanding this helps people …

Students may with a partner use the following sentence starters to discuss the reading:

• The data suggests that …
• One pattern that stands out is …
• This might be happening because …

Students choose two scenarios (one red flag and one green flag) and respond using the sentence starters below. Students may complete this individually or in pairs, with the option to respond in writing only.

• This behaviour is a red/green flag because …

If it is a red flag take into consideration:

• Why the Girlfriend/Boyfriend/Partner might be doing these things
• What form of FDV this might be

Sentence starters to support:

• This situation shows respect / control / support because …
• A healthy relationship includes …

The question “Why didn’t you just leave?” is often asked in public discussions about family and domestic violence.

1. What assumptions does this question make about:
   • Choice?
   • Safety?
   • Power in relationships?
2. Who does this question focus on more:
   • The person experiencing harm?
   • The person causing harm?
   • Or the systems around them?

Sentence starters to support:

• This question assumes that …
• It places responsibility on …
• It does not consider …

Safety note for students
This video includes discussion of family and domestic violence. You are not expected to share personal experiences. You may step away, pause or speak to a trusted adult if you need support.

As you watch, listen for reasons leaving was difficult, not for details of violence.

Tick or note examples of barriers you hear as you watch the video.

• Financial barriers (money, employment)
• Emotional ties (love, hope, responsibility)
• Fear or safety concerns
• Pressure from others (family, friends, community)
• Isolation or lack of support
• Manipulation or coercive control
• Impact on children
• Lack of safe alternatives

Sentence starters to support:

• “One barrier mentioned was…”
• “The speaker explains that leaving was difficult because…”
• “This shows that…”

Rewrite the question “Why didn’t you just leave?” in a way that is more respectful, accurate and supportive.

Some possible responses. Are there others?

• What made it hard to leave?
• What support was missing?
• What kept the person unsafe?
• Why do abusive behaviours make leaving dangerous?

Sentence starters to support:

• A more helpful question would be …
• This question shifts focus to …

This video reminds us that family and domestic violence is not about weak choices — it is about power, control, fear and systems. Understanding this helps reduce blame and increase support.

Use the following prompts for further discussion or written responses:

1. According to the video, why is it misleading to say leaving is a simple choice?
2. What role do:
   • abusive behaviours
   • financial control
   • community responses
   • social attitudes play in making leaving difficult?
3. How do comments from others sometimes unintentionally cause harm?

Sentence starters to support:

• Responsibility lies with …
• The video shows that abuse affects …
• Community responses matter because …

Students list examples of what helps people leave or stay safe.

Categories:

• Support from friends or family
• Financial independence
• Safe housing
• Belief and validation
• Legal protections
• Community services

Prompt:
What needs to change so people are not asked ‘Why didn’t you leave?’ in the first place?

• The reading discusses patterns of behaviour in family and domestic violence (FDV), not personal stories.
• Students are not expected to share personal experiences.
• Anyone who feels uncomfortable can pause, step out or speak privately to a trusted adult.

Students match initial understanding of terms to definitions.

Students respond privately (written, not discussed aloud):

• What do you think makes it hard for someone to leave an unsafe relationship?
• What kinds of support might someone need if they do leave?

There are no right or wrong answers.

Read The Cycle of FDV again in sections and answer these fact-based questions below.

Section 1: The Cycle of FDV

• What are the three main phases described in the cycle?
• What behaviours are common in the ‘honeymoon phase’?
• Why might this phase make the cycle difficult to break?

Section 2: Reasons People May Stay or Return

• List three reasons that are external barriers (not personal choices).
• Which reasons relate to systems or resources?

Section 3: Leaving and Its Risks

• What challenges can arise after someone leaves?
• How does housing availability affect safety?

Respond using sentence starters (spoken / written):

• This reading helped me understand that leaving an unsafe relationship is difficult because …
• One barrier that is often misunderstood is …
• Responsibility for violence lies with …

In pairs or small groups, discuss:

• Which systems (housing, financial, legal, social services) play a role in safety?
• What changes could help people leave unsafe situations more safely?

Discussion support – express ideas in neutral, respectful language.

• Use ‘people experiencing FDV’ instead of labels.
• Avoid graphic detail.
• Emphasise choice, support and systems, not blame.
• Reinforce that help is available and safety matters.

1. This text discusses family and domestic violence in a public and reflective way. What helps make conversations about difficult topics respectful and safe?
2. What do you already know about the role of public advocates in raising awareness about social issues?

Answer the following questions. Write your responses.

Answer the following questions. Write / Speak your responses.

1. Why do you think Rosie Batty says, “You never get over it,” rather than saying people simply “move on”?
2. How can public storytelling and advocacy help shift attitudes about family and domestic violence?
3. What does this article suggest about common myths or misunderstandings around why violence occurs?
4. Why is it important to focus on choices and systems, rather than blaming victims or survivors?
5. Rosie Batty talks about resilience being misunderstood. Why might people expect survivors to behave in certain ways?
6. How can repeating statistics help keep important social issues visible and taken seriously?
7. What role do you think education and awareness play in preventing family and domestic violence?

Optional Sentence Starters to support

• The article highlights that …
• One important idea Rosie Batty raises is …
• This made me think differently about …
• The statistics show that …