TY - SER AU - Flicker, Sarah AU - Gareau, Léa AU - McIntyre, Ceara AU - Gilbert, Jen AU - Walker, Jaisie TI - Reflections on facilitating teen dating violence prevention programming in schools during the COVID-19 pandemic : : comparing online, in-person and hybrid facilitation PY - 2025/// PB - Taylor & Francis, KW - ADOLESCENT RELATIONSHIP ABUSE KW - ADOLESCENTS KW - AUKATI TŪKINOTANGA KW - COVID-19 KW - DATING VIOLENCE KW - EDUCATION KW - HANGARAU MŌHIOHIO KW - INTIMATE PARTNER VIOLENCE KW - KOWHEORI-19 KW - KURA TUARUA KW - MATE KORONA KW - MATE URUTĀ KW - ONLINE TEACHING KW - PANDEMICS KW - PREVENTION KW - SCHOOLS KW - TAIOHI KW - TAMARIKI KW - TECHNOLOGY KW - YOUNG PEOPLE KW - INTERNATIONAL KW - CANADA N1 - Sex Education, 2025, First published online, 9 January 2025 N2 - This paper presents lessons learned from the development, adaptation and delivery of ‘It’s Complicated’, a grade 9 school-based teen dating violence prevention programme developed in Ontario, Canada, that addresses equity, diversity and emotional violence. Initially designed as an in-person intervention, the programme underwent adjustments for online and hybrid modalities due to COVID-19. This autoethnographic self-study reflects on implementing the curriculum over 269 workshops reaching 951 students. Delivery challenges and opportunities across three modalities – 180 in-person, 66 hybrid, and 23 online sessions – are examined. In-person facilitation proved advantageous for rapport-building and handling disclosures but posed challenges for anonymous student participation. Online teaching enhanced technological engagement but presented difficulties with privacy and extended time requirements. Hybrid delivery offered accessibility but faced challenges related to technological equity and classroom management. The study underscores the importance of teacher readiness, pedagogical alignment, and recognising the strengths and weaknesses of each modality. Technological equity and access issues were identified as central challenges, emphasising the necessity of optimal conditions for successful online and hybrid facilitation. (Authors' abstract). Record #9104 UR - https://doi.org/10.1080/14681811.2024.2443898 ER -