It鈥檚 not a one-off initiative or a leadership program for a few hand-picked students. It鈥檚 the 91直播, a school-wide commitment to building belonging.

鈥�91直播 Support has become one of our rock-solid foundational programs,鈥� says David MacVean, Deputy Principal. 鈥淚t empowers the kids. It builds the confidence in our kids to manage life and to manage the complexities of school life.鈥�

Oxley Park Public School has more than 700 students, with many from diverse cultural and socioeconomic backgrounds. The school wants to make sure every child felt included and connected, so they embed a culture of peer connection.

According to Jonathon Peatfield, CEO of Life Ed NSW/ACT, research supports their approach.

鈥淪tudents who feel connected at school tend to do better, not just academically, but emotionally and socially,鈥� Peatfield says. 鈥淭hey鈥檙e more likely to attend, engage, and reach out when they鈥檙e struggling.鈥�

Helping kids make connections

It鈥檚 easy to assume kids will naturally make friends and find their place at school, but it doesn鈥檛 always happen on its own. This has become even more apparent since the pandemic, with schools noticing a rise in social disconnection and emotional distress.

鈥淪chools are still grappling with significant levels of student disconnection,鈥� Peatfield says. 鈥淲hile the immediate disruptions of the pandemic have subsided, schools continue to face significant challenges related to student disconnection and mental health.鈥�

鈥淪chools play a huge role in helping kids reconnect and build the social and emotional skills they need to thrive,鈥� he says.

That could look like structured peer interactions, buddy systems, team projects, or creating quieter spaces for those who struggle socially. It also means giving kids time to practise empathy, problem-solving and and teamwork, just like they practise literacy and maths.聽聽

Rethinking leadership

One of the ways schools can support inclusion is by rethinking leadership opportunities. Peatfield says that many schools limit leadership roles to captains and councils. He says: 鈥淏ut some students don鈥檛 fit the traditional mould. Maybe they鈥檙e shy, neurodivergent, or still finding their voice. That doesn鈥檛 mean they can鈥檛 lead.鈥�

At 91直播 Support schools, like Oxley Park Public School and Newcastle High School, every senior student gets a chance to step into a leadership role via the program. For some, it鈥檚 their first taste of being trusted with responsibility, and it can be transformative.

鈥淚鈥檝e seen students who wouldn鈥檛 normally volunteer for anything take ownership of a group and grow week by week,鈥� says classroom teacher Fiona Flavell.

Shaping a culture of school wellbeing

Creating a culture of belonging also means preventing the things that break it, like bullying. Most schools have anti-bullying policies, but what usually makes the biggest difference is the everyday culture: how students treat one another, what鈥檚 modelled by staff, and what behaviour is reinforced.

At one Melbourne primary school, students helped develop a 鈥渂ully blocker pledge鈥� as part of a wider approach to culture change. The pledge outlined shared behaviours and values and was reinforced at assemblies and in classrooms. Alongside their 91直播, it helped shift mindsets from 鈥淚 won鈥檛 get in trouble鈥� to 鈥淭his isn鈥檛 how we treat each other here.鈥�

鈥淏uilding an inclusive culture is about building expectations into the daily rhythm of school life,鈥� Peatfield says.

Activating the wider school community

Inclusion starts at home, and can become part of your family conversation. Peatfield recommends asking your kids meaningful questions, like 鈥淲ho did you play with today?鈥� or 鈥淒id anyone make you feel included?鈥�

You can also ask your school how they鈥檙e building belonging. What spaces exist for students to connect? Are quieter kids supported socially? Are leadership opportunities open to everyone?

And when it鈥檚 done well, as Ruby, a Year 6 91直播 Leader from Oxley Park knows, it leaves a lasting mark.

鈥淚 love that I can make new friends that are younger than me鈥� she says. 鈥淚f they see me, they come up and give me a big hug. I love teaching little kids so then they can grow up and be big like me鈥�

Want to find out more about supporting whole-of-school belonging? Download 91直播 Support鈥檚 free ebook, Build Your School鈥檚 Wellbeing With 91直播 Support

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Jonathon Peatfield, CEO of Life Ed NSW/ACT, says many schools find it challenging to evaluate their wellbeing initiatives.

鈥淗ow do you know which programs are working? Tell Them From Me offers a broad view, but it doesn鈥檛 always capture the impact of a specific program,鈥� he says.

The 91直播 Support Wellbeing Survey offers a more targeted option. It helps schools track how students and teachers feel before and after completing the 91直播.

The data tells a fuller story

Students, 91直播 Leaders and staff complete short surveys before the program begins and again at the end. The results show what鈥檚 changed and highlight areas that might need more support.

Schools receive a report that tracks progress and highlights trends. These insights help staff make decisions based on student voice and strengthen the culture of the school.

鈥淭he data gives schools a richer, more honest picture,鈥� Peatfield says. 鈥淚t shows whether students feel connected, whether 91直播 Leaders feel ready, and whether the culture is shifting.鈥�

The survey is free for schools that use the 91直播. Reporting is built in, so there鈥檚 no need for extra admin or analysis.

鈥淭he process is straightforward for teachers with minimal admin,鈥� Peatfield says. 鈥淓ach survey is shared via a secure online link and can be completed in class time under teacher supervision.鈥�

鈥淭here鈥檚 no need to chase paper forms or collate results manually. Once surveys are completed, schools simply request access to their results online. Reports are automatically generated, allowing staff to view and export data as needed.鈥�

Measure the impact of your programs in addition to Tell Them From Me

The 91直播 Support Wellbeing Survey was developed in collaboration with Deakin University.

Professor John Toumbourou, Chair in Health Psychology at Deakin, helped design the tool. He believes offering students the opportunity to share their confidential evaluation on your programs is a great way to continually improve.

鈥淭hat鈥檚 an opportunity to say what was fantastic about it, but also what could be improved next year,鈥� he says.

He recommends compiling program feedback into a report that offers constructive ideas and keeps people safe by avoiding individual criticism.

鈥淚t鈥檚 a good discipline for students to learn that they鈥檙e going to be asked for feedback at many points across their life,鈥� he says. 鈥淪o offer them a few pointers, such as if they think there鈥檚 an area that needs to be improved, don鈥檛 personalise it, talk about the issue.鈥�

Simple tools lead to better outcomes

Schools don鈥檛 need a research team to evaluate wellbeing. Start with one clear question: what do you want to learn? Then choose a tool that helps you track that change over time.

鈥淓valuation doesn鈥檛 have to be complicated,鈥� Peatfield says. 鈥淵ou just need a goal and a way to check if you鈥檙e getting there. When schools know what鈥檚 working, they can do more of it.鈥�

The 91直播 Support Wellbeing Survey is available now for member schools. Not a 91直播 Support member? Find out about joining.

Download an info pack

Get a copy of our info pack with everything you need to know about the 91直播 and our other student wellbeing services.

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Developing a positive sense of self and healthy peer relationships are central to the 91直播. As a member school, you can choose from a range of 91直播 Support activities to support your students develop their resilience.

These activities can be led by your 91直播 Leaders or a classroom teacher. Download further instructions and any relevant resources for these activities in the member鈥檚 dashboard under Planning Our Paths.

Activity 1: Explore feelings with emojis

This 30-minute activity invites students to explore how they feel using visuals they understand and enjoy: emojis.

Kids are asked to design their own emoji that reflects how they鈥檙e feeling today. They then share their design with the class or group, prompting a discussion about feelings.

Images are a great way for students to develop an awareness of how they feel. It鈥檚 a technique that school counsellors sometimes use, as kids often don鈥檛 have the emotional language to identify and express how they feel.

There鈥檚 also a feelings word search that helps students develop a language to describe different emotions and emotional states.

The activity takes 30 minutes, but you can extend it further by checking in with students twice a day across the week.

Activity 2: Think about your ideal school day

Returning to school after a holiday can be challenging for some students. What would your students鈥� ideal day look like? This activity invites students to explore this question over 30 to 60 minutes.

This activity helps students consider the positive aspects of their school day: what do they enjoy? Is there something they鈥檙e looking forward to at school?

Visualising their day helps students plan, develops optimism, and explores their values.

Students can write or illustrate their response. Follow up with a class discussion, focusing on what students can do to help create their ideal day.

Activity 3: Make plans for the future

Planning for the future is a skill that helps us achieve our goals, and gives us a sense of optimism and possibility. This activity builds on the previous one, asking students to write a letter to themselves for the following term.

Students are provided with questions to prompt their thinking. What would they like to do differently next term? Do they have goals they would like to work towards?

Teachers return the students鈥� letters at the start of the following term. You can reflect on the letters and how students will achieve their plans.

The initial letter-writing activity should take 40 minutes.

Activity 4: Practise slow breathing with the 鈥�5 finger鈥� technique

This is a simple 10-minute activity that you can use any time in the classroom to help students practise slow breathing. Slowing down our breathing is a proven way to calm our bodies, and our minds. This activity is a good reminder for teachers too!

Students place one hand on their heart and the other hand on their stomach. They鈥檙e invited to breathe in slowly and deeply as they count to 5 and then breathe out slowly while they count to 5. We recommend repeating this 10 times.

Activity 5: Learn to cope with failure

This 30-minute activity provides students with a scenario where Holly doesn鈥檛 make the school netball team. It invites students to discuss Holly鈥檚 pessimistic reaction to the event, and develop strategies for a more optimistic response.

This activity helps students identify and challenge destructive thought patterns. This is an important life skill that can serve us as adults too.

Activity 6: Challenge negative thoughts

This 30-minute activity aims to teach kids optimism and gratitude 鈥� which contribute to resilience. It lists some scenarios that students might see as negative, such as a rainy day, or returning to school after the holidays. Students are asked to think of some positive things related to each scenario. They learn to scaffold situations: 鈥業t鈥檚 raining today, but that means I get to play chess!鈥�

Activity 7: Explore our connections with others

Human connection is vital to mental health. In fact, it鈥檚 one of the most important foundations for our sense of wellbeing.

This activity invites students to consider who they are connected to in their lives. Over one or two weeks, students create a visual representation to record all of the students with whom they have interacted by using a web diagram.

The class is invited to discuss their findings with a list of prompt questions.

Learn how to teach resilience in the classroom with our resource, Planning our Paths

These activities can support you to teach resilience to your students through discussion and practise.

91直播 Support also offers an 8-week peer-led module that explores resilience in more depth: Moving Forward.  And, of course, any 91直播 Support module and activity helps support many of the foundations of student wellbeing by building strong relationships, and social and emotional literacy skills. This contributes to a students鈥� ability to navigate life and bounce back from adversity.

Visit the primary school members鈥� dashboard to download the activity sheets for Planning Our Paths, and to check out the resilience module, Moving Forward.

Improve student wellbeing school wide

Find out more about the 91直播 and how it can help improve student wellbeing at your school.

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The post How to teach resilience in the classroom: 7 primary school activities appeared first on 91直播 Support.

A review of student wellbeing programs in schools supported the structure and approach of the 91直播

The Australian Centre for Education Research (ACER) conducted a systematic review and meta-analysis of 78 evaluations of school wellbeing programs. This is the best type of research as it looks at all the available studies, including the quality of each one, and summarises the evidence across them all. 

The 2020 review highlights the benefits of wellbeing programs on academic performance, in addition to wellbeing measures. This means that wellbeing programs in schools deliver on student wellbeing 鈥� and boost academic outcomes.

It found that the most effective wellbeing programs are those that:

1. foster school belonging and engagement
2. provide mentoring
3. build social鈥慹motional skills

This is good news for 91直播 Support Australia, as our program does all three of these things.

The review also reinforces the importance of teacher professional learning. Teachers, keep learning about student wellbeing! It helps your students emotionally and socially, which in turn, helps them do their best work.

The research identifies factors common to wellbeing programs with the most evidence of impact on student outcomes. These include:

• shorter programs of up to one school term to fit into a crowded curriculum.
• delivered over a number of regular sessions to student capacity.
• universal interventions that raise awareness to build the whole community.
• delivered to small groups of students.

Again, these factors align with the 91直播 structure and approach, confirming that our program is best practice.

You can read the full study .

A NSW primary school study found our program was the most commonly used student wellbeing program in schools

A 2021 study, published in the journal School Mental Health, provides some interesting insights into school wellbeing programs.

The researchers acknowledged that little is known regarding the uptake of social and emotional literacy (SEL) and other mental health and wellbeing programs by Australian schools, and particularly, the extent to which schools implement programs with an existing evidence base.

The researchers looked at primary schools in NSW by surveying 597 school leaders. They looked at five core social emotional competencies:

1. Recognising and managing emotions and behaviours.
2. Setting and achieving positive goals.
3. Appreciating the perspectives of others.
4. Establishing and maintaining positive relationships.
5. Making responsible decisions.枚ne

They discovered that 68 different programs were being delivered across the schools. Most schools deliver multiple programs — most commonly two or three. One quarter of the schools delivered just one program.

The 91直播 was the most commonly used program. One-fifth (19.4%) of principals reported delivery of our program. Schools had run the 91直播, on average, for more than five years, targeting students at all or most stages.

Principals rated the effectiveness of our program 2.28 (with highest score being 3), which was higher than the average score for all programs.

The researchers wrote that schools take 鈥渁 hit and miss approach to wellbeing鈥�, with the lack of program evaluation eroding capacity to develop an understanding of effective strategies for promoting wellbeing in schools.

You can read the study .

Too busy to do your own research? Use your state鈥檚 external wellbeing program directory

As both studies highlight, it鈥檚 challenging for schools to work out which program is best for their school. There are many programs with limited evidence 鈥� and school leaders and teachers are too time poor to dig through the research on each one.

Some state and territory education departments have their own external wellbeing program directories available to public schools to help overcome this problem. The education departments have done the hard work for you, inviting program providers to tender for a listing as a recommended provider. The tender processes are rigorous, requiring providers to include the evidence for their program and its outcomes. The 91直播 is listed in two directories 鈥� the NSW Department of Education and The SA Department for Education.

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Today鈥檚 kids face a unique set of challenges. With the advent of technology and an abundance of information, they are navigating a landscape vastly different from that of previous generations. But there’s good news: resilience can be nurtured and developed in our youth.

Our resilience module – Moving Forward 鈥� is an evidence-based approach to helping students build the resilience they need to thrive during primary school and beyond. The eight-week module was launched more than 10 years ago and has been run in hundreds of schools since then.

Don鈥檛 avoid challenges: Support kids to effectively manage them

Resilience has long been a topic of interest and research, but our understanding of it has evolved. Resilience is no longer thought of as merely the absence of adversity. Instead, it’s now recognised as the result of effectively navigating life’s obstacles.

As parents and caregivers, our natural instinct may be to shield our children from challenges, but it’s essential that we equip them to face these challenges head-on while providing the support they need.

Schools play a vital role in teaching resilience

Schools can foster resilience. Yes, a significant portion of a child’s resilience development happens within the family, but schools can provide an environment that encourages and promotes resilience.

91直播 interactions, teacher support, and meaningful participation opportunities, all contribute to the growth of resilient characteristics in students.

The 91直播 teaches resilience in a school setting. The peer groups include students in small groups of students from Foundation/Kindergarten to Year 5, and are led pairs of Year 6 students with teachers supervising. This creates a safe and inclusive environment, empowering students to practise the skills they鈥檙e learning. It also nurtures cross-grade peer relationships, helping to create a sense of belonging for students in the playground too.

Moving Forward helps students develop protective factors

Resilience isn’t a one-size-fits-all concept. It’s a developmental process influenced by a myriad of protective factors.

Protective factors act as a buffer against the development of mental health issues or the deterioration of existing ones. They are essentially strengths or positive influences that can enhance a person’s resilience and mental wellbeing.

We can build our protective factors internally 鈥� who we are – and externally 鈥� our surrounding environment. Strong protective factors help us better deal with stress and adversity. Our Moving Forward module is built on the belief that resilience can be cultivated by recognising protective factors and calling on our 鈥榯oolkit鈥� when facing challenges.

Students learn how to recognise their own strengths, develop strategies to deal with challenges, and build a support network. As students grow, they become more self-reliant, better at problem-solving, and refine their personal beliefs and attitudes.

Our resilience module encourages students to proactively work through challenges, enabling them to emerge stronger.

Teaching resilience is more than bouncing back from adversity

At 91直播 Support Australia, we base our resilience module, Moving Forward, on the three foundations identified by : “I am, I can, and I have.” These form our resilience toolkit.

The module addresses three questions:

1. Who I Am? Students learn to recognise their personal qualities and strengths, applying them to various aspects of their lives while reflecting on their attitudes and actions.
2. What I Can Do?  Students identify essential skills that help them manage challenging situations. These include communication, acknowledging achievements, and understanding the transferability of these skills empowers students to face new challenges.
3. Who I Have? Students are encouraged to seek support when navigating challenging situations, utilising knowledge, skills, and strategies while recognising the need for external support when necessary.

The module emphasises the importance of relationships and the ability to learn from past experiences.

Resilience isn’t a destination; it’s a journey that unfolds over time and through experiences. Moving Forward encourages students to think critically and practise resilient responses collaboratively. By nurturing resilience, we not only provide students with protective factors but also empower them to navigate life’s challenges with confidence and independence.

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1. What is the Student Wellbeing Boost funding?

The Student Wellbeing Boost funding is a one-off grant from the federal government that aims to support students following the mental health impacts caused by the COVID pandemic.

The $192m funding boost is being shared between all school sectors: government, independent and Catholic schools, including high schools and primary schools, across Australia.

The amount of your school鈥檚 boost depends on a range of factors such as your school size and student demographic. State governments can decide how to allocate the funds among schools. In Queensland, for example, where the funds have already been allocated schools received a one-off payment of either $10,000, $19,095 or $50,000.

2. How can you use the funding?

The funding needs to go towards mental health and wellbeing resources and initiatives. There is a lot of scope within this for your school to decide how to spend the funds.

The Australian Government has said you can use it for:

• proven student wellbeing, student engagement and mental health initiatives.
• extra school mental health professionals, such as psychologists and school counsellors.
• camps, excursions, sporting and social activities that improve students鈥� wellbeing.

The South Australian Department of Education has encouraged schools in their state to use the to make an informed choice.

The NSW Department of Education has a , which is a good starting point for selecting a quality-assured wellbeing program.

The 91直播 is one of the programs included in these two directories.

3. Can you use the funding for 91直播 Support?

Yes. 91直播 Support is an ideal use of your Student Wellbeing Boost.

There are many reasons to allocate funding to 91直播 Support:

• It鈥檚 cost-effective. We are a not-for-profit that keeps our fees low so we can serve our purpose of supporting all students to reach their full potential.
• It鈥檚 quality assured by Departments of Education in several states.
• The program is backed by evidence and 50 years of practice.
• The outcomes are profound, on both school culture and individual students.
• It impacts all students across the school.

Already running the 91直播 Support program? Further embed a culture of connectedness, student voice, and wellbeing in your school with 91直播 Support support services. We offer in-school training, professional development, wellbeing strategy consultation, and SRC coordinator training.

4. When will your school get its Student Wellbeing Boost funding?

The funds are being rolled out to each state at different times by their respective governments. The Australian Government has distributed the funds to each state government. Some states have already distributed their funds, while others are still waiting.

Which schools have received their funding? We are aware schools in Queensland, Victoria, South Australia, and Northern Territory have received their funds.

We expect every school to receive their funding this term. You do not need to apply for the funds. Government schools are getting their funds automatically deposited into their school bank account. However, we haven鈥檛 had confirmation for how independent and Catholic schools’ funds are being distributed.  

5. When do we need to spend it by?

You need to spend the funds, or have committed to spend it, by March 2024. The funding needs to be spent in full by 30 June 2024.

Find out more with our free webinar

We recently hosted a webinar, Student Wellbeing Boost: Build Whole School Wellbeing Using A 91直播 Led Approach. Would you like a free copy of the 30-minute recording?

The event covered details about the funding boost and how you can use it to support the mental health and wellbeing of all students at your school.

We shared insights into:

• How you can use your Student Wellbeing Boost.
• Evidence-based ways to build whole-of-school student wellbeing.
• The different modules and resources available with the 91直播.
• The programs and services available from 91直播 Support Australia.

Please use the button below watch the webinar recording.

Improve school-wide student wellbeing

Better support student mental health through a peer-led approach to wellbeing, trusted by 620+ schools Australia-wide.

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