Building resilience in children and young people >ŝƚĞƌĂƚƵƌĞZĞǀŝĞǁĨŽƌƚŚĞĞƉĂƌƚŵĞŶƚŽĨĚƵĐĂƟŽŶĂŶĚ Early Childhood Development (DEECD) Associate Professor Helen Cahill, Sally Beadle, Anne Farrelly, Ruth Forster and Dr. Kylie Smith zŽƵƚŚZĞƐĞĂƌĐŚĞŶƚƌĞ͕DĞůďŽƵƌŶĞ'ƌĂĚƵĂƚĞ^ĐŚŽŽůŽĨĚƵĐĂƟŽŶ University of Melbourne This literature review has been developed by the Youth Research Centre, Melbourne 'ƌĂĚƵĂƚĞ^ĐŚŽŽůŽĨĚƵĐĂƟŽŶ;D'^ͿĂƐƉĂƌƚŽĨĂƉƌŽũĞĐƚĨŽƌƚŚĞsŝĐƚŽƌŝĂŶĞƉĂƌƚŵĞŶƚŽĨ ĚƵĐĂƟŽŶĂŶĚĂƌůLJŚŝůĚŚŽŽĚĞǀĞůŽƉŵĞŶƚ;Ϳ͘/ƚĂŝŵƐƚŽŝŶĨŽƌŵƚŚĞĞƉĂƌƚŵĞŶƚ͛Ɛ ƐƚƌĂƚĞŐŝĞƐ ŝŶ ƚŚĞ ĂƌĞĂ ŽĨ ƉƌŽŵŽƟŶŐ ƌĞƐŝůŝĞŶĐĞ ŝŶ ĐŚŝůĚƌĞŶ ĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ͘ /ƚ ĂůƐŽ ƉƌŽǀŝĚĞƐĂŶĞǀŝĚĞŶĐĞďĂƐĞĨŽƌĞīĞĐƟǀĞƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ;^>ͿĐƵƌƌŝĐƵůĂƚŽ ŐƵŝĚĞƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨŶĞǁůĞƐƐŽŶƉůĂŶƐĨŽƌsŝĐƚŽƌŝĂŶƐĐŚŽŽůƐ͘ The following people provided valuable feedback and advice on this document: Associate Professor Erica Frydenberg, Liz Freeman, Desma Strong, Helen Butler, Dr Lisa McKayƌŽǁŶ͕sŝǀŝĞŶŶĞƌĐŚĚĂůů͕ŶŶŝĞ'ŽǁŝŶŐ͕ƐƐŽĐŝĂƚĞWƌŽĨĞƐƐŽƌ>ĞĂtĂƚĞƌƐ͕ƌ:ŽŚŶYƵĂLJ ĂŶĚƌ>LJŶ>ŽŶŐĂƌĞƫ͘ Contents Acronyms ................................................................................................................................... 1 Glossary of terms ....................................................................................................................... 2 džĞĐƵƟǀĞƐƵŵŵĂƌLJ ..................................................................................................................... 5 /ŶƚƌŽĚƵĐƟŽŶ ................................................................................................................................ 12 What is wellbeing? ..................................................................................................................... 13 What is resilience? ...................................................................................................................... 14 tŚĂƚĂƌĞƚŚĞĨĂĐƚŽƌƐƚŚĂƚŝŶŇƵĞŶĐĞǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ͍.................................................. 15 How can schools promote wellbeing and resilience? ................................................................ 16 Taking a strength-based approach .............................................................................................. 16 Taking a whole-school approach ................................................................................................. 21 <ĞLJĨĞĂƚƵƌĞƐŽĨĂǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚƚŽƉƌŽŵŽƟŶŐƌĞƐŝůŝĞŶĐĞĂŶĚǁĞůůďĞŝŶŐ...................... 21 ŶƵƉĚĂƚĞŽŶƚŚĞĞǀŝĚĞŶĐĞͲďĂƐĞŝŶĨŽƌŵŝŶŐ^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐŝŶƚĞƌǀĞŶƟŽŶƐ..... 34 ƐƐŝĐŝĂƟŽŶďĞƚǁĞĞŶ^>ĐƵƌƌŝĐƵůĂĂŶĚŝŵƉƌŽǀĞĚǁĞůůďĞŝŶŐĂŶĚĂĐĂĚĞŵŝĐŽƵƚĐŽŵĞƐ ................ 36 &ĞĂƚƵƌĞƐŽĨĞīĞĐƟǀĞ^>ƉƌŽŐƌĂŵƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘............................. 37 ŽůůĂďŽƌĂƟǀĞůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐĂƌĞŝŶƚĞŐƌĂůƚŽĞīĞĐƟǀĞ^>ƉƌŽŐƌĂŵƐ ................................... 38 tŚĂƚƐŽƌƚŽĨƚƌĂŝŶŝŶŐ͕ƐƵƉƉŽƌƚĂŶĚƌĞƐŽƵƌĐĞƐĚŽƚĞĂĐŚĞƌƐŶĞĞĚƚŽƚĞĂĐŚ^>͍ ........................... 40 ĞŶĞĮƚƐĨŽƌƚĞĂĐŚĞƌƐ................................................................................................................... 41 Conclusion .................................................................................................................................. 42 >ŝŶŬƐ............................................................................................................................................ 43 References .................................................................................................................................. 45 Acronyms 1 ABS ƵƐƚƌĂůŝĂŶƵƌĞĂƵŽĨ^ƚĂƟƐƟĐƐ ACARA ƵƐƚƌĂůŝĂŶƵƌƌŝĐƵůƵŵ͕ƐƐĞƐƐŵĞŶƚĂŶĚZĞƉŽƌƟŶŐƵƚŚŽƌŝƚLJ /,t ƵƐƚƌĂůŝĂŶ/ŶƐƟƚƵƚĞŽĨ,ĞĂůƚŚĂŶĚtĞůĨĂƌĞ CASEL ŽůůĂďŽƌĂƟǀĞĨŽƌĐĂĚĞŵŝĐ͕^ŽĐŝĂů͕ĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ DEECD ĞƉĂƌƚŵĞŶƚŽĨĚƵĐĂƟŽŶĂŶĚĂƌůLJŚŝůĚŚŽŽĚĞǀĞůŽƉŵĞŶƚ MCEETYA DŝŶŝƐƚĞƌŝĂůŽƵŶĐŝůŽŶĚƵĐĂƟŽŶ͕ŵƉůŽLJŵĞŶƚ͕dƌĂŝŶŝŶŐĂŶĚzŽƵƚŚīĂŝƌƐ MGSE DĞůďŽƵƌŶĞ'ƌĂĚƵĂƚĞ^ĐŚŽŽůŽĨĚƵĐĂƟŽŶ SEL ^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ t,K tŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶ YRC Youth Research Centre Glossary of terms Bullying A form of aggressive behaviour in which there is an imbalance of power ĨĂǀŽƵƌŝŶŐƚŚĞƉĞƌƉĞƚƌĂƚŽƌ;ƐͿǁŚŽƌĞƉĞĂƚĞĚůLJƐĞĞŬƚŽŚƵƌƚŽƌŝŶƟŵŝĚĂƚĞĂ targeted individual (Rigby & Smith, 2011). Coping ŽŐŶŝƟǀĞĂŶĚďĞŚĂǀŝŽƌĂůĞīŽƌƚƐƚŽŵĂŶĂŐĞĞdžƚĞƌŶĂůŽƌŝŶƚĞƌŶĂůĚĞŵĂŶĚƐ ƚŚĂƚĂƌĞĞǀĂůƵĂƚĞĚĂƐĐŚĂůůĞŶŐŝŶŐŽƌĞdžĐĞĞĚŝŶŐƚŚĞƌĞƐŽƵƌĐĞƐŽĨĂƉĞƌƐŽŶ (Frydenberg, 2010). Cyber bullying Covert bullying used primarily by young people to harm others using technology such as: social networking sites, other chat-rooms, mobile phones, websites and web-cameras (Cross et al., 2009). Health dŚĞtŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶĚĞĮŶĞƐŚĞĂůƚŚĂƐĂƐƚĂƚĞŽĨĐŽŵƉůĞƚĞ physical, mental and social well-being and not merely the absence of disease ŽƌŝŶĮƌŵŝƚLJ;t,K͕ϭϵϰϴͿ͘ Help-seeking ,ĞůƉͲƐĞĞŬŝŶŐŝŶǀŽůǀĞƐĐŽŵŵƵŶŝĐĂƟŶŐǁŝƚŚŽƚŚĞƌƉĞŽƉůĞƚŽŽďƚĂŝŶŚĞůƉŝŶ ƚĞƌŵƐŽĨƵŶĚĞƌƐƚĂŶĚŝŶŐ͕ĂĚǀŝĐĞ͕ŝŶĨŽƌŵĂƟŽŶ͕ƚƌĞĂƚŵĞŶƚ͕ĂŶĚŐĞŶĞƌĂůƐƵƉƉŽƌƚ ŝŶƌĞƐƉŽŶƐĞƚŽĂƉƌŽďůĞŵŽƌĚŝƐƚƌĞƐƐŝŶŐĞdžƉĞƌŝĞŶĐĞ͘/ƚŝƐĂĨŽƌŵŽĨĐŽƉŝŶŐƚŚĂƚ ƌĞůŝĞƐŽŶŽƚŚĞƌƉĞŽƉůĞ͕ĂŶĚŝƐƚŚĞƌĞĨŽƌĞŽŌĞŶďĂƐĞĚŽŶƐŽĐŝĂůƌĞůĂƟŽŶƐŚŝƉƐ and interpersonal skills (Rickwood, Deane, Coralie, & Ciarrochi, 2005). Mental health DĞŶƚĂůŚĞĂůƚŚŝƐĂƐƚĂƚĞŽĨĞŵŽƟŽŶĂůĂŶĚƐŽĐŝĂůǁĞůůďĞŝŶŐŝŶǁŚŝĐŚĞǀĞƌLJ ŝŶĚŝǀŝĚƵĂůƌĞĂůŝƐĞƐŚŝƐŽƌŚĞƌŽǁŶƉŽƚĞŶƟĂů͕ĐĂŶĐŽƉĞǁŝƚŚƚŚĞŶŽƌŵĂů ƐƚƌĞƐƐĞƐŽĨůŝĨĞ͕ĐĂŶǁŽƌŬƉƌŽĚƵĐƟǀĞůLJĂŶĚĨƌƵŝƞƵůůLJ͕ĂŶĚŝƐĂďůĞƚŽŵĂŬĞĂ ĐŽŶƚƌŝďƵƟŽŶƚŽŚĞƌŽƌŚŝƐĐŽŵŵƵŶŝƚLJ;t,K͕ϮϬϭϯͿ͘ DĞŶƚĂů/ůůŶĞƐƐ DĞŶƚĂůŝůůŶĞƐƐƌĞĨĞƌƐƚŽĂƌĂŶŐĞŽĨŝƐƐƵĞƐǁŚŝĐŚŵĂLJĂīĞĐƚĂƉĞƌƐŽŶ͛Ɛ ƚŚŽƵŐŚƚƐ͕ĨĞĞůŝŶŐƐ͕ĂĐƟŽŶƐĂŶĚͬŽƌŵĞŵŽƌLJ͘dŚĞƐĞŝƐƐƵĞƐĂƌĞůŽŶŐĞƌůĂƐƟŶŐ ƚŚĂŶŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐĂŶĚĐĂƵƐĞŵŽƌĞĚŝƐƚƌĞƐƐĂŶĚĚŝƐƌƵƉƟŽŶƚŽůŝĨĞ͘ 2 WŽƐŝƟǀĞďĞŚĂǀŝŽƌ management approaches WŽƐŝƟǀĞďĞŚĂǀŝŽƵƌŵĂŶĂŐĞŵĞŶƚĂƉƉƌŽĂĐŚĞƐĂƌĞƚŚŽƐĞƚŚĂƚƐƚƌĞƐƐ ƉƌĞǀĞŶƟŽŶ͕ƐƵƉƉŽƌƚĂŶĚƚŚĞĂǀŽŝĚĂŶĐĞŽĨĐŽŶĨƌŽŶƚĂƟŽŶĂŶĚƚŚĂƚĨŽĐƵƐŵŽƌĞ ŽŶƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨǀĂůƵĞƐ͕ƌĞůĂƟŽŶƐŚŝƉƐĂŶĚƐŬŝůůƐĞŶĂďůŝŶŐƉŽƐŝƟǀĞ student behaviour than on punishment for student misbehaviour. WŽƐŝƟǀĞWƐLJĐŚŽůŽŐLJ WŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJĞŵƉŚĂƐŝƐĞƐƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨĨŽĐƵƐŝŶŐŽŶƐƚƌĞŶŐƚŚƐ ĂŶĚĂďŝůŝƟĞƐ͘/ƚƚĂŬĞƐĂŶŽŶͲƉĂƚŚŽůŽŐŝĐĂůĂƉƉƌŽĂĐŚ͖ƌĂƚŚĞƌƚŚĂŶĨŽĐƵƐŝŶŐ ŽŶƉĂƚŚŽůŽŐLJĂŶĚƐŝŵƉůLJƚƌĞĂƟŶŐŵĞŶƚĂůŝůůŶĞƐƐ͕ŝƚĨŽĐƵƐĞƐŽŶƉƌĞǀĞŶƟŽŶ ƚŚƌŽƵŐŚĮŶĚŝŶŐĂŶĚŶƵƌƚƵƌŝŶŐƉŽƐŝƟǀĞĂƐƉĞĐƚƐŽĨŚƵŵĂŶƉƐLJĐŚŽůŽŐŝĐĂů ĨƵŶĐƟŽŶŝŶŐ͘ Racism ZĂĐŝƐŵŝƐĂďĞůŝĞĨƚŚĂƚĂƉĂƌƟĐƵůĂƌƌĂĐĞŽƌĞƚŚŶŝĐŝƚLJŝƐŝŶĨĞƌŝŽƌŽƌƐƵƉĞƌŝŽƌ ƚŽŽƚŚĞƌƐ͘ZĂĐŝĂůĚŝƐĐƌŝŵŝŶĂƟŽŶŝŶǀŽůǀĞƐĂŶLJĂĐƚǁŚĞƌĞĂƉĞƌƐŽŶŝƐƚƌĞĂƚĞĚ ƵŶĨĂǀŽƵƌĂďůLJďĞĐĂƵƐĞŽĨƚŚĞŝƌƌĂĐĞ͕ŶĂƟŽŶĂůŝƚLJ͕ĐŽůŽƵƌ͕ĚĞƐĐĞŶƚŽƌĞƚŚŶŝĐ ŽƌŝŐŝŶ;sŝĐƚŽƌŝĂŶƋƵĂůKƉƉŽƌƚƵŶŝƚLJĂŶĚ,ƵŵĂŶZŝŐŚƚƐŽŵŵŝƐƐŝŽŶ͕ϮϬϭϯͿ͘ Resilience ZĞƐŝůŝĞŶĐĞŝƐƚŚĞĂďŝůŝƚLJƚŽĐŽƉĞŽƌ͚ďŽƵŶĐĞďĂĐŬ͛ĂŌĞƌĞŶĐŽƵŶƚĞƌŝŶŐŶĞŐĂƟǀĞ ĞǀĞŶƚƐ͕ĚŝĸĐƵůƚƐŝƚƵĂƟŽŶƐ͕ĐŚĂůůĞŶŐĞƐŽƌĂĚǀĞƌƐŝƚLJĂŶĚƚŽƌĞƚƵƌŶƚŽĂůŵŽƐƚ ƚŚĞƐĂŵĞůĞǀĞůŽĨĞŵŽƟŽŶĂůǁĞůůďĞŝŶŐ͘/ƚŝƐĂůƐŽƚŚĞĐĂƉĂĐŝƚLJƚŽƌĞƐƉŽŶĚ ĂĚĂƉƟǀĞůLJƚŽĚŝĸĐƵůƚĐŝƌĐƵŵƐƚĂŶĐĞƐĂŶĚƐƟůůƚŚƌŝǀĞ;ĞŶĂƌĚϭϵϵϲ͕ƵƌŶƐ ϭϵϵϲ͕&ƵůůĞƌϭϵϵϴ͕>ƵƚŚĂƌϮϬϬϬ͕:ŽŚŶƐŽŶϮϬϬϴͿ͘ School connectedness School connectedness means feeling close to, a part of, and happy at ƐĐŚŽŽů͖ĨĞĞůŝŶŐƚŚĂƚƚĞĂĐŚĞƌƐĐĂƌĞĂďŽƵƚƐƚƵĚĞŶƚƐĂŶĚƚƌĞĂƚƚŚĞŵĨĂŝƌůLJ͖ĂŶĚ feeling safe at school (Libbey, 2004). Connectedness to school can include connectedness to peers and to school work (Bond et al., 2007). ^ŽĐŝĂůĂŶĚĞŵŽƟŽŶĂů ^ŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ;^>ͿŝŶǀŽůǀĞƐƐƚƵĚĞŶƚƐŚĂǀŝŶŐŽƉƉŽƌƚƵŶŝƟĞƐ learning (SEL) ƚŽůĞĂƌŶĂŶĚƉƌĂĐƟĐĞƐŽĐŝĂůƐŬŝůůƐƐƵĐŚĂƐĐŽŽƉĞƌĂƟŽŶ͕ŵĂŶĂŐŝŶŐĐŽŶŇŝĐƚ͕ making friends, coping, being resilient and recognising and managing their ŽǁŶĨĞĞůŝŶŐƐ͘^>ƉƌŽŐƌĂŵƐƐĞƚŽƵƚƚŽĞdžƉůŝĐŝƚůLJƉƌŽŵŽƚĞƚŚĞƐĞƐŬŝůůƐŝŶ ƐƚƵĚĞŶƚƐ;ƵƌůĂŬ͕tĞŝƐƐďĞƌŐ͕LJŵŶŝĐŬŝ͕dĂLJůŽƌ͕Θ^ĐŚĞůůŝŶŐĞƌ͕ϮϬϭϭͿ͘ Strengths-based approach 3 ƐƚƌĞŶŐƚŚƐͲďĂƐĞĚĂƉƉƌŽĂĐŚĂŝŵƐƚŽƚĂŬĞĂĚǀĂŶƚĂŐĞŽĨĞdžŝƐƟŶŐƐƚƌĞŶŐƚŚƐ͕ ƉŽƐŝƟǀĞƋƵĂůŝƟĞƐĂŶĚƚŚĞŝŶƚĞŶƟŽŶĂůƉƌŽŵŽƟŽŶŽĨǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ͕ ƌĂƚŚĞƌƚŚĂŶĨŽĐƵƐŝŶŐƐŽůĞůLJŽŶĚĞĮĐŝƚƐŽƌƉƌŽďůĞŵƐƚŚĂƚŶĞĞĚĮdžŝŶŐ;ůǀŽƌĚΘ Grados, 2005). Student engagement Student engagement consists of 1) Behavioural engagement, shown through ƉĂƌƟĐŝƉĂƟŽŶ͕ƉƵŶĐƚƵĂůŝƚLJ͕ĐŽŶĐĞŶƚƌĂƟŽŶĂŶĚĞīŽƌƚĂƉƉůŝĞĚƚŽƚĂƐŬƐ͖ϮͿ ŵŽƟŽŶĂůĞŶŐĂŐĞŵĞŶƚ͕ĚĞŵŽŶƐƚƌĂƚĞĚǁŚĞŶƐƚƵĚĞŶƚƐĂƌĞĞŶƚŚƵƐŝĂƐƟĐĂŶĚ ŬĞĞŶƚŽůĞĂƌŶ͖ĂŶĚϯͿŽŐŶŝƟǀĞĞŶŐĂŐĞŵĞŶƚ͖ǁŚĞƌĞďLJƐƚƵĚĞŶƚƐĂƌĞĂďůĞƚŽ formulate their own learning goals, and believe in the importance of their academic achievements (van Uden, Ritzen, & Pieters, 2014). tĞůůďĞŝŶŐ tĞůůďĞŝŶŐŝƐǁŚĞŶŝŶĚŝǀŝĚƵĂůƐŚĂǀĞƚŚĞƉƐLJĐŚŽůŽŐŝĐĂů͕ƐŽĐŝĂůĂŶĚƉŚLJƐŝĐĂů ƌĞƐŽƵƌĐĞƐƚŚĞLJŶĞĞĚƚŽŵĞĞƚĂƉĂƌƟĐƵůĂƌƉƐLJĐŚŽůŽŐŝĐĂů͕ƐŽĐŝĂůĂŶĚͬŽƌ physical challenge (Dodge, Daly, Huyton, & Sanders, 2012). tŚŽůĞͲƐĐŚŽŽů approach ǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚĨŽĐƵƐĞƐŽŶƉŽƐŝƟǀĞƉĂƌƚŶĞƌƐŚŝƉƐĂŶĚĂƐƐƵŵĞƐ ƚŚĂƚĂůůŵĞŵďĞƌƐŽĨƚŚĞƐĐŚŽŽůĐŽŵŵƵŶŝƚLJ;ƚĞĂĐŚĞƌƐ͕ĂĚŵŝŶŝƐƚƌĂƟǀĞƐƚĂī͕ ƐƚƵĚĞŶƚƐĂŶĚƉĂƌĞŶƚƐͿŚĂǀĞĂŬĞLJƌŽůĞƚŽƉůĂLJŝŶƉƌŽŵŽƟŶŐĂƐƵƉƉŽƌƟǀĞ school culture. A whole-school approach involves all areas of the school – ƉŽůŝĐLJĂŶĚƉƌŽĐĞĚƵƌĞƐ͕ƚĞĂĐŚŝŶŐƉƌĂĐƟĐĞƐ͕ĐƵƌƌŝĐƵůƵŵ͕ĂŶĚƚŚĞƉŚLJƐŝĐĂůĂŶĚ social environment of the school. 4 džĞĐƵƟǀĞƐƵŵŵĂƌLJ Schools have the capacity to promote the resilience of children and young people. Resilience is the ĂďŝůŝƚLJƚŽĐŽƉĞĂŶĚƚŚƌŝǀĞŝŶƚŚĞĨĂĐĞŽĨŶĞŐĂƟǀĞĞǀĞŶƚƐ͕ĐŚĂůůĞŶŐĞƐŽƌĂĚǀĞƌƐŝƚLJ͘<ĞLJĂƩƌŝďƵƚĞƐŽĨ resilience in children and young people include social competence, a sense of agency or responsibility, ŽƉƟŵŝƐŵ͕ĂƐĞŶƐĞŽĨƉƵƌƉŽƐĞŽƌŚŽƉĞĨŽƌƚŚĞĨƵƚƵƌĞ͕ĂƩĂĐŚŵĞŶƚƚŽĨĂŵŝůLJ͕ƚŽƐĐŚŽŽůĂŶĚƚŽůĞĂƌŶŝŶŐ͕ ƉƌŽďůĞŵͲƐŽůǀŝŶŐƐŬŝůůƐ͕ĞīĞĐƟǀĞĐŽƉŝŶŐƐƚLJůĞ͕ƉƌŽͲƐŽĐŝĂůǀĂůƵĞƐ͕ĂƐĞŶƐĞŽĨƐĞůĨͲĞĸĐĂĐLJ͕ĂŶĚƉŽƐŝƟǀĞ ƐĞůĨͲƌĞŐĂƌĚ͘^ĐŚŽŽůƐĐĂŶĞŶŚĂŶĐĞƌĞƐŝůŝĞŶĐĞƚŚƌŽƵŐŚƉƌŽŐƌĂŵƐǁŚŝĐŚďƵŝůĚƉŽƐŝƟǀĞƐŽĐŝĂůŶŽƌŵƐĂŶĚ generate a sense of connectedness to teachers, peers, and the academic goals of the school. ƵŝůĚŝŶŐZĞƐŝůŝĞŶĐĞʹĂŵŽĚĞůĨŽƌƐƵƉƉŽƌƟŶŐĐŚŝůĚƌĞŶ and young people Building Resilience supports schools to foster the learning, resilience and wellbeing of children ĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ͘ /ƚ ƉƌŽǀŝĚĞƐ ĂŶ ĞǀŝĚĞŶĐĞͲďĂƐĞĚ ĂƉƉƌŽĂĐŚ ƚŽ ĚĞǀĞůŽƉŝŶŐ ƉĞƌƐŽŶĂů ĂŶĚ ƐŽĐŝĂů ĐĂƉĂďŝůŝƟĞƐ͕ŝŶĐůƵĚŝŶŐƐĞůĨͲĂǁĂƌĞŶĞƐƐ͕ƐĞůĨͲŵĂŶĂŐĞŵĞŶƚ͕ƐŽĐŝĂůĂǁĂƌĞŶĞƐƐĂŶĚƐŽĐŝĂůŵĂŶĂŐĞŵĞŶƚ͘ /ƚƌĞĐŽŵŵĞŶĚƐĂǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚ͕ĞŶĐŽŵƉĂƐƐŝŶŐƐƚƌĂƚĞŐŝĐĂƩĞŶƟŽŶŝŶƚŚĞĮǀĞŝŶƚĞƌƌĞůĂƚĞĚ domains of partnership, leadership, teaching, support, and referral. The Building Resilience online portal (ǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬƌĞƐŝůŝĞŶĐĞ) assists schools to easily ĂĐĐĞƐƐƚŚĞǁĞĂůƚŚŽĨƉƌŽŐƌĂŵƐ͕ƌĞƐŽƵƌĐĞƐ͕ƚŽŽůƐĂŶĚŽƌŐĂŶŝƐĂƟŽŶƐĚĞƐŝŐŶĞĚƚŽĞŶŚĂŶĐĞƚŚĞƌĞƐŝůŝĞŶĐĞ ŽĨĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ͘dŚƌŽƵŐŚƚŚŝƐŝŶƚĞƌĂĐƟǀĞƉŽƌƚĂů͕ƚĞĂĐŚĞƌƐĂŶĚĞĚƵĐĂƚŽƌƐĐĂŶĂĐĐĞƐƐ͗ 5 • /ŶĨŽƌŵĂƟŽŶ͕ĂĚǀŝĐĞĂŶĚƌĞƐŽƵƌĐĞƐǁŚŝĐŚĂƐƐŝƐƚŝŶƚŚĞůĞĂĚĞƌƐŚŝƉŽĨƐĐŚŽŽůͲǁŝĚĞĂƉƉƌŽĂĐŚĞƐ ƚŽ ĨŽƐƚĞƌŝŶŐ ƚŚĞ ƌĞƐŝůŝĞŶĐĞ ĂŶĚ ǁĞůůďĞŝŶŐ ŽĨ ƐƚƵĚĞŶƚƐ ĂŶĚ ƐƚĂī͕ ;ŝŶĐůƵĚŝŶŐ ƚŚĞ ĞǀŝĚĞŶĐĞͲďĂƐĞ detailed through the Building Resilience literature review). • A wide range of evidence-based materials and resources developed both by the Department ĂŶĚĞdžƚĞƌŶĂůŽƌŐĂŶŝƐĂƟŽŶƐ͕ƚŽĂƐƐŝƐƚƚĞĂĐŚĞƌƐƚŽĞĚƵĐĂƚĞĂĐƌŽƐƐŬĞLJŚĞĂůƚŚĂŶĚǁĞůůďĞŝŶŐĂƌĞĂƐ͕ ŝŶĐůƵĚŝŶŐ͗ƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ͕ƉŽƐŝƟǀĞƐŽĐŝĂůƌĞůĂƟŽŶƐŚŝƉƐ͕ĚƌƵŐĞĚƵĐĂƟŽŶ͕ƐĞdžƵĂůŝƚLJ ĞĚƵĐĂƟŽŶ͕ŵĞŶƚĂůŚĞĂůƚŚĂŶĚŚĞĂůƚŚLJďŽĚŝĞƐ͘ • ZĞƐŽƵƌĐĞƐƚŽŐƵŝĚĞƐĐŚŽŽůƐŝŶƐƵƉƉŽƌƟŶŐĂůůƐƚƵĚĞŶƚƐ͕ŝŶĐůƵĚŝŶŐƚŚŽƐĞǁŝƚŚĂĚĚŝƟŽŶĂůŶĞĞĚƐ͕ĂƐ ǁĞůůĂƐĂĚǀŝĐĞŽŶĂƉƉƌŽƉƌŝĂƚĞƌĞĨĞƌƌĂůƉĂƚŚǁĂLJƐĨŽƌƐƚƵĚĞŶƚƐƌĞƋƵŝƌŝŶŐƐƉĞĐŝĂůŝƐƚĂƐƐĞƐƐŵĞŶƚŽƌ ŝŶƚĞƌǀĞŶƟŽŶ͘ Building ResilienceŝƐďĂƐĞĚŽŶƌĞƐĞĂƌĐŚǁŚŝĐŚŚŝŐŚůŝŐŚƚƐƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨƚĂŬŝŶŐĂŵƵůƟͲĚŝŵĞŶƐŝŽŶĂů ƐĐŚŽŽůͲǁŝĚĞĂƉƉƌŽĂĐŚƚŽďƵŝůĚŝŶŐƌĞƐŝůŝĞŶĐĞ;ĂƚĂůĂŶŽ͕,ĂŐŐĞƌƚLJ͕KĞƐƚĞƌůĞ͕&ůĞŵŝŶŐ͕Θ,ĂǁŬŝŶƐ͕ϮϬϬϰ͖ ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭ͖ZŽǁĞΘ^ƚĞǁĂƌƚ͕ϮϬϬϵͿ͘/ƚĂƐƐŝƐƚƐƐĐŚŽŽůƐƚŽ͗ • Partner with the school community, including families and local and community services • >ĞĂĚĂĐƟǀŝƚLJĂĐƌŽƐƐƚŚĞƐĐŚŽŽů͕ŽƌĐŚĞƐƚƌĂƟŶŐĂĐŽŵƉƌĞŚĞŶƐŝǀĞĂƉƉƌŽĂĐŚ • TeachƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐƚŽĂůůƐƚƵĚĞŶƚƐĂĐƌŽƐƐĂůůLJĞĂƌůĞǀĞůƐ • SupportƚŚŽƐĞLJŽƵŶŐƉĞŽƉůĞŝĚĞŶƟĮĞĚĂƐŶĞĞĚŝŶŐĂĚĚŝƟŽŶĂůĂƐƐŝƐƚĂŶĐĞ • Refer those in need to appropriate services 6 Partner īĞĐƟǀĞ ĂƉƉƌŽĂĐŚĞƐ ƚŽ ďƵŝůĚŝŶŐ ƚŚĞ ƌĞƐŝůŝĞŶĐĞ ŽĨ ĐŚŝůĚƌĞŶ ĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ ŝŶĐůƵĚĞ ĂĐƟǀĞ ĂŶĚ ƉŽƐŝƟǀĞƉĂƌƚŶĞƌƐŚŝƉƐǁŝƚŚƐƚƵĚĞŶƚƐ͕ƐƚĂī͕ƉĂƌĞŶƚƐ͕ĂŶĚĐŽŵŵƵŶŝƚLJĂŶĚŚĞĂůƚŚƐĞƌǀŝĐĞƐ͘ŚŝůĚƌĞŶĂŶĚ young people who feel cared for by people at their school and who are connected to the academic ŐŽĂůƐŽĨƚŚĞƐĐŚŽŽůĂƌĞůĞƐƐůŝŬĞůLJƚŽƐƵīĞƌĂĐĂĚĞŵŝĐ͕ƐŽĐŝĂůŽƌŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐ;ůƵŵ͕ϮϬϬϱ͖ ŽŶĚĞƚĂů͕͘ϮϬϬϳ͖ĞŶƚĞƌƐĨŽƌŝƐĞĂƐĞŽŶƚƌŽůĂŶĚWƌĞǀĞŶƟŽŶ͕ϮϬϬϵ͖:ŽƐĞ͕ZLJĂŶ͕ΘWƌLJŽƌ͕ϮϬϭϮ͖ZŽīĞLJ͕ ϮϬϭϮ͖^ĄŶĐŚĞnj͕ŽůſŶ͕ΘƐƉĂƌnjĂ͕ϮϬϬϱͿ͘ Lead īĞĐƟǀĞƐĐŚŽŽůůĞĂĚĞƌƐƌĞĐŽŐŶŝƐĞƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨĂǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚƚŽďƵŝůĚŝŶŐƌĞƐŝůŝĞŶĐĞŝŶ ĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ͘dŚĞLJƚĂŬĞĂĐƟŽŶĂƚŽƌŐĂŶŝƐĂƟŽŶĂů͕ƌĞůĂƟŽŶĂůĂŶĚƉĞĚĂŐŽŐŝĐĂůůĞǀĞůƐ͘dŚĞLJ ĞŶƐƵƌĞƚŚĞƉƌŽǀŝƐŝŽŶŽĨƐĂĨĞĂŶĚĐĂƌŝŶŐůĞĂƌŶŝŶŐĞŶǀŝƌŽŶŵĞŶƚƐĨŽƌƐƚƵĚĞŶƚƐ͕ƐƚĂīĂŶĚĨĂŵŝůŝĞƐ͘dŚŝƐ ĞŶƚĂŝůƐƚŚĞĞƐƚĂďůŝƐŚŵĞŶƚŽĨƐĂĨĞ͕ĐĂƌŝŶŐůĞĂƌŶŝŶŐĞŶǀŝƌŽŶŵĞŶƚƐ͕ĞīĞĐƟǀĞƵƐĞŽĨƉŽƐŝƟǀĞĂƉƉƌŽĂĐŚĞƐ ƚŽ ĐůĂƐƐƌŽŽŵ ŵĂŶĂŐĞŵĞŶƚ͕ ƐƵƉƉŽƌƚ ĨŽƌ ŚŝŐŚ ƋƵĂůŝƚLJ ƚĞĂĐŚŝŶŐ ƉƌĂĐƟĐĞƐ͕ ĞdžƉůŝĐŝƚ ƚĞĂĐŚŝŶŐ ŽĨ ƐŽĐŝĂů ĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐĂŶĚƉƌŽǀŝƐŝŽŶŽĨƐƵƉƉŽƌƚĂŶĚƌĞĨĞƌƌĂůƉƌŽĐĞƐƐĞƐĨŽƌƚŚŽƐĞƐƚƵĚĞŶƚƐǁŝƚŚŐƌĞĂƚĞƌ ŶĞĞĚƐ;^>͕ϮϬϬϱ͖ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭͿ͘ Teach ůůƚĞĂĐŚĞƌƐŚĂǀĞĂƌŽůĞŝŶďƵŝůĚŝŶŐƚŚĞƉĞƌƐŽŶĂůĂŶĚƐŽĐŝĂůĐĂƉĂďŝůŝƟĞƐŽĨƐƚƵĚĞŶƚƐ͘dŚĞLJƵƐĞƉĞĚĂŐŽŐŝĐĂů ĂŶĚƌĞůĂƟŽŶĂůƐƚƌĂƚĞŐŝĞƐƚŽĨŽƐƚĞƌƚŚĞƐŬŝůůƐŽĨƐĞůĨͲĂǁĂƌĞŶĞƐƐ͕ƐĞůĨͲŵĂŶĂŐĞŵĞŶƚ͕ƐŽĐŝĂůĂǁĂƌĞŶĞƐƐ͕ and social management, which are the building blocks of resilience. Schools also build resilience ƚŚƌŽƵŐŚƚŚĞĞdžƉůŝĐŝƚƚĞĂĐŚŝŶŐŽĨĞǀŝĚĞŶĐĞͲďĂƐĞĚŚĞĂůƚŚ͕ǁĞůůďĞŝŶŐĂŶĚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ ;^>ͿƉƌŽŐƌĂŵƐ͘^ƚƵĚĞŶƚƐǁŚŽƉĂƌƟĐŝƉĂƚĞŝŶƌŝŐŽƌŽƵƐůLJĚĞƐŝŐŶĞĚĂŶĚǁĞůůͲƚĂƵŐŚƚ^>ƉƌŽŐƌĂŵƐƐŚŽǁ ŝŵƉƌŽǀĞĚ ĂĐĂĚĞŵŝĐ ŽƵƚĐŽŵĞƐ͕ ĚĞŵŽŶƐƚƌĂƚĞ ŵŽƌĞ ƉŽƐŝƟǀĞ ƐŽĐŝĂů ďĞŚĂǀŝŽƵƌ͕ ĂŶĚ ĂƌĞ ůĞƐƐ ůŝŬĞůLJ ƚŽ ĞŶŐĂŐĞŝŶƌŝƐŬLJĂŶĚĚŝƐƌƵƉƟǀĞďĞŚĂǀŝŽƵƌ͕ŝŶĐůƵĚŝŶŐƌŝƐŬͲƚĂŬŝŶŐǁŝƚŚĂůĐŽŚŽůĂŶĚŽƚŚĞƌĚƌƵŐƐ;ƐŚĚŽǁŶ ΘĞƌŶĂƌĚ͕ϮϬϭϮ͖ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭ͖WĂLJƚŽŶĞƚĂů͕͘ϮϬϬϴͿ͘ Support dĞĂĐŚĞƌƐ ĂŶĚ ĂƌůLJ ŚŝůĚŚŽŽĚ ƉƌŽĨĞƐƐŝŽŶĂůƐ ĂƌĞ ǁĞůůͲƉůĂĐĞĚ ƚŽ ŶŽƟĐĞ ĐŚŝůĚƌĞŶ ĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ ǁŝƚŚĂĚĚŝƟŽŶĂůĂĐĂĚĞŵŝĐ͕ƐŽĐŝĂůŽƌǁĞůůďĞŝŶŐŶĞĞĚƐĂŶĚƚŽŝŶƐƟŐĂƚĞƐĐŚŽŽůͲďĂƐĞĚĞīŽƌƚƐƚŽƉƌŽǀŝĚĞ ƚĂƌŐĞƚĞĚ ƐƵƉƉŽƌƚ͘ dŚŝƐ ŵĂLJ ŝŶĐůƵĚĞ ƚŚĞ ƉƌŽǀŝƐŝŽŶ ŽĨ ĂĚĚŝƟŽŶĂů ƐƵƉƉŽƌƚ ǁŝƚŚŝŶ ƚŚĞ ĐůĂƐƐƌŽŽŵ͕ ƐƉĞĐŝĂůŝƐĞĚůĞĂƌŶŝŶŐĂĐƟǀŝƟĞƐ͕ŽƌƉƌŽǀŝƐŝŽŶŽĨĂĚĚŝƟŽŶĂůƉĂƐƚŽƌĂůŽƌĐŽƵŶƐĞůůŝŶŐƐĞƌǀŝĐĞƐ͘^ƚƵĚĞŶƚƐ ĞdžƉĞƌŝĞŶĐŝŶŐƐŽĐŝĂůŽƌĞŵŽƟŽŶĂůĚŝƐƚƌĞƐƐďĞŶĞĮƚĨƌŽŵƚŚĞƉƌŽǀŝƐŝŽŶŽĨƐĞĐƵƌĞĂŶĚƉŽƐŝƟǀĞƌŽƵƟŶĞƐ ǁŝƚŚŝŶĂƐƵƉƉŽƌƟǀĞĂŶĚĨƌŝĞŶĚůLJĐůĂƐƐƌŽŽŵ͘ 7 Refer ^ĐŚŽŽůƐƉůĂLJĂŬĞLJƌŽůĞŝŶƚŚĞĞĂƌůLJŝĚĞŶƟĮĐĂƟŽŶŽĨƐƚƵĚĞŶƚƐŝŶŶĞĞĚŽĨƐƉĞĐŝĂůŝƐĞĚƐŽĐŝĂůŽƌŵĞŶƚĂů health support and in linking them and their families to the appropriate service provider. Available ĚĂƚĂƐƵŐŐĞƐƚƐƚŚĂƚĂƉƉƌŽdžŝŵĂƚĞůLJϭϰйŽĨϰͲϭϳLJĞĂƌŽůĚƐ;^ĂǁLJĞƌĞƚĂů͕͘ϮϬϬϬͿĂŶĚũƵƐƚŽǀĞƌŽŶĞĮŌŚ ŽĨ LJŽƵŶŐ ƉĞŽƉůĞ ĂŐĞĚ ϭϱͲϭϵ ĞdžƉĞƌŝĞŶĐĞ ŵĞŶƚĂů ŚĞĂůƚŚ ƉƌŽďůĞŵƐ ĂŶĚͬŽƌ ŵĞŶƚĂů ŝůůŶĞƐƐ ĞĂĐŚ LJĞĂƌ ;DŝƐƐŝŽŶƵƐƚƌĂůŝĂ͕ϮϬϭϰͿ͘ƐƐƚƵĚĞŶƚƐƐƉĞŶĚƐƵĐŚĂůĂƌŐĞĂŵŽƵŶƚŽĨƟŵĞĂƚƐĐŚŽŽů͕ŝƚŝƐŝŵƉŽƌƚĂŶƚ ƚŚĂƚƐĐŚŽŽůƐƚĂīĂƌĞĞƋƵŝƉƉĞĚǁŝƚŚƚŚĞŬŶŽǁůĞĚŐĞĂďŽƵƚŚŽǁƚŽƌĞĨĞƌƐƚƵĚĞŶƚƐŝŶŶĞĞĚƚŽĂƉƉƌŽƉƌŝĂƚĞ services and how to inform parents that they believe referral is warranted. Building Resilience online (ǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬƌĞƐŝůŝĞŶĐĞ) assists schools to easily access ƚŚĞǁĞĂůƚŚŽĨƉƌŽŐƌĂŵƐ͕ƌĞƐŽƵƌĐĞƐ͕ƚŽŽůƐĂŶĚŽƌŐĂŶŝƐĂƟŽŶƐĚĞƐŝŐŶĞĚƚŽĞŶŚĂŶĐĞƚŚĞƌĞƐŝůŝĞŶĐĞŽĨ ĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ͘dŚƌŽƵŐŚƚŚŝƐŝŶƚĞƌĂĐƟǀĞƉŽƌƚĂů͕ƚĞĂĐŚĞƌƐĂŶĚĞĚƵĐĂƚŽƌƐĐĂŶĂĐĐĞƐƐ͗ • /ŶĨŽƌŵĂƟŽŶ͕ĂĚǀŝĐĞĂŶĚƌĞƐŽƵƌĐĞƐǁŚŝĐŚĂƐƐŝƐƚŝŶƚŚĞůĞĂĚĞƌƐŚŝƉŽĨƐĐŚŽŽůͲǁŝĚĞĂƉƉƌŽĂĐŚĞƐ ƚŽ ĨŽƐƚĞƌŝŶŐ ƚŚĞ ƌĞƐŝůŝĞŶĐĞ ĂŶĚ ǁĞůůďĞŝŶŐ ŽĨ ƐƚƵĚĞŶƚƐ ĂŶĚ ƐƚĂī͕ ;ŝŶĐůƵĚŝŶŐ ƚŚĞ ĞǀŝĚĞŶĐĞͲďĂƐĞ detailed through the Building Resilience literature review). • A wide range of evidence-based materials and resources developed both by the Department ĂŶĚĞdžƚĞƌŶĂůŽƌŐĂŶŝƐĂƟŽŶƐ͕ƚŽĂƐƐŝƐƚƚĞĂĐŚĞƌƐƚŽĞĚƵĐĂƚĞĂĐƌŽƐƐŬĞLJŚĞĂůƚŚĂŶĚǁĞůůďĞŝŶŐĂƌĞĂƐ͕ ŝŶĐůƵĚŝŶŐ͗ƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ͕ƉŽƐŝƟǀĞƐŽĐŝĂůƌĞůĂƟŽŶƐŚŝƉƐ͕ĚƌƵŐĞĚƵĐĂƟŽŶ͕ƐĞdžƵĂůŝƚLJ ĞĚƵĐĂƟŽŶ͕ŵĞŶƚĂůŚĞĂůƚŚĂŶĚŚĞĂůƚŚLJďŽĚŝĞƐ͘ • ZĞƐŽƵƌĐĞƐƚŽŐƵŝĚĞƐĐŚŽŽůƐŝŶƐƵƉƉŽƌƟŶŐĂůůƐƚƵĚĞŶƚƐ͕ŝŶĐůƵĚŝŶŐƚŚŽƐĞǁŝƚŚĂĚĚŝƟŽŶĂůŶĞĞĚƐ͕ĂƐ ǁĞůůĂƐĂĚǀŝĐĞŽŶĂƉƉƌŽƉƌŝĂƚĞƌĞĨĞƌƌĂůƉĂƚŚǁĂLJƐĨŽƌƐƚƵĚĞŶƚƐƌĞƋƵŝƌŝŶŐƐƉĞĐŝĂůŝƐƚĂƐƐĞƐƐŵĞŶƚŽƌ ŝŶƚĞƌǀĞŶƟŽŶ͘ The Building Resilience literature review This literature review provides a summary of the current evidence base available to inform schools ŝŶƚŚĞŝƌĂƉƉƌŽĂĐŚƚŽďƵŝůĚŝŶŐƌĞƐŝůŝĞŶĐĞĂŶĚƉƌŽŵŽƟŶŐƚŚĞƉĞƌƐŽŶĂůĂŶĚƐŽĐŝĂůĐĂƉĂďŝůŝƟĞƐŽĨƚŚĞŝƌ ƐƚƵĚĞŶƚƐ͘/ƚďĞŐŝŶƐǁŝƚŚĂŶŝŶƚƌŽĚƵĐƟŽŶƚŽĐŽŶƚĞŵƉŽƌĂƌLJƚŚĞŽƌŝĞƐĂďŽƵƚǁŚĂƚŝŶŇƵĞŶĐĞƐŝŶĚŝǀŝĚƵĂů ǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ͘/ƚƐƵŵŵĂƌŝƐĞƐƚŚĞĞǀŝĚĞŶĐĞͲďĂƐĞĨŽƌƚŚĞƵƐĞŽĨƚŚĞƐĐŚŽŽůĂƐĂƐŝƚĞƚŚƌŽƵŐŚ ǁŚŝĐŚƚŽƉƌŽŵŽƚĞǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ͘/ƚĨĞĂƚƵƌĞƐĂĚŝƐĐƵƐƐŝŽŶŽĨƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨƚŚĞǁŚŽůĞ ŽĨƐĐŚŽŽůĂƉƉƌŽĂĐŚ͖ƚŚĞĐŽŶƚƌŝďƵƟŽŶŵĂĚĞďLJƐƉĞĐŝĮĐƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐĐƵƌƌŝĐƵůĂ͖ƚŚĞ ƌŽůĞŽĨƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚĂŶĚƐƚƵĚĞŶƚͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐŝŶĨŽƐƚĞƌŝŶŐĞŶŐĂŐĞŵĞŶƚ͕ĐŽŶŶĞĐƚĞĚŶĞƐƐ ĂŶĚǁĞůůďĞŝŶŐ͖ĂŶĚƚŚĞƌŽůĞŽĨĨĂŵŝůŝĞƐĂŶĚĂŐĞŶĐŝĞƐǁŝƚŚŝŶƚŚĞďƌŽĂĚĞƌƐƵƉƉŽƌƚĂŶĚƐĞƌǀŝĐĞŶĞƚǁŽƌŬ͘ 8 Why focus on resilience? ƵƐƚƌĂůŝĂŶ ĐŚŝůĚƌĞŶ ĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ ĞŶĐŽƵŶƚĞƌ Ă ƌĂŶŐĞ ŽĨ ƐƚƌĞƐƐŽƌƐ ĂŶĚ ĂŶdžŝĞƟĞƐ ŝŶĐůƵĚŝŶŐ ƚŚĞ ĂƌĞĂƐŽĨƐƚƵĚLJ͕ĨĂŵŝůLJƌĞůĂƟŽŶƐŚŝƉƐ͕ďŽĚLJŝŵĂŐĞ͕ĞŵŽƟŽŶĂůǁĞůůďĞŝŶŐĂŶĚďƵůůLJŝŶŐ;ŽLJƐdŽǁŶ͕ϮϬϭϯ͖ ƌŽƐƐĞƚĂů͕͘ϮϬϬϵ͖DŝƐƐŝŽŶƵƐƚƌĂůŝĂ͕ϮϬϭϭ͕ϮϬϭϯͿ͘dŚĞŵĞŶƚĂůŚĞĂůƚŚŽĨĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ ŝƐĂŐƌŽǁŝŶŐĐŽŶĐĞƌŶ͘ŶĞƐƟŵĂƚĞĚϭϳйŽĨĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞĂŐĞĚϰͲϭϳLJĞĂƌƐ;^ĂǁLJĞƌĞƚ Ăů͕͘ϮϬϬϬͿĂŶĚϮϳйŽĨLJŽƵŶŐƉĞŽƉůĞĂŐĞĚϭϲͲϮϰĞdžƉĞƌŝĞŶĐĞĂƚůĞĂƐƚŽŶĞŵĞŶƚĂůĚŝƐŽƌĚĞƌ;^ůĂĚĞĞƚĂů͕͘ 2009). How can schools promote resilience? There are many strategies that schools can use to enhance resilience. These include whole-school ĂƉƉƌŽĂĐŚĞƐƚŽƉƌŽǀŝĚŝŶŐĂƐĂĨĞĂŶĚƐƵƉƉŽƌƟǀĞůĞĂƌŶŝŶŐĞŶǀŝƌŽŶŵĞŶƚ͕ƉƌŽŵŽƟŽŶŽĨƉŽƐŝƟǀĞƚĞĂĐŚĞƌͲ ƐƚƵĚĞŶƚĂŶĚƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐ͕ĐƌĞĂƟŶŐĂƉŽƐŝƟǀĞůĞĂƌŶŝŶŐĞŶǀŝƌŽŶŵĞŶƚƚŚƌŽƵŐŚĞīĞĐƟǀĞĐůĂƐƐƌŽŽŵ ŵĂŶĂŐĞŵĞŶƚ ĂŶĚ ƚĞĂĐŚŝŶŐ ŵĞƚŚŽĚƐ͕ ƉƌŽǀŝƐŝŽŶ ŽĨ ĞdžƉůŝĐŝƚ ƐŽĐŝĂů ĂŶĚ ĞŵŽƟŽŶĂů ƐŬŝůůƐ ƉƌŽŐƌĂŵƐ͕ ƉƌŽǀŝĚŝŶŐƚĂŝůŽƌĞĚƐƵƉƉŽƌƚĨŽƌƚŚŽƐĞǁŝƚŚĂĚĚŝƟŽŶĂůŶĞĞĚƐ͕ĂŶĚŝŶǀŽůǀŝŶŐƐƚƵĚĞŶƚƐĂŶĚĨĂŵŝůŝĞƐŝŶ decision-making. WŽƐŝƟǀĞĂŶĚƐƵƉƉŽƌƟǀĞůĞĂƌŶŝŶŐĂŶĚƐŽĐŝĂůĞŶǀŝƌŽŶŵĞŶƚƐŚĞůƉƚŽďƵŝůĚĐŽŶŶĞĐƚĞĚŶĞƐƐƚŽƐĐŚŽŽůƐĂŶĚ ĞŶŐĂŐĞŵĞŶƚŝŶůĞĂƌŶŝŶŐ͘ƐĞŶƐĞŽĨĐŽŶŶĞĐƚĞĚŶĞƐƐŽƌďĞůŽŶŐŝŶŐƚŽƐĐŚŽŽůŝƐĂƐŝŐŶŝĮĐĂŶƚƉƌŽƚĞĐƟǀĞ ĨĂĐƚŽƌĨŽƌLJŽƵŶŐƉĞŽƉůĞĂŶĚĐŽŶƚƌŝďƵƚĞƐƚŽďƵŝůĚŝŶŐƚŚĞŝƌƌĞƐŝůŝĞŶĐĞ;ZĞƐŶŝĐŬ͕ϭϵϵϳ͖ZĞƐŶŝĐŬ͕ĞĂƌŵĂŶ͕ ΘůƵŵ͕ϭϵϵϳͿ͘/ƚŝƐĂƐƐŽĐŝĂƚĞĚǁŝƚŚƉŽƐŝƟǀĞŚĞĂůƚŚĂŶĚĂĐĂĚĞŵŝĐŽƵƚĐŽŵĞƐ;ůƵŵ͕ϮϬϬϱ͖ŽŶĚĞƚĂů͕͘ ϮϬϬϳ͖ĞŶƚĞƌƐĨŽƌŝƐĞĂƐĞŽŶƚƌŽůĂŶĚWƌĞǀĞŶƟŽŶ͕ϮϬϬϵ͖:ŽƐĞĞƚĂů͕͘ϮϬϭϮ͖ZŽīĞLJ͕ϮϬϭϮ͖^ĄŶĐŚĞnjĞƚ al., 2005). Children and young people who feel cared for by people at their school and feel connected ƚŽůĞĂƌŶŝŶŐĂƌĞŵŽƌĞůŝŬĞůLJƚŽďĞŵŽƟǀĂƚĞĚ͕ƐŚŽǁŝŵƉƌŽǀĞĚĂĐĂĚĞŵŝĐŽƵƚĐŽŵĞƐĂŶĚĂĐĂĚĞŵŝĐƐĞůĨͲ ĞĸĐĂĐLJ͘^ĐŚŽŽůĐŽŶŶĞĐƚĞĚŶĞƐƐŝƐĂůƐŽĂƐƐŽĐŝĂƚĞĚǁŝƚŚĂƌĂŶŐĞŽĨƉŚLJƐŝĐĂůŚĞĂůƚŚĂŶĚŵĞŶƚĂůŚĞĂůƚŚ outcomes. Children and young people with a higher level of school connectedness are less likely to ĂďƵƐĞƐƵďƐƚĂŶĐĞƐ͕ĞŶŐĂŐĞŝŶǀŝŽůĞŶĐĞ͕ƌĞƉŽƌƚŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐŽƌĞŶŐĂŐĞŝŶƐĞdžĂƚĂŶĞĂƌůLJ ĂŐĞ;ŽŶĚĞƚĂů͕͘ϮϬϬϳ͖DĐEĞĞůLJ͕EŽŶŶĞŵĂŬĞƌ͕ΘůƵŵ͕ϮϬϬϮ͖K͛ƌŝĞŶΘŽǁůĞƐ͕ϮϬϭϯͿ͘KŶƚŚĞŽƚŚĞƌ hand, the evidence shows that low school connectedness is associated with higher risks of substance or mental health problems, and higher levels of school dropout (Bond et al., 2007). ^ƚƵĚĞŶƚƐǁŚŽƌĞĐĞŝǀĞƋƵĂůŝƚLJĞǀŝĚĞŶĐĞͲďĂƐĞĚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐƉƌŽŐƌĂŵƐĚĞůŝǀĞƌĞĚǁŝƚŚŝŶ ƉŽƐŝƟǀĞ ƐĐŚŽŽů ĞŶǀŝƌŽŶŵĞŶƚƐ ƚĞŶĚ ƚŽ ďĞ ŵŽƌĞ ƌĞƐŝůŝĞŶƚ͘ dŚĞLJ ĨĞĞů ŵŽƌĞ ĐŽŶŶĞĐƚĞĚ ƚŽ ƐĐŚŽŽů ĂŶĚ ƚŽůĞĂƌŶŝŶŐ͕ŚĂǀĞŝŵƉƌŽǀĞĚĂĐĂĚĞŵŝĐĂĐŚŝĞǀĞŵĞŶƚ͕ĂŶĚĂƌĞůĞƐƐůŝŬĞůLJƚŽĞdžŚŝďŝƚƉƌŽďůĞŵďĞŚĂǀŝŽƌ (Catalano et al., 2004). 9 tŚĂƚƌŽůĞĚŽƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐƉůĂLJ͍ WŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐĞŶŚĂŶĐĞƐƚƵĚĞŶƚƐ͛ĂĐĂĚĞŵŝĐĂŶĚƐŽĐŝĂůĚĞǀĞůŽƉŵĞŶƚ͘ŵĞƚĂͲ ĂŶĂůLJƐŝƐ ŽĨ ϵϵ ƌĞƐĞĂƌĐŚ ƐƚƵĚŝĞƐ ĨŽƵŶĚ ƚŚĂƚ ƉŽƐŝƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ ǁĞƌĞ ůŝŶŬĞĚ ƚŽ ŝŶĐƌĞĂƐĞĚ ĐŽŐŶŝƟǀĞ͕ ďĞŚĂǀŝŽƌĂů ĂŶĚ ĞŵŽƟŽŶĂů ĞŶŐĂŐĞŵĞŶƚ ŝŶ ůĞĂƌŶŝŶŐ ĂŶĚ ŝŶĐƌĞĂƐĞĚ ĂƩĂŝŶŵĞŶƚ͕ ĂŶĚ ƚŚĂƚ ŶĞŐĂƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ ǁĞƌĞ ůŝŶŬĞĚ ƚŽ ƉŽŽƌĞƌ ƐƚƵĚĞŶƚ ĞŶŐĂŐĞŵĞŶƚ ĂŶĚ ĂĐŚŝĞǀĞŵĞŶƚ ;ZŽŽƌĚĂ͕ <ŽŽŵĞŶ͕ ^Ɖŝůƚ͕ Θ KŽƌƚ͕ ϮϬϭϭͿ͘ ZĞƐĞĂƌĐŚ ĞdžĂŵŝŶŝŶŐ ƐƚƵĚĞŶƚ ƉĞƌƐƉĞĐƟǀĞƐ ƐŚŽǁƐƚŚĂƚƐƚƵĚĞŶƚƐǀĂůƵĞŚĞůƉĨƵůĂŶĚĨƌŝĞŶĚůLJƚĞĂĐŚĞƌƐǁŚŽĂůƐŽŵĂŝŶƚĂŝŶĂŶĂƵƚŚŽƌŝƚĂƟǀĞƐƚLJůĞŽĨ classroom management. This research shows that teacher interpersonal behavior has a powerful ĞīĞĐƚŽŶƐƚƵĚĞŶƚůĞĂƌŶŝŶŐĂŶĚŽŶƚŚĞŝƌƐŽĐŝĂůǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ;ǀĂŶhĚĞŶĞƚĂů͕͘ϮϬϭϰͿ͘ tŚĂƚĐŽŶƚƌŝďƵƟŽŶĐĂŶƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐƉƌŽŐƌĂŵƐ make? ^ŽĐŝĂů ĂŶĚ ŵŽƟŽŶĂů >ĞĂƌŶŝŶŐ;^>ͿƉƌŽŐƌĂŵƐĞŶŚĂŶĐĞƐƚƵĚĞŶƚƌĞƐŝůŝĞŶĐĞ͘ ^> ƉƌŽŐƌĂŵƐĞdžƉůŝĐŝƚůLJ teach a range of skills, including those necessary for self-awareness, self-management, social ĂǁĂƌĞŶĞƐƐ͕ƐŽĐŝĂůŵĂŶĂŐĞŵĞŶƚ͕ĂŶĚĐƌŝƟĐĂůĂŶĚĐƌĞĂƟǀĞƚŚŝŶŬŝŶŐ͘dŚĞƐĞƐŬŝůůƐƵŶĚĞƌƉŝŶďŽƚŚƉĞƌƐŽŶĂů ƌĞƐŝůŝĞŶĐĞĂŶĚŚĞĂůƚŚLJƌĞůĂƟŽŶƐŚŝƉƐ͘^ƚƵĚĞŶƚƐǁŚŽƉĂƌƟĐŝƉĂƚĞŝŶƌŝŐŽƌŽƵƐůLJĚĞƐŝŐŶĞĚĂŶĚǁĞůůͲƚĂƵŐŚƚ ^>ƉƌŽŐƌĂŵƐƐŚŽǁŝŵƉƌŽǀĞĚĂĐĂĚĞŵŝĐŽƵƚĐŽŵĞƐ͕ĚĞŵŽŶƐƚƌĂƚĞŵŽƌĞƉŽƐŝƟǀĞƐŽĐŝĂůďĞŚĂǀŝŽƵƌ͕ĂŶĚ ĂƌĞůĞƐƐůŝŬĞůLJƚŽĞŶŐĂŐĞŝŶƌŝƐŬLJĂŶĚĚŝƐƌƵƉƟǀĞďĞŚĂǀŝŽƵƌ͕ŝŶĐůƵĚŝŶŐƌŝƐŬͲƚĂŬŝŶŐǁŝƚŚĂůĐŽŚŽůĂŶĚŽƚŚĞƌ ĚƌƵŐƐ;ƐŚĚŽǁŶΘĞƌŶĂƌĚ͕ϮϬϭϮ͖^>͕ϮϬϭϯ͖ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭ͖WĂLJƚŽŶĞƚĂů͕͘ϮϬϬϴͿ͘ īĞĐƟǀĞ^>ƉƌŽŐƌĂŵƐƵƐĞĂƌĂŶŐĞŽĨĐŽŽƉĞƌĂƟǀĞůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐǁŚŝĐŚŝŶƚŚĞŵƐĞůǀĞƐƉƌŽǀŝĚĞ ŽƉƉŽƌƚƵŶŝƟĞƐ ƚŽ ĚĞǀĞůŽƉ ƐŽĐŝĂů ƐŬŝůůƐ ǁŚŝůƐƚ ĂůƐŽ ĞŶŐĂŐŝŶŐ ĞdžƉůŝĐŝƚůLJ ǁŝƚŚ ƚŚĞ ŬĞLJ ĐŽŶƚĞŶƚ ĂƌĞĂƐ ŽĨ ĞŵŽƟŽŶĂů ůŝƚĞƌĂĐLJ͕ ĚĞĐŝƐŝŽŶͲŵĂŬŝŶŐ͕ ƉƌŽďůĞŵͲƐŽůǀŝŶŐ͕ ƉŽƐŝƟǀĞ ƐĞůĨͲƌĞŐĂƌĚ͕ ƐƚƌĞƐƐ ŵĂŶĂŐĞŵĞŶƚ͕ ƉŽƐŝƟǀĞ ĐŽƉŝŶŐ͕ ŚĞůƉͲƐĞĞŬŝŶŐ ĂŶĚ ƉĞĞƌ ƐƵƉƉŽƌƚ͘ ŽŵƉƌĞŚĞŶƐŝǀĞ ƉƌŽŐƌĂŵƐ ŝŶĐůƵĚĞ Ă ƌĂŶŐĞ ŽĨ ĐŽůůĂďŽƌĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚƌĂƚĞŐŝĞƐ ƐƵĐŚ ĂƐ ƐŵĂůů ŐƌŽƵƉ ƉƌŽďůĞŵͲƐŽůǀŝŶŐ ĚŝƐĐƵƐƐŝŽŶƐ͕ ĐƌŝƟĐĂů ƚŚŝŶŬŝŶŐ ƚĂƐŬƐ͕ƐŬŝůůƐͲĚĞǀĞůŽƉŵĞŶƚĞdžĞƌĐŝƐĞƐ͕ƌŽůĞͲƉůĂLJĂŶĚƐŝŵƵůĂƟŽŶ͘dŚĞƐĞůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐĂůůŽǁƐƚƵĚĞŶƚƐ ƚŽĐŽŶƐŝĚĞƌĂŶĚͬŽƌƌĞŚĞĂƌƐĞƚŚĞŝƌĂĐƟŽŶƐĂĐƌŽƐƐĂƌĂŶŐĞŽĨƐŝƚƵĂƟŽŶƐ͘ ,ŽǁĐĂŶƚŚĞŶĞǁ^>ĐƵƌƌŝĐƵůƵŵŵĂƚĞƌŝĂůƐƐƵƉƉŽƌƚƚŚĞƵŝůĚŝŶŐ Resilience model in Victoria? A suite of SEL curriculum materials has been developed for use with children and young people from &ŽƵŶĚĂƟŽŶƚŽzĞĂƌϭϮ͘dŚĞƐĞůĞƐƐŽŶŵĂƚĞƌŝĂůƐƚĂŬĞĂŶĞǀŝĚĞŶĐĞͲďĂƐĞĚĂƉƉƌŽĂĐŚƚŽĂƐƐŝƐƟŶŐƚĞĂĐŚĞƌƐ ƚŽĚĞǀĞůŽƉƐƚƵĚĞŶƚƐ͛ƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐĂŶĚĞŶŚĂŶĐĞƚŚĞŝƌƌĞƐŝůŝĞŶĐĞ͘dŚĞůĞĂƌŶŝŶŐĂĐƟǀŝƟĞƐ ĞdžƉůŝĐŝƚůLJĨŽƐƚĞƌƚŚĞƐŬŝůůƐŽĨƐĞůĨͲĂǁĂƌĞŶĞƐƐ͕ƐĞůĨͲŵĂŶĂŐĞŵĞŶƚ͕ƐŽĐŝĂůĂǁĂƌĞŶĞƐƐ͕ƐŽĐŝĂůŵĂŶĂŐĞŵĞŶƚ͕ ĂŶĚĐƌŝƟĐĂůĂŶĚĐƌĞĂƟǀĞƚŚŝŶŬŝŶŐ͘dŚĞůĞĂƌŶŝŶŐĂĐƟǀŝƟĞƐĨŽĐƵƐŽŶƚŚĞŝŵƉŽƌƚĂŶƚĂƌĞĂƐŽĨĞŵŽƟŽŶĂů ůŝƚĞƌĂĐLJ͕ ĚĞǀĞůŽƉŝŶŐ ƉĞƌƐŽŶĂů ƐƚƌĞŶŐƚŚƐ͕ ƉƌŽďůĞŵͲƐŽůǀŝŶŐ͕ ƉŽƐŝƟǀĞ ĐŽƉŝŶŐ͕ ƐƚƌĞƐƐ ŵĂŶĂŐĞŵĞŶƚ ĂŶĚ help-seeking. 10 >ĞƐƐŽŶ ŵĂƚĞƌŝĂůƐ ŚĂǀĞ ďĞĞŶ ĚĞǀĞůŽƉĞĚ ĨŽƌ ƵƐs>^ ůĞǀĞůƐ &ŽƵŶĚĂƟŽŶ͕ >ĞǀĞů ϭͲϮ͕ >ĞǀĞů ϯͲϰ͕ >ĞǀĞů ϱͲϲ͕>ĞǀĞůϳͲϴ͕>ĞǀĞůϵͲϭϬĂŶĚĂůƐŽĨŽƌƐƚƵĚĞŶƚƐŝŶzĞĂƌƐϭϭͲϭϮ͘dŚĞ&ŽƵŶĚĂƟŽŶůĞǀĞůŵĂƚĞƌŝĂůƐĂƌĞ ĂůƐŽ ĂƉƉƌŽƉƌŝĂƚĞ ĨŽƌ ƵƐĞ ǁŝƚŚ ƐƚƵĚĞŶƚƐ ŝŶ ĞĂƌůLJ ĐŚŝůĚŚŽŽĚ ƐĞƫŶŐƐ͘ dŚĞ ůĞƐƐŽŶ ŵĂƚĞƌŝĂůƐ ƉƌŽǀŝĚĞ ĚĞƚĂŝůĞĚĞdžĂŵƉůĞƐĂŶĚůĞƐƐŽŶĂĐƟǀŝƟĞƐƚŽŐƵŝĚĞƚĞĂĐŚĞƌƐŝŶĚĞůŝǀĞƌŝŶŐĂŶĂŐĞͲĂƉƉƌŽƉƌŝĂƚĞƐŽĐŝĂůĂŶĚ ĞŵŽƟŽŶĂůƐŬŝůůƐƉƌŽŐƌĂŵ͘dŚĞůĞĂƌŶŝŶŐĂĐƟǀŝƟĞƐĞdžƉůŝĐŝƚůLJĨŽƐƚĞƌƚŚĞWĞƌƐŽŶĂůĂŶĚ^ŽĐŝĂůĂƉĂďŝůŝƚLJ͕ ĂŶĚ ƌĞĂƟǀĞ ĂŶĚ ƌŝƟĐĂů dŚŝŶŬŝŶŐ 'ĞŶĞƌĂů ĂƉĂďŝůŝƟĞƐ ǁŚŝĐŚ Ăůů ƐĐŚŽŽůƐ ĂƌĞ ƌĞƋƵŝƌĞĚ ƚŽ ĂĚĚƌĞƐƐ ǁŝƚŚŝŶƚŚĞƵƐs>^ĐƵƌƌŝĐƵůƵŵ͘dŚĞůĞĂƌŶŝŶŐĂĐƟǀŝƟĞƐĐĂŶďĞĚĞůŝǀĞƌĞĚǁŝƚŚŝŶ,ĞĂůƚŚĂŶĚWŚLJƐŝĐĂů ĚƵĐĂƟŽŶ͕ŶŐůŝƐŚŽƌĚƵƌŝŶŐŚŽŵĞŐƌŽƵƉƐ͕ƉĂƐƚŽƌĂůĐĂƌĞ͕ŽƌŝĞŶƚĂƟŽŶŽƌƐĐŚŽŽůĐĂŵƉƐ͘ĐƟǀŝƟĞƐĂƌĞ ĚĞƐŝŐŶĞĚƚŽďĞĚĞůŝǀĞƌĞĚŝŶƐĞƋƵĞŶĐĞ͕ďƵƚƚŚĞLJĐĂŶďĞƌƵŶŝŶĚĞƉĞŶĚĞŶƚůLJĂŶĚŵŽĚŝĮĞĚďLJƚŚĞƚĞĂĐŚĞƌ ƚŽ ƐƵŝƚ ƚŚĞ ŶĞĞĚƐ ŽĨ ƚŚĞ ůĞĂƌŶĞƌƐ ŝŶ ƚŚĞŝƌ ĐůĂƐƐ͕ ĂŶĚ ƚŚĞ ĐŽŶƚĞdžƚ ǁŝƚŚŝŶ ǁŚŝĐŚ ƚŚĞLJ ĂƌĞ ĚĞůŝǀĞƌĞĚ͘ dŚĞ ĂĐƟǀŝƟĞƐ ĨŽƐƚĞƌ ĐŽƌĞ ŚĞĂůƚŚͲƌĞůĂƚĞĚ ƐŬŝůůƐ ĂŶĚ ƉƌŽǀŝĚĞ Ă ůŽŐŝĐĂů ƉůĂƞŽƌŵ ƵƉŽŶ ǁŚŝĐŚ ƚĞĂĐŚĞƌƐ ĐĂŶƉƌŽǀŝĚĞĂĚĚŝƟŽŶĂůŚĞĂůƚŚĂŶĚǁĞůůďĞŝŶŐĞĚƵĐĂƟŽŶ͕ĨŽƌĞdžĂŵƉůĞƚŚĂƚĂĚĚƌĞƐƐŝŶŐĚƌƵŐĞĚƵĐĂƟŽŶ͕ ƐĞdžƵĂůŝƚLJĞĚƵĐĂƟŽŶ͕ĂŶĚƌĞƐƉĞĐƞƵůƌĞůĂƟŽŶƐŚŝƉƐĞĚƵĐĂƟŽŶ͘ dĞĂĐŚĞƌWƌŽĨĞƐƐŝŽŶĂů>ĞĂƌŶŝŶŐDĂƚĞƌŝĂůƐ dŚŝƐůŝƚĞƌĂƚƵƌĞƌĞǀŝĞǁĐĂŶďĞƌĞĂĚŝŶĐŽŶũƵŶĐƟŽŶǁŝƚŚƚŚĞdĞĂĐŚĞƌWƌŽĨĞƐƐŝŽŶĂů>ĞĂƌŶŝŶŐDĂƚĞƌŝĂůƐ designed to support and guide teachers in their use of the SEL curriculum. These learning materials ĞĚƵĐĂƚĞƚĞĂĐŚĞƌƐĂďŽƵƚĞīĞĐƟǀĞƉƌĂĐƟĐĞŝŶĞŶŚĂŶĐŝŶŐƌĞƐŝůŝĞŶĐĞĂŶĚƉƌŽǀŝĚĞƉĂƌƟĐŝƉĂƚŽƌLJůĞĂƌŶŝŶŐ ĂĐƟǀŝƟĞƐĨŽƌƚĞĂĐŚĞƌƐƚŽƵƐĞǁŝƚŚƐƚĂīƚĞĂŵƐ͘ 11 /ŶƚƌŽĚƵĐƟŽŶ ^ĐŚŽŽůƐĂƌĞĂŬĞLJƐĞƫŶŐŝŶǁŚŝĐŚƚŽƉƌŽŵŽƚĞƚŚĞǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞŽĨƐƚƵĚĞŶƚƐĂƐǁĞůůĂƐ ƚŚĞŝƌ ĂĐĂĚĞŵŝĐ ůĞĂƌŶŝŶŐ͘ dŚĞƌĞ ŝƐ Ă ŐƌŽǁŝŶŐ ĞǀŝĚĞŶĐĞ ďĂƐĞ ƚŽ ŝŶĨŽƌŵ ƐĐŚŽŽů ƉƌĂĐƟĐĞ ŝŶ ƚŚŝƐ ĂƌĞĂ͘ dŚĞ ĞǀŝĚĞŶĐĞ ŚŝŐŚůŝŐŚƚƐ ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ƚĂŬŝŶŐ Ă ǁŚŽůĞͲƐĐŚŽŽů ĂƉƉƌŽĂĐŚ ƚŽ ƉƌŽŵŽƟŶŐ ƐƚƵĚĞŶƚ ǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ͘/ƚŝĚĞŶƟĮĞƐǀĂƌŝŽƵƐǁĂLJƐŝŶǁŚŝĐŚƚŚĞƐĐŚŽŽůƉƌĂĐƟĐĞŵĂŬĞƐĂŶŝŵƉĂĐƚŽŶ ƐƚƵĚĞŶƚǁĞůůďĞŝŶŐ͕ŝŶĐůƵĚŝŶŐƚŚĞĐŽŶƚƌŝďƵƟŽŶƚŚĂƚƚĞĂĐŚĞƌƐĐĂŶŵĂŬĞƚŽǁĞůůďĞŝŶŐƚŚƌŽƵŐŚƉŽƐŝƟǀĞ ĞŶŐĂŐĞŵĞŶƚǁŝƚŚƐƚƵĚĞŶƚƐĂŶĚƚŚĞĐŽŶƚƌŝďƵƟŽŶƚŚĂƚĞdžƉůŝĐŝƚĐƵƌƌŝĐƵůƵŵĐĂŶŵĂŬĞƚŽďƵŝůĚŝŶŐƐŽĐŝĂůůLJ ĂŶĚ ĞŵŽƟŽŶĂůůLJ ůŝƚĞƌĂƚĞ͕ ƌĞƐŝůŝĞŶƚ LJŽƵŶŐ ƉĞŽƉůĞ͘ dŚĞƌĞ ŝƐ ŐŽŽĚ ĞǀŝĚĞŶĐĞ ƚŽ ƐŚŽǁ ƚŚĂƚ ƉƌŽŵŽƟŶŐ ƐƚƵĚĞŶƚ ǁĞůůďĞŝŶŐ ŚĂƐ ƉŽƐŝƟǀĞ ĞīĞĐƚƐ ŽŶ ĂĐĂĚĞŵŝĐ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ͘ /ŶĚĞĞĚ͕ ƚŚĞ DĞůďŽƵƌŶĞ ĞĐůĂƌĂƟŽŶŽĨƚŚĞĚƵĐĂƟŽŶĂů'ŽĂůƐĨŽƌzŽƵŶŐƵƐƚƌĂůŝĂŶƐ;Ddz͕ϮϬϬϴͿŚŝŐŚůŝŐŚƚƐƚŚĂƚƉĞƌƐŽŶĂů and social capability assists students to become successful learners, helping to improve their academic ůĞĂƌŶŝŶŐĂŶĚĞŶŚĂŶĐŝŶŐƚŚĞŝƌŵŽƟǀĂƟŽŶƚŽƌĞĂĐŚƚŚĞŝƌĨƵůůƉŽƚĞŶƟĂů͘/ŶůŝŶĞǁŝƚŚƚŚŝƐ͕ƚŚĞƵƐƚƌĂůŝĂŶ Curriculum emphasises the need for students to develop their personal and social capability as they ůĞĂƌŶ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĞŵƐĞůǀĞƐ ĂŶĚ ŽƚŚĞƌƐ͕ ŵĂŶĂŐĞ ƚŚĞŝƌ ƌĞůĂƟŽŶƐŚŝƉƐ͕ ůŝǀĞƐ͕ ǁŽƌŬ ĂŶĚ ůĞĂƌŶŝŶŐ ŵŽƌĞĞīĞĐƟǀĞůLJ;Z͕ϮϬϭϯͿ͘dŚĞƌĞĂƌĞŵĂŶLJǁĂLJƐŝŶǁŚŝĐŚƐĐŚŽŽůƐĐĂŶĨŽƐƚĞƌƚŚĞƐĞĐĂƉĂďŝůŝƟĞƐ͘ dŚŝƐ ůŝƚĞƌĂƚƵƌĞ ƌĞǀŝĞǁ ŝƐ ĚĞƐŝŐŶĞĚ ƚŽ ŝŶĨŽƌŵ ƐĐŚŽŽůͲďĂƐĞĚ ĞīŽƌƚƐ ƚŽ ƉƌŽŵŽƚĞ ƚŚĞ ǁĞůůďĞŝŶŐ ĂŶĚ ƌĞƐŝůŝĞŶĐĞŽĨƐƚƵĚĞŶƚƐ͘/ƚĚƌĂǁƐĨƌŽŵƚŚĞƉĞĞƌͲƌĞǀŝĞǁĞĚůŝƚĞƌĂƚƵƌĞŝŶŽƌĚĞƌƚŽƉƌŽǀŝĚĞĂŶĞǀŝĚĞŶĐĞ ďĂƐĞĂďŽƵƚĞīĞĐƟǀĞĂƉƉƌŽĂĐŚĞƐ͘^ŽŵĞŽĨƚŚĞĮŶĚŝŶŐƐƉƌĞƐĞŶƚĞĚŚĞƌĞĂƌĞĚĞƌŝǀĞĚĨƌŽŵƌĂŶĚŽŵŝƐĞĚ ĐŽŶƚƌŽůƚƌŝĂůƐ͕ŽƌĨƌŽŵŵĞƚĂͲĂŶĂůLJƐĞƐ͕ǁŚŝĐŚƌĞǀŝĞǁĂůĂƌŐĞďŽĚLJŽĨƐƵĐŚƌĞƐĞĂƌĐŚ͘dŚĞƐĞƚƌŝĂůƐĐŚŝĞŇLJ ŝĚĞŶƟĨLJƚŚĞŝŵƉĂĐƚŽĨǀĂƌŝŽƵƐŝŶƚĞƌǀĞŶƟŽŶƐŝŶŝŵƉƌŽǀŝŶŐƚŚĞǁĞůůďĞŝŶŐŽƌƌĞƐŝůŝĞŶĐĞŽĨĐŚŝůĚƌĞŶĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ͘ dŚŝƐ ĞǀŝĚĞŶĐĞ ďĂƐĞ ƉƌŽǀŝĚĞƐ ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ƚŚĞ ƉŽƐŝƟǀĞ ĚŝīĞƌĞŶĐĞ ƚŚĂƚ ĐĂŶ ďĞ made through use of whole-school approaches, which include provision of well-designed and wellƚĂƵŐŚƚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐĐƵƌƌŝĐƵůĂ͕ĂŶĚƚĞĂĐŚĞƌŵĂŶŝĨĞƐƚĂƟŽŶŽĨƉŽƐŝƟǀĞŝŶƚĞƌƉĞƌƐŽŶĂů ƐƚLJůĞ͘KƚŚĞƌƐƚƵĚŝĞƐĂƌĞƋƵĂůŝƚĂƟǀĞŝŶŶĂƚƵƌĞĂŶĚƌĞƉŽƌƚŽŶƐƚƵĚĞŶƚƉĞƌƐƉĞĐƟǀĞƐĂďŽƵƚƚŚĞǁĂLJƐŝŶ ǁŚŝĐŚƐĐŚŽŽůƐĐŽŶƚƌŝďƵƚĞƚŽƚŚĞŝƌǁĞůůďĞŝŶŐ͕ŽƌĂďŽƵƚƚĞĂĐŚĞƌƐ͛ĞdžƉĞƌŝĞŶĐĞƐŝŶƉƌŽǀŝĚŝŶŐƉƌŽĂĐƟǀĞ ƐŽĐŝĂů ĂŶĚ ĞŵŽƟŽŶĂů ůĞĂƌŶŝŶŐ ĐƵƌƌŝĐƵůĂ͘ dŚĞ ůŝƚĞƌĂƚƵƌĞ ƌĞǀŝĞǁ ǁĂƐ ĐŽŵŵŝƐƐŝŽŶĞĚ ďLJ ƚŚĞ sŝĐƚŽƌŝĂŶ ĞƉĂƌƚŵĞŶƚŽĨĚƵĐĂƟŽŶĂŶĚĂƌůLJŚŝůĚŚŽŽĚĞǀĞůŽƉŵĞŶƚ;ͿƚŽŝŶĨŽƌŵƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨ ƚĞĂĐŚŝŶŐƌĞƐŽƵƌĐĞƐƚŽƉƌŽŵŽƚĞƐƚƵĚĞŶƚƐ͛ƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐƐŬŝůůƐ͘ dŚĞ ĮƌƐƚ ƐĞĐƟŽŶ ŽĨ ƚŚŝƐ ĚŽĐƵŵĞŶƚ ƉƌŽǀŝĚĞƐ ĂŶ ŝŶƚƌŽĚƵĐƟŽŶ ƚŽ ƚŚĞ ĐŽŶĐĞƉƚƐ ŽĨ ǁĞůůďĞŝŶŐ ĂŶĚ ƌĞƐŝůŝĞŶĐĞ͕ĂŶĚŝŶƚƌŽĚƵĐĞƐƌĞĂĚĞƌƐƚŽƌĞƐĞĂƌĐŚŝŶǀĞƐƟŐĂƟŶŐƚŚĞŝŶĚŝǀŝĚƵĂů͕ĨĂŵŝůŝĂů͕ĐŽŵŵƵŶŝƚLJĂŶĚ ƐĐŚŽŽůĨĂĐƚŽƌƐƚŚĂƚŝŶŇƵĞŶĐĞƐƚƵĚĞŶƚǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ͘/ƚĚŝƐĐƵƐƐĞƐƚŚĞĞǀŝĚĞŶĐĞďĂƐĞĨŽƌƚŚĞ ƵƐĞŽĨƚŚĞƐĐŚŽŽůĂƐĂƐŝƚĞƚŚƌŽƵŐŚǁŚŝĐŚƚŽƉƌŽŵŽƚĞǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞ͘/ƚĨĞĂƚƵƌĞƐĂĚŝƐĐƵƐƐŝŽŶ ŽĨƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨƚŚĞǁŚŽůĞŽĨƐĐŚŽŽůĂƉƉƌŽĂĐŚ͖ƚŚĞĐŽŶƚƌŝďƵƟŽŶƚŚĂƚĐĂŶďĞŵĂĚĞďLJƐƉĞĐŝĮĐ ƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐĐƵƌƌŝĐƵůĂ͖ĂŶĚƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨƉŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚĂŶĚƐƚƵĚĞŶƚͲ ƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ ŝŶ ĨŽƐƚĞƌŝŶŐ ĞŶŐĂŐĞŵĞŶƚ͕ ĐŽŶŶĞĐƚĞĚŶĞƐƐ ĂŶĚ ǁĞůůďĞŝŶŐ͘ dŚĞ ƐĞĐŽŶĚ ƐĞĐƟŽŶ ƉƌŽǀŝĚĞƐĂĚĞĞƉĞƌĞdžƉůŽƌĂƟŽŶŽĨƚŚĞĐŽŶƚƌŝďƵƟŽŶƚŚĂƚĐĂŶďĞŵĂĚĞǀŝĂƉƌŽǀŝƐŝŽŶŽĨĞdžƉůŝĐŝƚƐŽĐŝĂů ĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐĐƵƌƌŝĐƵůĂ͘dŚĞĚŽĐƵŵĞŶƚĂŝŵƐƚŽĂƐƐŝƐƚƐĐŚŽŽůƐƚŽƉůĂŶĨŽƌĂƐƚƌĂƚĞŐŝĐĂŶĚ ĐŽŵƉƌĞŚĞŶƐŝǀĞĂƉƉƌŽĂĐŚƚŽƉƌŽŵŽƟŶŐƌĞƐŝůŝĞŶĐĞĂŶĚǁĞůůďĞŝŶŐ͘ 12 What is wellbeing? dŚĞƚĞƌŵ͚ƐƚƵĚĞŶƚǁĞůůďĞŝŶŐ͛ŝƐŶŽǁǁĞůůƵƐĞĚŝŶĞĚƵĐĂƟŽŶĐŝƌĐůĞƐ͕ƚĞŶĚŝŶŐŶŽǁƚŽƌĞƉůĂĐĞƚĞƌŵƐ ƐƵĐŚĂƐ͚ƐƚƵĚĞŶƚǁĞůĨĂƌĞ͛Žƌ͚ƐƚƵĚĞŶƚŚĞĂůƚŚ͛͘dŚĞƚĞƌŵŚĂƐďĞĞŶĂĚŽƉƚĞĚďĞĐĂƵƐĞŝƚĞŶĐŽŵƉĂƐƐĞƐ ŵŽƌĞƚŚĂŶƚŚĞŶŽƟŽŶŽĨƉŚLJƐŝĐĂůĂŶĚŵĞŶƚĂůŚĞĂůƚŚ͘/ƚŝŶĐŽƌƉŽƌĂƚĞƐƌĞĨĞƌĞŶĐĞƚŽƚŚĞŝŶƚĞƌĐŽŶŶĞĐƚĞĚ ŶĂƚƵƌĞŽĨƚŚĞƐŽĐŝĂů͕ƌĞůĂƟŽŶĂů͕ŵĞŶƚĂů͕ƉŚLJƐŝĐĂůĂŶĚŵĂƚĞƌŝĂůŚĞĂůƚŚŽĨĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ͕ĂƐ ǁĞůůĂƐƚŚĞŝƌĞdžƉĞƌŝĞŶĐĞŽĨĞŶŐĂŐĞŵĞŶƚŝŶůŝĨĞĂŶĚŝŶůĞĂƌŶŝŶŐ͘ Dodge et al. (2012) use the analogy of a see-saw to capture the dynamic nature of wellbeing. They ĂƌŐƵĞƚŚĂƚƚŚĞŐƌĞĂƚĞƌƚŚĞǁĞŝŐŚƚŽĨĐŚĂůůĞŶŐĞŽƌĂĚǀĞƌƐŝƚLJĂƚĂŶLJŽŶĞƟŵĞ͕ƚŚĞŵŽƌĞŶĞĞĚƚŚĞƌĞŝƐƚŽ ĐĂůůŽŶƌĞƐŽƵƌĐĞƐŽƌƐƚƌĞŶŐƚŚƐŝŶŽƌĚĞƌƚŽŵĂŝŶƚĂŝŶƐƚĂďŝůŝƚLJŝŶǁĞůůďĞŝŶŐ͘dŚŝƐĚĞĮŶŝƟŽŶĂĐŬŶŽǁůĞĚŐĞƐ ƚŚĂƚǁĞůůďĞŝŶŐŇƵĐƚƵĂƚĞƐŝŶƌĞƐƉŽŶƐĞƚŽĐŚĂŶŐĞƐŝŶĐŝƌĐƵŵƐƚĂŶĐĞƐ͗ ͙ƐƚĂďůĞǁĞůůďĞŝŶŐŝƐǁŚĞŶŝŶĚŝǀŝĚƵĂůƐŚĂǀĞƚŚĞƉƐLJĐŚŽůŽŐŝĐĂů͕ƐŽĐŝĂůĂŶĚƉŚLJƐŝĐĂůƌĞƐŽƵƌĐĞƐ ƚŚĞLJ ŶĞĞĚ ƚŽ ŵĞĞƚ Ă ƉĂƌƟĐƵůĂƌ ͙ ĐŚĂůůĞŶŐĞ͘ tŚĞŶ ŝŶĚŝǀŝĚƵĂůƐ ŚĂǀĞ ŵŽƌĞ ĐŚĂůůĞŶŐĞƐ ƚŚĂŶ ƌĞƐŽƵƌĐĞƐ͕ƚŚĞƐĞĞͲƐĂǁĚŝƉƐ͕ĂůŽŶŐǁŝƚŚƚŚĞŝƌǁĞůůďĞŝŶŐ͕ĂŶĚǀŝĐĞͲǀĞƌƐĂ (Dodge et al., 2012, p. 231). /ŶƚŚĞĞĚƵĐĂƟŽŶĂůĐŽŶƚĞdžƚ͕ǁĞůůďĞŝŶŐŚĂƐďĞĞŶŝĚĞŶƟĮĞĚĂƐďŽƚŚĂŶŽƵƚĐŽŵĞĂŶĚĂƉƌŽĐĞƐƐǁŚŝĐŚ ĨĂĐŝůŝƚĂƚĞƐĐŚŝůĚƌĞŶ͛ƐƉƌŽŐƌĞƐƐŝŽŶƚŽǁĂƌĚƐůĞĂƌŶŝŶŐĂŶĚĚĞǀĞůŽƉŵĞŶƚŽƵƚĐŽŵĞƐ͘tŚĞŶǁĞůůďĞŝŶŐŝƐ ƵŶĚĞƌƐƚŽŽĚĂƐŇƵŝĚĂŶĚŵƵůƟͲĚŝŵĞŶƐŝŽŶĂů͕ƚŚŝƐĐĂŶƵƐĞĨƵůůLJƌĞŵŝŶĚĞĚƵĐĂƚŽƌƐƚŚĂƚǁŚĞŶƐƚƵĚĞŶƚƐ ĞdžƉĞƌŝĞŶĐĞƟŵĞƐŽĨĂĚĚŝƟŽŶĂůĚƵƌĞƐƐ͕ƚŚĞLJǁŝůůŶĞĞĚƚŽŵŽƌĞĂĐƟǀĞůLJĚƌĂǁƵƉŽŶƐƵƉƉŽƌƚƐĂŶĚƐŬŝůůƐ ŝŶŽƌĚĞƌƚŽŵĂŝŶƚĂŝŶƚŚĞŝƌǁĞůůŶĞƐƐ͘/ŶĂĚĚŝƟŽŶ͕ƚŚŽƐĞƐƚƵĚĞŶƚƐǁŚŽůŝǀĞŝŶĂŶŽŶŐŽŝŶŐƐŝƚƵĂƟŽŶŽĨ ĐŚĂůůĞŶŐĞĂƌĞůŝŬĞůLJƚŽŶĞĞĚůŽŶŐͲƚĞƌŵƐƵƉƉŽƌƚ͕ĂŶĚƚŚŽƐĞĞdžƉĞƌŝĞŶĐŝŶŐƐĞǀĞƌĞĚŝƐƚƌĞƐƐŽƌƚƌĂƵŵĂǁŝůů ŶĞĞĚĂĚĚŝƟŽŶĂůƌĞƐŽƵƌĐŝŶŐĂŶĚĐĂƌĞ;DĂƐŚĨŽƌĚͲ^ĐŽƩ͕ŚƵƌĐŚ͕ΘdĂLJůĞƌ͕ϮϬϭϮͿ͘ /ŶŽƌĚĞƌƚŽƐƵƉƉŽƌƚĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ͛ƐǁĞůůďĞŝŶŐ͕ŝƚŝƐĞƐƐĞŶƟĂůƚŽŬŶŽǁŚŽǁƚŚĞLJƐƵďũĞĐƟǀĞůLJ ĞdžƉĞƌŝĞŶĐĞ ǁĞůůďĞŝŶŐ͘ tŚŝůĞ ƚŚĞƌĞ ŝƐ Ă ůĂĐŬ ŽĨ ƌĞƐĞĂƌĐŚ ŝŶƚŽ ĐŚŝůĚƌĞŶ͛Ɛ ƉĞƌƐƉĞĐƟǀĞƐ ŽĨ ǁĞůůďĞŝŶŐ ;DĂƐŚĨŽƌĚͲ^ĐŽƩĞƚĂů͕͘ϮϬϭϮͿ͕ƐŽŵĞƐƚƵĚŝĞƐŚĂǀĞŝŶǀĞƐƟŐĂƚĞĚƚŚĞƉĞƌƐƉĞĐƟǀĞƐŽĨLJŽƵŶŐƉĞŽƉůĞ͘&Žƌ ĞdžĂŵƉůĞ͕ǁĂƌƟŶŝĞƚĂů͘;ϮϬϬϳͿĂƐŬĞĚLJŽƵŶŐƉĞŽƉůĞ͕ĂŐĞĚϭϱͲϭϲLJĞĂƌƐǁŚĂƚƚŚĞLJƚŚŝŶŬŝŶŇƵĞŶĐĞƐ their overall sense of wellbeing. A range of factors were perceived to be important, including their: • Physical health • ^ĂƟƐĨLJŝŶŐƌĞůĂƟŽŶƐŚŝƉƐ • WŚLJƐŝĐĂůĂŶĚĞŵŽƟŽŶĂůƐĂĨĞƚLJ • /ŶŶĞƌƐƚƌĞŶŐƚŚĂŶĚƐƉŝƌŝƚ • ŵŽƟŽŶĂůǁĞůůďĞŝŶŐ • ^ĞŶƐĞŽĨŝŶƚĞƌĐŽŶŶĞĐƟŽŶǁŝƚŚůŝĨĞ • ŽŶĮĚĞŶĐĞŝŶƚŚĞŝƌĐĂƉĂďŝůŝƟĞƐ • KǀĞƌĂůůƐĂƟƐĨĂĐƟŽŶǁŝƚŚůŝĨĞ • WůĞĂƐƵƌĞĂŶĚũŽLJŝŶůĞĂƌŶŝŶŐ dŚŝƐƌĞƐĞĂƌĐŚŚĂƐƐŚŽǁŶƚŚĂƚLJŽƵŶŐƉĞŽƉůĞƵŶĚĞƌƐƚĂŶĚ͚ǁĞůůďĞŝŶŐ͛ƚŽďĞĂďƌŽĂĚĐŽŶĐĞƉƚǁŚŝĐŚ ŝŶĐůƵĚĞƐƚŚĞŝƌŽǀĞƌĂůůĞdžƉĞƌŝĞŶĐĞŽĨůŝǀŝŶŐĂŶĚůĞĂƌŶŝŶŐ;ǁĂƌƚĂŶŝ͕tŚŝƚŵĂŶ͕Θ'ŽƌĚŽŶ͕ϮϬϬϴ͖'ĞůĚĞŶƐ & Bourke, 2007). 13 /ŶƚŚĞĂƌĞĂŽĨǁĞůůďĞŝŶŐ͕ƚŚĞƌĞŝƐƉĂƌƟĐƵůĂƌŝŶƚĞƌĞƐƚŝŶĐŚŝůĚƌĞŶ ĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ͛Ɛ ŵĞŶƚĂů ŚĞĂůƚŚ͘ tŝƚŚ ƐƚĂƟƐƟĐƐ ƐŚŽǁŝŶŐ ƐŝŐŶŝĮĐĂŶƚ ĂŶĚ ŝŶĐƌĞĂƐŝŶŐ ŝŶĐŝĚĞŶĐĞ ŽĨ ƐƚƌĞƐƐ ĂŶĚ ŵĞŶƚĂů illness in young Australians (data for children is harder to ĮŶĚͿ͕ĂƩĞŶƟŽŶŚĂƐƚƵƌŶĞĚƚŽŚŽǁǁĞĐĂŶĞƋƵŝƉLJŽƵŶŐƉĞŽƉůĞ with the skills to become resilient and prevent mental illness. dŚĞtŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶ;ϮϬϭϯͿĚĞĮŶĞƐŵĞŶƚĂůŚĞĂůƚŚ ĂƐ Ă ƐƚĂƚĞ ŽĨ ĞŵŽƟŽŶĂů ĂŶĚ ƐŽĐŝĂů ǁĞůůďĞŝŶŐ ŝŶ ǁŚŝĐŚ ĞǀĞƌLJ ŝŶĚŝǀŝĚƵĂůƌĞĂůŝƐĞƐŚŝƐŽƌŚĞƌŽǁŶƉŽƚĞŶƟĂů͕ĐĂŶĐŽƉĞǁŝƚŚƚŚĞ ŶŽƌŵĂů ƐƚƌĞƐƐĞƐ ŽĨ ůŝĨĞ͕ ĐĂŶ ǁŽƌŬ ƉƌŽĚƵĐƟǀĞůLJ ĂŶĚ ĨƌƵŝƞƵůůLJ͕ ĂŶĚŝƐĂďůĞƚŽŵĂŬĞĂĐŽŶƚƌŝďƵƟŽŶƚŽŚĞƌŽƌŚŝƐĐŽŵŵƵŶŝƚLJ͘ KŶƚŚĞŽƚŚĞƌŚĂŶĚ͕ŵĞŶƚĂůŝůůŶĞƐƐƌĞĨĞƌƐƚŽĂƌĂŶŐĞŽĨŝƐƐƵĞƐ ǁŚŝĐŚŵĂLJĂīĞĐƚƐŽŵĞŽŶĞ͛ƐƚŚŽƵŐŚƚƐ͕ĨĞĞůŝŶŐƐ͕ĂĐƟŽŶƐĂŶĚͬ ŽƌŵĞŵŽƌLJ͘dŚĞƐĞŝƐƐƵĞƐĂƌĞůŽŶŐĞƌůĂƐƟŶŐƚŚĂŶŵĞŶƚĂůŚĞĂůƚŚ ƉƌŽďůĞŵƐĂŶĚĐĂƵƐĞŵŽƌĞĚŝƐƚƌĞƐƐĂŶĚĚŝƐƌƵƉƟŽŶƚŽůŝĨĞ͘ DĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐŝŶĞĂƌůLJĐŚŝůĚŚŽŽĚ • DĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐĞdžŝƐƚĂŶĚĐĂŶďĞ ŝĚĞŶƟĮĞĚŝŶĞĂƌůLJĐŚŝůĚŚŽŽĚ • Mental health problems in early childhood are associated with a range of poor immediate and future outcomes • Given the rapid brain development that ŽĐĐƵƌƐŝŶƚŚĞĮƌƐƚĮǀĞLJĞĂƌƐŽĨůŝĨĞ͕ŝƚŝƐ ĐƌŝƟĐĂůƚŽƉƌŽŵŽƚĞŚĞĂůƚŚLJĚĞǀĞůŽƉŵĞŶƚ and where necessary, intervene early before problems become entrenched ;^>͕ϮϬϬϱ͖ŐŐĞƌΘŶŐŽůĚ͕ϮϬϬϲͿ What is resilience? dŚĞ ƚĞƌŵ ͚ƌĞƐŝůŝĞŶĐĞ͛ ŚĂƐ ďĞĞŶ ǁŝĚĞůLJ ĂĚŽƉƚĞĚ ƚŽ ƐŝŐŶŝĨLJ the capacity to cope, learn and thrive in the face of change, challenge or adversity. Some describe it as the ability to ͚ďŽƵŶĐĞ ďĂĐŬ͕͛ ƌĞĐŽǀĞƌ Žƌ ƌĞďŽƵŶĚ ĨƌŽŵ ĂĚǀĞƌƐŝƚLJ͕ Žƌ ĂƐ the ongoing and dynamic process of coping (Benard 1996, ƵƌŶƐ ϭϵϵϲ͕ &ƵůůĞƌ ϭϵϵϴ͕ >ƵƚŚĂƌ ϮϬϬϬ͕ :ŽŚŶƐŽŶ ϮϬϬϴͿ͘ ĞŝŶŐ ƌĞƐŝůŝĞŶƚ ŚĞůƉƐ ƚŽ ƉƌŽŵŽƚĞ ƐŽĐŝĂů ĂŶĚ ĞŵŽƟŽŶĂů ǁĞůůďĞŝŶŐ͘ Everyone encounters challenge, and everyone has a degree of resilience, however some children and young people are more resilient than others. Those with higher resiliency are more ůŝŬĞůLJƚŽƚŚƌŝǀĞŝŶůĞĂƌŶŝŶŐĂŶĚůĞƐƐůŝŬĞůLJƚŽƐƵīĞƌĨƌŽŵƐŽĐŝĂů or psychological health problems (Benard 2004). ZĞƐĞĂƌĐŚ ŝŶǀĞƐƟŐĂƟŶŐ ƌĞƐŝůŝĞŶĐĞ ĞdžƉůŽƌĞƐ ǁŚĂƚ ŝƚ ŝƐ ƚŚĂƚ ĞŶĂďůĞƐƐŽŵĞƉĞŽƉůĞƚŽĐŽƉĞĂŶĚƚŚƌŝǀĞŵŽƌĞĞīĞĐƟǀĞůLJƚŚĂŶ ŽƚŚĞƌƐ͘ dŚŝƐ ƌĞƐĞĂƌĐŚ ĐĂŶ ŝŶĨŽƌŵ ƐĐŚŽŽů ĞīŽƌƚƐ ƚŽ ƉƌŽŵŽƚĞ ƌĞƐŝůŝĞŶĐĞĂŶĚŝƐĞdžƉůŽƌĞĚŝŶƚŚĞƐĞĐƟŽŶďĞůŽǁ͘ DĞŶƚĂůŚĞĂůƚŚƚƌĞŶĚƐŝŶLJŽƵŶŐƉĞŽƉůĞ • /ŶƚĞƌŶĂƟŽŶĂůƌĞƐĞĂƌĐŚĞƐƟŵĂƚĞƐƚŚĂƚ ϳϱйŽĨŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐĞŵĞƌŐĞ before the age of 25 (Kessler et al., 2007) • /ŶƵƐƚƌĂůŝĂ͕ŵĞŶƚĂůŚĞĂůƚŚĂŶĚƐƵďƐƚĂŶĐĞ ƵƐĞĚŝƐŽƌĚĞƌƐĂĐĐŽƵŶƚĨŽƌŽǀĞƌϱϬйŽĨƚŚĞ burden of disease in the 15–25 years age ŐƌŽƵƉ;/,t͕ϮϬϭϭͿ • :ƵƐƚŽǀĞƌŽŶĞĮŌŚ;ϮϭйͿŽĨLJŽƵŶŐƉĞŽƉůĞ aged 15 -19 met the criteria for having a probable serious mental illness (Mission Australia, 2014) • Females were almost twice as likely as males to meet criteria for having a ŵĞŶƚĂůŝůůŶĞƐƐ;ϮϲйĐŽŵƉĂƌĞĚƚŽϭϰйͿ (Mission Australia, 2014) • ďŽƌŝŐŝŶĂůŽƌdŽƌƌĞƐ^ƚƌĂŝƚ/ƐůĂŶĚĞƌ respondents have higher rates of mental ŝůůŶĞƐƐ;ϯϮйĐŽŵƉĂƌĞĚƚŽϮϭйͿ;DŝƐƐŝŽŶ Australia, 2014) • ZĂƚĞƐŽĨŵĞŶƚĂůŝůůŶĞƐƐƐƵďƐƚĂŶƟĂůůLJ higher for young people with a disability ;ϯϯйĐŽŵƉĂƌĞĚƚŽϮϬйͿ;DŝƐƐŝŽŶ Australia, 2014) 14 tŚĂƚĂƌĞƚŚĞĨĂĐƚŽƌƐƚŚĂƚŝŶŇƵĞŶĐĞ wellbeing & resilience? ZĞƐŝůŝĞŶĐĞ ĂŶĚ ǁĞůůďĞŝŶŐ ĂƌĞ ŶŽƚ ĂƩƌŝďƵƚĞƐ ƚŚĂƚ ůŝĞ ǁŝƚŚŝŶ ƚŚĞ ŝŶĚŝǀŝĚƵĂů ĂůŽŶĞ͘ ZĂƚŚĞƌ͕ ƚŚĞLJ ĂƌĞ ĚĞƉĞŶĚĞŶƚ ƵƉŽŶ ďŽƚŚ ŝŶƚĞƌŶĂů ĂŶĚ ĞdžƚĞƌŶĂů ĨĂĐƚŽƌƐ͘ dŽ ŚŝŐŚůŝŐŚƚ ƚŚŝƐ͕ ŵĂŶLJ ƌĞƐĞĂƌĐŚĞƌƐ ƵƐĞ ĂŶ ͚ĞĐŽůŽŐŝĐĂů ŵŽĚĞů͛ ǁŚŝĐŚ ƐŚŽǁƐ ƚŚĞ ŝŶĚŝǀŝĚƵĂů ĂƐ ŝŶŇƵĞŶĐĞĚ ďLJ ƚŚĞŝƌ ŵĂŶLJ ƐŽĐŝĂů ĂŶĚ ƉŚLJƐŝĐĂů ĞŶǀŝƌŽŶŵĞŶƚƐ ;ƌŽŶĨĞŶďƌĞŶŶĞƌ͕ ϭϵϳϵͿ͘ /ŶĚŝǀŝĚƵĂů ƌĞƐŝůŝĞŶĐĞ ŝƐ ĂŶ ŝŶƚĞƌƉůĂLJ ďĞƚǁĞĞŶ ƚŚĞ ŝŶƚĞƌŶĂů ĂƩƌŝďƵƚĞƐ ŽĨ ƚŚĞ ŝŶĚŝǀŝĚƵĂů ĂŶĚ ĞdžƚĞƌŶĂů ĨĂĐƚŽƌƐ ŝŶ ƚŚĞƐĞ ĞŶǀŝƌŽŶŵĞŶƚƐ ;:ŽŚŶƐŽŶ͕ ϮϬϬϴ͖ DĂƐƚĞŶ͕ ϮϬϬϵ͖DŽƌƌŝƐŽŶΘůůĞŶ͕ϮϬϬϳ͖dŽůĂŶĚΘĂƌƌŝŐĂŶ͕ϮϬϭϭ͖hŶŐĂƌ͕ϮϬϬϱͿ͘ ĐŬŶŽǁůĞĚŐŝŶŐƚŚĞŝŶŇƵĞŶĐĞŽĨƚŚĞŝŶĚŝǀŝĚƵĂů͛ƐĞŶǀŝƌŽŶŵĞŶƚŚĞůƉƐƵƐƚŽĨŽĐƵƐŽŶƐLJƐƚĞŵĂƟĐĂƐǁĞůů ĂƐ ŝŶĚŝǀŝĚƵĂů ĐŚĂŶŐĞ ŝŶ ŝŶƚĞƌǀĞŶƟŽŶ ĞīŽƌƚƐ͘ /ƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ƐĞĞŬ ǁĂLJƐ ƚŽ ƐƚƌĞŶŐƚŚĞŶ Žƌ ĐŚĂŶŐĞ ƚŚĞƐƚƵĚĞŶƚ͛ƐĞŶǀŝƌŽŶŵĞŶƚ͘dŚŝƐƉĞƌƐƉĞĐƟǀĞŝƐĐĞŶƚƌĂůƚŽƵŶĚĞƌƐƚĂŶĚŝŶŐƚŚĞǀĂůƵĞŽĨĂǁŚŽůĞͲƐĐŚŽŽů ĂƉƉƌŽĂĐŚƚŽƉƌŽŵŽƟŶŐƌĞƐŝůŝĞŶĐĞĂŶĚǁĞůůďĞŝŶŐĂŶĚĂŶĂƉƉƌŽĂĐŚƚŚĂƚĂĐŬŶŽǁůĞĚŐĞƐĂŶĚŝŶĐůƵĚĞƐ ƉĂƌĞŶƚƐĂŶĚƚŚĞďƌŽĂĚĞƌĐŽŵŵƵŶŝƚLJ͘/ŵƉŽƌƚĂŶƚůLJ͕ŝŶĚŝǀŝĚƵĂůĨĂĐƚŽƌƐƐƟůůĞdžŝƐƚĂŶĚĂƌĞŝŵƉŽƌƚĂŶƚƚŽ ĂĐŬŶŽǁůĞĚŐĞďƵƚƚŚĞĨŽĐƵƐŶĞĞĚƐƚŽĞdžƚĞŶĚƚŽƚŚĞŝŶĚŝǀŝĚƵĂů͛ƐĞŶǀŝƌŽŶŵĞŶƚ͘ WƌŽŐƌĂŵŵŝŶŐ Ăƚ ĚŝīĞƌĞŶƚ ůĞǀĞůƐ ŽĨ ƚŚĞ ŝŶĚŝǀŝĚƵĂů͛Ɛ ĞŶǀŝƌŽŶŵĞŶƚ ŝƐ ƵƐĞĨƵůůLJ ŝŶĨŽƌŵĞĚ ďLJ Ă ďŽĚLJ ŽĨ ƌĞƐĞĂƌĐŚŝŶƚŚĞƉƐLJĐŚŽůŽŐŝĐĂůƚƌĂĚŝƟŽŶǁŚŝĐŚŚĂƐŝĚĞŶƟĮĞĚďŽƚŚƚŚĞƌŝƐŬĨĂĐƚŽƌƐƚŚĂƚĂƌĞĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚŶĞŐĂƟǀĞůĞĂƌŶŝŶŐĂŶĚǁĞůůďĞŝŶŐŽƵƚĐŽŵĞƐ͕ĂŶĚƚŚĞƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐƚŚĂƚĂƌĞĂƐƐŽĐŝĂƚĞĚǁŝƚŚ ƉŽƐŝƟǀĞůĞĂƌŶŝŶŐĂŶĚǁĞůůďĞŝŶŐŽƵƚĐŽŵĞƐ;ŽŶĚ͕'ůŽǀĞƌ͕'ŽĚĨƌĞLJ͕ƵƚůĞƌ͕ΘWĂƩŽŶ͕ϮϬϬϭ͖ĂƚĂůĂŶŽ ĞƚĂů͕͘ϮϬϬϰ͖ŽŵŵŽŶǁĞĂůƚŚŽĨƵƐƚƌĂůŝĂ͕ϮϬϬϬ͖ZĞƐŶŝĐŬĞƚĂů͕͘ϭϵϵϳ͖ZŽǁĞΘ^ƚĞǁĂƌƚ͕ϮϬϬϵͿ͘ZŝƐŬ ĨĂĐƚŽƌƐĂƌĞĐŚĂƌĂĐƚĞƌŝƐƟĐƐŽƌŝŶŇƵĞŶĐĞƐƚŚĂƚŝŶĐƌĞĂƐĞƚŚĞƉƌŽďĂďŝůŝƚLJƚŚĂƚĂŶŝŶĚŝǀŝĚƵĂůǁŝůůĞdžƉĞƌŝĞŶĐĞ ŶĞŐĂƟǀĞ ŽƵƚĐŽŵĞƐ͘ WƌŽƚĞĐƟǀĞ ĨĂĐƚŽƌƐ ĂƌĞ ĐŚĂƌĂĐƚĞƌŝƐƟĐƐ Žƌ ŝŶŇƵĞŶĐĞƐ ƚŚĂƚ ĞŝƚŚĞƌ ŚĂǀĞ ƉŽƐŝƟǀĞ ĞīĞĐƚƐŽƌŚĞůƉƚŽƌĞĚƵĐĞƚŚĞŝŵƉĂĐƚŽĨƌŝƐŬĨĂĐƚŽƌƐ;DŽƌƌŝƐŽŶΘůůĞŶ͕ϮϬϬϳ͖WŽǁĞƌƐ͕ϮϬϭϬͿ͘ZŝƐŬĂŶĚ ƉƌŽƚĞĐƟǀĞ ĨĂĐƚŽƌƐ ĐĂŶ ďĞ ŝŶĚŝǀŝĚƵĂů Žƌ ĞŶǀŝƌŽŶŵĞŶƚĂů ŝŶ ŶĂƚƵƌĞ͘ dŚĞLJ ĂƌĞ ŽƉĞƌĂƟŽŶĂů Ăƚ ĚŝīĞƌĞŶƚ ůĞǀĞůƐ ŽĨ ƚŚĞ ĞŶǀŝƌŽŶŵĞŶƚ ʹ ĨŽƌ ĞdžĂŵƉůĞ ƚŚĞŝƌ ĨĂŵŝůLJ͕ ƚŚĞŝƌ ƐĐŚŽŽů͕ ĂŶĚ ƚŚĞŝƌ ǁŝĚĞƌ ĐŽŵŵƵŶŝƚLJ͘ WŽƐŝƟǀĞƐĐŚŽŽůĞŶǀŝƌŽŶŵĞŶƚƐĐĂŶƉƌŽŵŽƚĞƌĞƐŝůŝĞŶĐĞďLJƉƌŽǀŝĚŝŶŐĚĞǀĞůŽƉŵĞŶƚĂůŽƉƉŽƌƚƵŶŝƟĞƐĂŶĚ ĞŵŽƟŽŶĂů͕ŵŽƟǀĂƟŽŶĂů͕ƌĞůĂƟŽŶĂůĂŶĚƐƚƌĂƚĞŐŝĐƐƵƉƉŽƌƚƐ;>ŽŶŐĂƌĞƫ͕ϮϬϭϭ͖DŽƌƌŝƐŽŶΘůůĞŶ͕ϮϬϬϳ͕ Ɖ͘ϭϲϰ͖hŶŐĂƌ͕ϮϬϬϰ͕ϮϬϬϱͿ͘dĂďůĞϭƉƌĞƐĞŶƚƐƐŽŵĞƌŝƐŬĂŶĚƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐĨŽƌŝŶĚŝǀŝĚƵĂůƐŝŶƚŚĞ family, school and community environments. DƵůƟͲĐŽƵŶƚƌLJƌĞƐĞĂƌĐŚĨƌŽŵƚŚĞtŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶ;ϮϬϬϮͿŚĂƐŝĚĞŶƟĮĞĚƚŚĂƚĐĞƌƚĂŝŶƌŝƐŬĂŶĚ ƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐĐĂŶĞdžƉůĂŝŶĚŝīĞƌĞŶĐĞƐŝŶĂĚŽůĞƐĐĞŶƚďĞŚĂǀŝŽƵƌĂŶĚŚĞĂůƚŚŽƵƚĐŽŵĞƐ͕ĞǀĞŶĂŌĞƌ ĂĐĐŽƵŶƟŶŐĨŽƌĂŐĞ͕ƐŽĐŝŽͲĞĐŽŶŽŵŝĐƐƚĂƚƵƐ͕ƐĞdž͕ĂŶĚĞƚŚŶŝĐŐƌŽƵƉĚŝīĞƌĞŶĐĞƐ͘dŚĞŝƌƌĞƐĞĂƌĐŚůŽŽŬĞĚ ĂƚƌŝƐŬĂŶĚƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐĨŽƌĞĂƌůLJƐĞdžƵĂůŝŶŝƟĂƟŽŶ͕ƐƵďƐƚĂŶĐĞƵƐĞĂŶĚĚĞƉƌĞƐƐŝŽŶ͘dŚŝƐƌĞƐĞĂƌĐŚ ŚŝŐŚůŝŐŚƚƐƚŚĞĐƌŝƟĐĂůůŝŶŬďĞƚǁĞĞŶƚŚĞƐŽĐŝĂůĞŶǀŝƌŽŶŵĞŶƚĂŶĚƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨĨĂŵŝůŝĞƐ͕ƐĐŚŽŽůƐĂŶĚ ĐŽŵŵƵŶŝƚLJĐŽŶŶĞĐƟŽŶƐ͘dŚŝƐƌĞƉŽƌƚƌĞĐŽŵŵĞŶĚƐƚŚĂƚƐĐŚŽŽůĞīŽƌƚƐŶĞĞĚƚŽŵŽǀĞďĞLJŽŶĚƉƌŽǀŝĚŝŶŐ ŝŶĨŽƌŵĂƟŽŶĂŶĚƐĞƌǀŝĐĞƐƚŽƉƌŽŵŽƟŶŐƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐŝŶƚŚĞƐĞĞŶǀŝƌŽŶŵĞŶƚƐ͘dĂďůĞϮŚŝŐŚůŝŐŚƚƐ 15 ƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶǀĂƌŝŽƵƐƌŝƐŬĂŶĚƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐĂŶĚŚĞĂůƚŚŽƵƚĐŽŵĞƐ;ĚĞƉƌĞƐƐŝŽŶ͕ĚƌƵŐ ƵƐĞĂŶĚƐĞdžƵĂůĂĐƟǀŝƚLJͿ͘/ƚƐŚŽǁƐƚŚĂƚƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐǁŝƚŚƉĂƌĞŶƚƐŝƐƉƌŽƚĞĐƟǀĞĂŐĂŝŶƐƚĞĂƌůLJ ƐĞdž͕ƐƵďƐƚĂŶĐĞƵƐĞĂŶĚĚĞƉƌĞƐƐŝŽŶ͘ƉŽƐŝƟǀĞƐĐŚŽŽůĞŶǀŝƌŽŶŵĞŶƚŝƐƉƌŽƚĞĐƟǀĞĂŐĂŝŶƐƚĞĂƌůLJƐĞdžĂŶĚ substance use. Ɛ ǁĞůů ĂƐ ĂĐŬŶŽǁůĞĚŐŝŶŐ ƚŚĞ ŝŶŇƵĞŶĐĞ ŽĨ ĞŶǀŝƌŽŶŵĞŶƚĂů ĨĂĐƚŽƌƐ͕ ĞŶĂƌĚ͛Ɛ ;ϮϬϬϰͿ ƐLJŶƚŚĞƐŝƐ ŽĨ ƌĞƐŝůŝĞŶĐĞ ƌĞƐĞĂƌĐŚ ŚŝŐŚůŝŐŚƚƐ ƚŚĞ ĨŽůůŽǁŝŶŐ ŝŶĚŝǀŝĚƵĂů ůĞǀĞů ĂƩƌŝďƵƚĞƐ ĂŶĚ ƐŬŝůůƐ ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚ resilience: • ,ŝŐŚĞƌůĞǀĞůƐŽĨƐŽĐŝĂůĐŽŵƉĞƚĞŶĐĞ͗students who can interact well with others. • WƌŽďůĞŵ ƐŽůǀŝŶŐ ƐŬŝůůƐ͗ students who can think through how to manage their challenges deal ďĞƩĞƌǁŝƚŚĐŚĂůůĞŶŐĞ͕ĐŚĂŶŐĞĂŶĚĂĚǀĞƌƐŝƚLJ͘ • ^ĞŶƐĞŽĨĂƵƚŽŶŽŵLJŽƌƐĞůĨͲĞĸĐĂĐLJ͗students who have a sense of independence, responsibility ĂŶĚĐŽŶĮĚĞŶĐĞŝŶƚŚĞŝƌŽǁŶĐĂƉĂĐŝƚLJƚŽĚĞĂůǁŝƚŚĐŝƌĐƵŵƐƚĂŶĐĞƐĨĂƌĞďĞƩĞƌŝŶƚŚĞĨĂĐĞŽĨůŝĨĞ challenges. • ^ĞŶƐĞŽĨƉƵƌƉŽƐĞ͕ŚŽƉĞŽƌŵĞĂŶŝŶŐ͗ƐƚƵĚĞŶƚƐǁŝƚŚĂƐĞŶƐĞŽĨŽƉƟŵŝƐŵĂďŽƵƚƚŚĞŝƌĨƵƚƵƌĞĂŶĚĂ ďĞůŝĞĨŝŶƚŚĞŵĞĂŶŝŶŐĂŶĚƉƵƌƉŽƐĞŽĨǁŚĂƚƚŚĞLJĚŽƚĞŶĚƚŽůĞĂƌŶďĞƩĞƌĂŶĚƚŚƌŝǀĞ͘ How can schools promote wellbeing & resilience? ^ĐŚŽŽůƐʹĂƐĞƫŶŐŝŶǁŚŝĐŚŵŽƐƚĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞƐƉĞŶĚĂůĂƌŐĞĂŵŽƵŶƚŽĨƟŵĞʹĂƌĞ ĚŝƐƟŶĐƚůLJƉŽƐŝƟŽŶĞĚƚŽĨŽƐƚĞƌƉŽƐŝƟǀĞĚĞǀĞůŽƉŵĞŶƚ;ůŽŶĂŶ͕ŚĂĨŽƵůĞĂƐ͕DĐŽƵŐĂů͕ΘZŝůĞLJͲdŝůůŵĂŶ͕ ϮϬϬϰ͖^ĞůŝŐŵĂŶ͕ƌŶƐƚ͕'ŝůůŚĂŵ͕ZĞŝǀŝĐŚ͕Θ>ŝŶŬŝŶƐ͕ϮϬϬϵͿ͘/ŶĚĞĞĚ͕ŝƚŝƐŝŶĐƌĞĂƐŝŶŐůLJƌĞĐŽŐŶŝƐĞĚƚŚĂƚĂƐ ǁĞůůĂƐƚĞĂĐŚŝŶŐĂĐĂĚĞŵŝĐƐŬŝůůƐ͕ƉƌŽŵŽƟŶŐƐƚƵĚĞŶƚǁĞůůďĞŝŶŐŝƐƉĂƌƚŽĨƚŚĞĐŽƌĞďƵƐŝŶĞƐƐŽĨƐĐŚŽŽůƐ͘ dŚĞƌĞƐĞĂƌĐŚůŝƚĞƌĂƚƵƌĞŝƐŝŶĨŽƌŵĂƟǀĞŝŶƚĞƌŵƐŽĨŚŽǁƐĐŚŽŽůƐĐĂŶďĞƐƚďƵŝůĚƉŽƐŝƟǀĞĂŶĚƉƌŽƚĞĐƟǀĞ school environments that promote wellbeing and resiliency for all students. dĂŬŝŶŐĂƐƚƌĞŶŐƚŚͲďĂƐĞĚĂƉƉƌŽĂĐŚ tŽƌŬ ŝŶ ƚŚĞ ĂƌĞĂŽĨ ƌĞƐŝůŝĞŶĐĞ ŚĂƐ ďĞĞŶ ŝŶƐƚƌƵŵĞŶƚĂů ŝŶƐŚŝŌŝŶŐ ĨƌŽŵ ĚĞĮĐŝƚͲďĂƐĞĚ ĂƉƉƌŽĂĐŚĞƐ ;Ă focus on repairing problem behaviours) to strengths-based approaches that aim to take advantage ŽĨ ĞdžŝƐƟŶŐ ƐƚƌĞŶŐƚŚƐ͕ ƉŽƐŝƟǀĞ ƋƵĂůŝƟĞƐ ĂŶĚ ƚŚĞ ŝŶƚĞŶƟŽŶĂů ƉƌŽŵŽƟŽŶ ŽĨ ǁĞůůďĞŝŶŐ ĂŶĚ ƌĞƐŝůŝĞŶĐĞ ;ůŽŶĂŶ Ğƚ Ăů͕͘ ϮϬϬϰ͖ DĂƐƚĞŶ͕ ϮϬϬϵ͖ EŽďůĞ Θ DĐ'ƌĂƚŚ͕ ϮϬϬϴ͖ ^ĞůŝŐŵĂŶ Θ ƐŝŬƐnjĞŶƚŵŝŚĂůLJŝ͕ ϮϬϬϬ͖ tĂƚĞƌƐ͕ϮϬϭϭͿ͘^ƚƌĞŶŐƚŚƐͲďĂƐĞĚĂƉƉƌŽĂĐŚĞƐĞŵƉŚĂƐŝƐĞĂŶĚďƵŝůĚŽŶƚŚĞĐĂƉĂďŝůŝƟĞƐĂŶĚƌĞƐŽƵƌĐĞƐ of children and young people (Alvord & Grados, 2005). 16 dĂďůĞϭ͗^ŽŵĞĞdžĂŵƉůĞƐŽĨƌŝƐŬĂŶĚƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐĂƚƚŚĞŝŶĚŝǀŝĚƵĂů͕ƐĐŚŽŽů͕ĨĂŵŝůLJĂŶĚĐŽŵŵƵŶŝƚLJ level (Bond et al., 2001; Catalano et al., 2004; Commonwealth of Australia, 2000; Masten, 2009; ZĞƐŶŝĐŬĞƚĂů͕͘ϭϵϵϳ͖ZŽǁĞΘ^ƚĞǁĂƌƚ͕ϮϬϬϵͿ School • • • • • • • • • • • Bullying WĞĞƌƌĞũĞĐƟŽŶ WŽŽƌĂƩĂĐŚŵĞŶƚƚŽƐĐŚŽŽů /ŶĂĚĞƋƵĂƚĞďĞŚĂǀŝŽƵƌŵĂŶĂŐĞŵĞŶƚ Member of a deviant peer group School failure Truancy or dropout ^ĐŚŽŽůƚƌĂŶƐŝƟŽŶ &ĂŵŝůLJͬƉĂƌĞŶƚĚŝƐĞŶŐĂŐĞŵĞŶƚ Racism Homophobia • • • • • • Socioeconomic disadvantage ^ŽĐŝĂůŽƌĐƵůƚƵƌĂůĚŝƐĐƌŝŵŝŶĂƟŽŶ /ƐŽůĂƟŽŶ ŶĞŝŐŚďŽƌŚŽŽĚǀŝŽůĞŶĐĞͬĐƌŝŵĞ WŽƉƵůĂƟŽŶĚĞŶƐŝƚLJ Lack of support services Family /ŶĚŝǀŝĚƵĂů • • • • Prenatal brain damage Prematurity ŝƌƚŚŝŶũƵƌLJ >ŽǁďŝƌƚŚǁĞŝŐŚƚ͕ďŝƌƚŚĐŽŵƉůŝĐĂƟŽŶƐ Physical and intellectual disability Poor health in infancy /ŶƐĞĐƵƌĞĂƩĂĐŚŵĞŶƚŝŶŝŶĨĂŶƚͬĐŚŝůĚ Low intelligence ŝĸĐƵůƚƚĞŵƉĞƌĂŵĞŶƚ Chronic illness Poor social skills Low self-esteem ůŝĞŶĂƟŽŶ /ŵƉƵůƐŝǀŝƚLJ WŽǀĞƌƚLJͬĞĐŽŶŽŵŝĐŝŶƐĞĐƵƌŝƚLJ Parental unemployment Homelessness Refugee status Death of family member ĂƌŝŶŐĨŽƌƐŽŵĞŽŶĞǁŝƚŚŝůůŶĞƐƐͬ disability Divorce and family break up &ĂŵŝůLJĐŽŶŇŝĐƚ sŝŽůĞŶĐĞŝŶƚŚĞŚŽŵĞ WŚLJƐŝĐĂů͕ƐĞdžƵĂůΘĞŵŽƟŽŶĂůĂďƵƐĞ Community ZŝƐŬ&ĂĐƚŽƌƐ 17 • • • • • • • • • • • • • • • • • • • • WƌŽƚĞĐƟǀĞ&ĂĐƚŽƌƐ • • • • • • • • • • • • • • Easy temperament ĚĞƋƵĂƚĞŶƵƚƌŝƟŽŶ ƩĂĐŚŵĞŶƚƚŽĨĂŵŝůLJ Above-average intelligence School achievement Problem-solving skills /ŶƚĞƌŶĂůůŽĐƵƐŽĨĐŽŶƚƌŽů Social competence Social skills Good coping style KƉƟŵŝƐŵ Moral beliefs sĂůƵĞƐ WŽƐŝƟǀĞƐĞůĨͲƌĞůĂƚĞĚĐŽŐŶŝƟŽŶƐ • • • • • • ^ƵƉƉŽƌƟǀĞĐĂƌŝŶŐƉĂƌĞŶƚƐ Family harmony Secure and stable family More than two years between siblings Responsibility within family ^ƵƉƉŽƌƟǀĞƌĞůĂƟŽŶƐŚŝƉǁŝƚŚŽƚŚĞƌ adult Strong family norms and morality • • • • • • • • • • • • • • • • • ^ĞŶƐĞŽĨďĞůŽŶŐŝŶŐͬĐŽŶŶĞĐƚĞĚŶĞƐƐ WŽƐŝƟǀĞƐĐŚŽŽůĐůŝŵĂƚĞ WŽƐŝƟǀĞƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐ ZĞƋƵŝƌĞĚƌĞƐƉŽŶƐŝďŝůŝƚLJͬŚĞůƉĨƵůŶĞƐƐ KƉƉŽƌƚƵŶŝƟĞƐĨŽƌƐƵĐĐĞƐƐΘ ƌĞĐŽŐŶŝƟŽŶŽĨĂĐŚŝĞǀĞŵĞŶƚ School norms against violence Engagement in learning WŽƐŝƟǀĞďĞŚĂǀŝŽƵƌŵĂŶĂŐĞŵĞŶƚ WŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐ ŽůůĂďŽƌĂƟǀĞƚĞĂĐŚŝŶŐƐƚƌĂƚĞŐŝĞƐ Sense of connectedness EĞƚǁŽƌŬƐǁŝƚŚŝŶƚŚĞĐŽŵŵƵŶŝƚLJ WĂƌƟĐŝƉĂƟŽŶŝŶĐŽŵŵƵŶŝƚLJŐƌŽƵƉƐ ^ƚƌŽŶŐĐƵůƚƵƌĂůŝĚĞŶƟƚLJĂŶĚĞƚŚŶŝĐ pride Access to support services Cultural norms against violence dŚĞĞǀŽůǀŝŶŐƚƌĂĚŝƟŽŶŽĨƉŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJŚĂƐŚĂĚĂŐƌĞĂƚ ŝŶŇƵĞŶĐĞŝŶƚŚŝƐĂƌĞĂ͕ĂƌŐƵŝŶŐƚŚĞŶĞĞĚĨŽƌĂƐŚŝŌĨƌŽŵƚŚĞĚĞĮĐŝƚ models that have dominated the history of psychology, where ƚŚĞĨŽĐƵƐŚĂƐďĞĞŶŽŶĮdžŝŶŐǁŚĂƚŝƐǁƌŽŶŐǁŝƚŚƉĞŽƉůĞ͕ƌĂƚŚĞƌ ƚŚĂŶĨŽƐƚĞƌŝŶŐǁŚĂƚŝƐ͚ƌŝŐŚƚ͛͘dŚĞĂŝŵŽĨƉŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJŝƐ ƚŽƐĞĞƉĞŽƉůĞŝŶƚĞƌŵƐŽĨƚŚĞŝƌƐƚƌĞŶŐƚŚƐĂŶĚĐĂƉĂĐŝƟĞƐ͕ĂŶĚ to focus on what it is that helps people to thrive (Seligman Θ ƐŝŬƐnjĞŶƚŵŝŚĂůLJŝ͕ ϮϬϬϬͿ͘ /Ŷ ƚŚŝƐ ƐĞŶƐĞ͕ ƉŽƐŝƟǀĞ ƉƐLJĐŚŽůŽŐLJ favours using strengths-based approaches. WŽƐŝƟǀĞ ƉƐLJĐŚŽůŽŐŝƐƚƐ ĂƌĞ ŝŶƚĞƌĞƐƚĞĚ ŝŶ ŚŽǁ ƚŽ ŝŶĐŽƌƉŽƌĂƚĞ ƉŽƐŝƟǀĞ ƉƐLJĐŚŽůŽŐLJ ǁŝƚŚŝŶ ƚŚĞ ƐĐŚŽŽů ƐLJƐƚĞŵ ;ŚĂĨŽƵůĞĂƐ Θ ƌĂLJ͕ϮϬϬϰ͖ůŽŶĂŶĞƚĂů͕͘ϮϬϬϰ͖EŽďůĞΘDĐ'ƌĂƚŚ͕ϮϬϬϴͿ͘ůŽŶĂŶ ĞƚĂů͘ĂƌŐƵĞƐƚŚĂƚƉŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJƉƌŽǀŝĚĞƐĂ͚ŐŽŽĚĮƚ͛ǁŝƚŚ ƚŚĞĚŝƌĞĐƟŽŶŝŶǁŚŝĐŚŵĂŶLJƉĞŽƉůĞŚĂǀĞďĞĞŶƉƵƐŚŝŶŐƐĐŚŽŽůƐ ĨŽƌĚĞĐĂĚĞƐ͘ƉŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJĂƉƉƌŽĂĐŚƉƌŽŵŽƚĞƐƐĐŚŽŽůƐ ƚŚĂƚ ƉƌŽǀŝĚĞ ƉŚLJƐŝĐĂů ĂŶĚ ƉƐLJĐŚŽůŽŐŝĐĂů ƐĂĨĞƚLJ͕ ƐƵƉƉŽƌƟǀĞ ƌĞůĂƟŽŶƐŚŝƉƐ͕ŽƉƉŽƌƚƵŶŝƟĞƐƚŽďĞůŽŶŐ͕ƉŽƐŝƟǀĞƐŽĐŝĂůŶŽƌŵƐ͕ ŽƉƉŽƌƚƵŶŝƟĞƐĨŽƌƐŬŝůůͲďƵŝůĚŝŶŐ͕ĂŶĚŝŶƚĞŐƌĂƟŽŶŽĨĨĂŵŝůLJĂŶĚ ƚŚĞ ĐŽŵŵƵŶŝƚLJ͘ dŚĞLJ ŚŝŐŚůŝŐŚƚ ƚŚĞ ŶĞĞĚ ĨŽƌ Ă ƐLJƐƚĞŵĂƟĐ ĨƌĂŵĞǁŽƌŬǁŝƚŚŝŶǁŚŝĐŚƚŽďƵŝůĚĂŶĚŵĂŝŶƚĂŝŶƉŽƐŝƟǀĞƐĐŚŽŽů environments that recognise all of these features. EŽďůĞĂŶĚDĐ'ƌĂƚŚ;ϮϬϬϴͿŚĂǀĞĐƌĞĂƚĞĚĂWŽƐŝƟǀĞĚƵĐĂƟŽŶĂů WƌĂĐƟĐĞƐ;WWƐͿ&ƌĂŵĞǁŽƌŬƚŽŐƵŝĚĞƚŚĞǁŽƌŬŽĨĞĚƵĐĂƟŽŶĂů ƉƐLJĐŚŽůŽŐŝƐƚƐ ŝŶ ƉƌŽŵŽƟŶŐ ƐĐŚŽŽůͲǁŝĚĞ ǁĞůůďĞŝŶŐ͘ dŚĞ ĨƌĂŵĞǁŽƌŬ ĨŽĐƵƐĞƐ ŽŶ ĮǀĞ ŬĞLJ ͚ĨŽƵŶĚĂƟŽŶƐ ŽĨ ǁĞůůďĞŝŶŐ͛ ǁŚĞƌĞ ĞĚƵĐĂƟŽŶĂů ƉƐLJĐŚŽůŽŐŝƐƚƐ ĂƌĞ ĞŶĐŽƵƌĂŐĞĚ ƚŽ ǁŽƌŬ͘ dŚĞƐĞĂƌĞďƌŝĞŇLJƐƵŵŵĂƌŝƐĞĚďĞůŽǁ͘ • ^ŽĐŝĂů ĂŶĚ ĞŵŽƟŽŶĂů ĐŽŵƉĞƚĞŶĐLJ͗ Students are more ůŝŬĞůLJƚŽĞdžƉĞƌŝĞŶĐĞǁĞůůďĞŝŶŐǁŚĞŶƚŚĞLJŚĂǀĞƐŽĐŝĂůĂŶĚ ĞŵŽƟŽŶĂů ƐŬŝůůƐ͘ dŚĞƐĞ ĐĂŶ ďĞ ƉƌŽŵŽƚĞĚ ƚŚƌŽƵŐŚ ^> ĐƵƌƌŝĐƵůƵŵĂŶĚŝŶĐůƵĚĞƌĞƐŝůŝĞŶĐĞƐŬŝůůƐ͕ĞŵŽƟŽŶĂůůŝƚĞƌĂĐLJ skills and personal achievement skills. • WŽƐŝƟǀĞ ĞŵŽƟŽŶƐ͗ WŽƐŝƟǀĞ ĞŵŽƟŽŶƐ ĐĂŶ ƉƌŽŵŽƚĞ ǁĞůůďĞŝŶŐďLJŝŶĐƌĞĂƐŝŶŐŝŶĚŝǀŝĚƵĂůƐ͛ĐĂƉĂĐŝƚLJĨŽƌŽƉƟŵŝƐƟĐ ƚŚŝŶŬŝŶŐĂŶĚƉƌŽďůĞŵͲƐŽůǀŝŶŐ͘^ĐŚŽŽůƐĐĂŶĨŽƐƚĞƌƉŽƐŝƟǀĞ ĞŵŽƟŽŶƐ ďLJ ĚĞƐŝŐŶŝŶŐ ƉŽůŝĐŝĞƐ ĂŶĚ ƉƌŽŐƌĂŵƐ ƚŚĂƚ ĞŶĐŽƵƌĂŐĞĂƐĞŶƐĞŽĨďĞůŽŶŐŝŶŐ͕ƐĂĨĞƚLJ͕ƐĂƟƐĨĂĐƟŽŶ͕ƉƌŝĚĞ͕ ĞŶũŽLJŵĞŶƚĂŶĚŽƉƟŵŝƐŵ͘ Issues raised by children about their ƚƌĂŶƐŝƟŽŶŝŶƚŽƐĐŚŽŽů • dƌĂŶƐŝƟŽŶŝŶƚŽĨŽƌŵĂůƐĐŚŽŽůŝŶŐ;ƉƌĞƉ ŽƌĨŽƵŶĚĂƟŽŶͿĐĂŶďĞĂƐƚƌĞƐƐĨƵůƟŵĞ for children and their families • ƐLJŶƚŚĞƐŝƐŽĨƚŚĞůŝƚĞƌĂƚƵƌĞŝĚĞŶƟĮĞĚ some key issues related to this ƚƌĂŶƐŝƟŽŶŝĚĞŶƟĮĞĚďLJĐŚŝůĚƌĞŶĂŶĚ their families: Things that can be stressful: » Finding their way around large school buildings » Finding it hard to learn and follow the school rules » Coping with longer days » ŽƉŝŶŐǁŝƚŚƚŚĞŶĞǁƌĞƐƉŽŶƐŝďŝůŝƟĞƐ for their own care associated with ƐƚĂƌƟŶŐƐĐŚŽŽů » ƵůůLJŝŶŐĂƐƐŽĐŝĂƚĞĚǁŝƚŚƐƚĂƌƟŶŐ school Things that can be helpful » Making and keeping friends eases ƚŚĞƚƌĂŶƐŝƟŽŶƚŽƐĐŚŽŽů » WŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐǁŝƚŚƚĞĂĐŚĞƌƐ leads to a sense of wellbeing and ƉŽƐŝƟǀĞĞŶŐĂŐĞŵĞŶƚ » Free play programs » ŵŽƌŶŝŶŐƌŽƵƟŶĞĂƚŚŽŵĞƚŽŵĂŬĞ themselves feel ready for school ;ĞŶƚƌĞĨŽƌƋƵŝƚLJĂŶĚ/ŶŶŽǀĂƟŽŶŝŶĂƌůLJ Childhood, 2008) 18 dĂďůĞ Ϯ ZŝƐŬ ĂŶĚ ƉƌŽƚĞĐƟǀĞ ĨĂĐƚŽƌƐ ĨŽƌ ĞĂƌůLJ ƐĞdž͕ ƐƵďƐƚĂŶĐĞ ƵƐĞ ĂŶĚ ĚĞƉƌĞƐƐŝŽŶ ĂƐ ŝĚĞŶƟĮĞĚ ďLJ t,K;ϮϬϬϮͿ ZŝƐŬŽƌƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐĨŽƌĂĚŽůĞƐĐĞŶƚƐ ƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐǁŝƚŚƉĂƌĞŶƚƐ ŽŶŇŝĐƚŝŶƚŚĞĨĂŵŝůLJ ƉŽƐŝƟǀĞƐĐŚŽŽůĞŶǀŝƌŽŶŵĞŶƚ &ƌŝĞŶĚƐǁŚŽĂƌĞŶĞŐĂƟǀĞƌŽůĞŵŽĚĞůƐ WŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉǁŝƚŚĂĚƵůƚƐŝŶƚŚĞ community Having spiritual beliefs OсƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌ V= risk factor Engaging in other risky behaviours Early sex O O V O V Substance use O V O V O Depression O V O O • WŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐ͗WŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚĂŶĚƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐĂƌĞĐĞŶƚƌĂůƚŽƉƌŽŵŽƟŶŐ school connectedness. • ŶŐĂŐĞŵĞŶƚ ƚŚƌŽƵŐŚ ƐƚƌĞŶŐƚŚƐ͗ tĞůůďĞŝŶŐ ĂŶĚ ĂĐĂĚĞŵŝĐ ĂĐŚŝĞǀĞŵĞŶƚ ĂƌĞ ŵŽƌĞ ůŝŬĞůLJ ǁŚĞŶ ƐƚƵĚĞŶƚƐ ĂƌĞ ĂǁĂƌĞ ŽĨ ƚŚĞŝƌ ĐŚĂƌĂĐƚĞƌ ƐƚƌĞŶŐƚŚƐ ĂŶĚ ŚĂǀĞ ŽƉƉŽƌƚƵŶŝƟĞƐ ƚŽ ĚĞŵŽŶƐƚƌĂƚĞ ĂŶĚ develop them at school. • ĐĂƐĞ ŽĨ ŵĞĂŶŝŶŐ ĂŶĚ ƉƵƌƉŽƐĞ͗ ƌĞĂƟŶŐ ŽƉƉŽƌƚƵŶŝƟĞƐ ĨŽƌ ƐƚƵĚĞŶƚƐ ƚŽ ĚĞǀĞůŽƉ Ă ƐĞŶƐĞ ŽĨ meaning (tasks that have impact on others beyond themselves) and purpose (pursue worthwhile goals) enhances wellbeing and achievement. dŚŝƐĨƌĂŵĞǁŽƌŬƉƌŽǀŝĚĞƐŬĞLJŝĚĞĂƐĨŽƌǁĞůůďĞŝŶŐƉƌŽŵŽƟŽŶŝŶƐĐŚŽŽůƐ͕ĂƐƚŚĞLJƐŚŝŌĨƌŽŵĂŵŽĚĞů ŽĨŝĚĞŶƟĨLJŝŶŐĂŶĚƌĞƐƉŽŶĚŝŶŐƚŽƉƌŽďůĞŵƐ;ĚĞĮĐŝƚŵŽĚĞůͿƚŽĂƉƌĞǀĞŶƚĂƟǀĞǁĞůůďĞŝŶŐŵŽĚĞů͘dŚĞ ĮǀĞĂƌĞĂƐŚŝŐŚůŝŐŚƚĞĚĐĂŶďĞĂƉƉůŝĞĚĂƚĂŶŝŶĚŝǀŝĚƵĂů͕ĐůĂƐƐŽƌǁŚŽůĞͲƐĐŚŽŽůůĞǀĞů;EŽďůĞΘDĐ'ƌĂƚŚ͕ 2008). 19 ŽŶŶĞĐƚĞĚŶĞƐƐƚŽƐĐŚŽŽůŝƐĂŬĞLJƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌ ^ĐŚŽŽůĐŽŶŶĞĐƚĞĚŶĞƐƐŝƐĚĞĮŶĞĚďLJ>ŝďďĞLJ;ϮϬϬϰͿĂƐ͚ĨĞĞůŝŶŐĐůŽƐĞƚŽ͕ĂƉĂƌƚŽĨ͕ĂŶĚŚĂƉƉLJ ĂƚƐĐŚŽŽů͖ĨĞĞůŝŶŐƚŚĂƚƚĞĂĐŚĞƌƐĐĂƌĞĂďŽƵƚƐƚƵĚĞŶƚƐĂŶĚƚƌĞĂƚƚŚĞŵĨĂŝƌůLJ͖ĂŶĚĨĞĞůŝŶŐƐĂĨĞ ĂƚƐĐŚŽŽů͛͘ZĞƐĞĂƌĐŚŝŶƚŽƌŝƐŬĂŶĚƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐƐŚŽǁƐƚŚĂƚĂƐĞŶƐĞŽĨĐŽŶŶĞĐƚĞĚŶĞƐƐŽƌ ďĞůŽŶŐŝŶŐ ƚŽ ƐĐŚŽŽů ĂŶĚ ƚŽ ĨĂŵŝůLJ ŝƐ ƚŚĞ ƐŝŶŐůĞ ŵŽƐƚ ŝŵƉŽƌƚĂŶƚ ƉƌŽƚĞĐƟǀĞ ĨĂĐƚŽƌ ĨŽƌ LJŽƵŶŐ ƉĞŽƉůĞ;ZĞƐŶŝĐŬ͕ϭϵϵϳ͖ZĞƐŶŝĐŬĞƚĂů͕͘ϭϵϵϳͿ͘/ƚŝƐĂƐƐŽĐŝĂƚĞĚǁŝƚŚƉŽƐŝƟǀĞŚĞĂůƚŚĂŶĚĂĐĂĚĞŵŝĐ ŽƵƚĐŽŵĞƐ;ůƵŵ͕ϮϬϬϱ͖ŽŶĚĞƚĂů͕͘ϮϬϬϳ͖ĞŶƚĞƌƐĨŽƌŝƐĞĂƐĞŽŶƚƌŽůĂŶĚWƌĞǀĞŶƟŽŶ͕ϮϬϬϵ͖ :ŽƐĞĞƚĂů͕͘ϮϬϭϮ͖ZŽīĞLJ͕ϮϬϭϮ͖^ĄŶĐŚĞnjĞƚĂů͕͘ϮϬϬϱͿ͘ŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞǁŚŽĨĞĞůĐĂƌĞĚ ĨŽƌďLJƉĞŽƉůĞĂƚƚŚĞŝƌƐĐŚŽŽůĂŶĚĨĞĞůĐŽŶŶĞĐƚĞĚƚŽůĞĂƌŶŝŶŐĂƌĞŵŽƌĞůŝŬĞůLJƚŽďĞŵŽƟǀĂƚĞĚ͕ ƐŚŽǁŝŵƉƌŽǀĞĚĂĐĂĚĞŵŝĐŽƵƚĐŽŵĞƐ͕ĂŶĚĂĐĂĚĞŵŝĐƐĞůĨͲĞĸĐĂĐLJ͘^ĐŚŽŽůĐŽŶŶĞĐƚĞĚŶĞƐƐŝƐĂůƐŽ associated with a range of physical health and mental health outcomes. Children and young people with a higher level of school connectedness are less likely to abuse substances, engage ŝŶǀŝŽůĞŶĐĞ͕ƌĞƉŽƌƚŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐŽƌĞŶŐĂŐĞŝŶƐĞdžĂƚĂŶĞĂƌůLJĂŐĞ;ŽŶĚĞƚĂů͕͘ϮϬϬϳ͖ DĐEĞĞůLJĞƚĂů͕͘ϮϬϬϮ͖K͛ƌŝĞŶΘŽǁůĞƐ͕ϮϬϭϯͿ͘KŶƚŚĞŽƚŚĞƌŚĂŶĚ͕ůŽǁƐĐŚŽŽůĐŽŶŶĞĐƚĞĚŶĞƐƐ combined with high peer connectedness is associated with higher risks of substance or mental health problems, and those students with both low school and low peer connectedness are at an elevated risk of substance and mental health problems and are also more likely to leave school early (Bond et al., 2007). There are many strategies that schools can use to increase school connectedness. These ŝŶĐůƵĚĞ ƉƌŽŵŽƟŽŶ ŽĨ ƉŽƐŝƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ĂŶĚ ƉĞĞƌ ƌĞůĂƟŽŶƐŚŝƉƐ͕ ĐƌĞĂƟŶŐ Ă ƉŽƐŝƟǀĞ learning environment through use of classroom management and teaching methods, ĞdžƉůŝĐŝƚĞīŽƌƚƐƚŽĚĞǀĞůŽƉƚŚĞƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐŽĨƐƚƵĚĞŶƚƐ͕ƉƌŽǀŝĚŝŶŐƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚƚŽƐĐŚŽŽůƐƚĂīƚŽĞŶĂďůĞƚŚĞŵƚŽŵĞĞƚƚŚĞĚŝǀĞƌƐĞƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůŶĞĞĚƐŽĨ students and involving students and families in decision making (Centers for Disease Control ĂŶĚWƌĞǀĞŶƟŽŶ͕ϮϬϬϵͿ͘ ĂƚĂůĂŶŽĞƚĂů͛͘Ɛ;ϮϬϬϰͿůŽŶŐŝƚƵĚŝŶĂůƌĞƐĞĂƌĐŚŝŶǀĞƐƟŐĂƚĞĚƚŚĞŝŵƉĂĐƚŽĨƚǁŽŵƵůƟͲĐŽŵƉŽŶĞŶƚ ƐĐŚŽŽů ĐŽŶŶĞĐƚĞĚŶĞƐƐ ŝŶƚĞƌǀĞŶƟŽŶƐ ŝŶ ƉƌŝŵĂƌLJ ƐĐŚŽŽůƐ͘ dŚĞ ŝŶƚĞƌǀĞŶƟŽŶƐ ůĞĚ ƚŽ ŝŶĐƌĞĂƐĞĚ ƐĐŚŽŽůďŽŶĚŝŶŐĂŶĚĂĐŚŝĞǀĞŵĞŶƚĂŶĚƌĞĚƵĐĞĚƉƌŽďůĞŵďĞŚĂǀŝŽƵƌ͘tŚŝůĞƚŚĞŝŶƚĞƌǀĞŶƟŽŶƐ ǁĞƌĞĐŽŶĮŶĞĚƚŽƚŚĞƉƌŝŵĂƌLJLJĞĂƌƐ͕ƚŚĞƌĞƐƵůƚƐƐŚŽǁĞĚůĂƐƟŶŐƉŽƐŝƟǀĞĞīĞĐƚƐŝŶƌĞůĂƟŽŶƚŽ ŝŵƉƌŽǀĞĚĂĐĂĚĞŵŝĐĂĐŚŝĞǀĞŵĞŶƚĂŶĚƌĞĚƵĐƟŽŶŝŶƌŝƐŬLJĂŶĚƉƌŽďůĞŵďĞŚĂǀŝŽƵƌƐĚƵƌŝŶŐƚŚĞ high school years. 20 dĂŬŝŶŐĂǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚ Ŷ ŝŶĐƌĞĂƐŝŶŐ ƵƐƚƌĂůŝĂŶ ĂŶĚ ŝŶƚĞƌŶĂƟŽŶĂů ĞǀŝĚĞŶĐĞ ďĂƐĞ ŚŝŐŚůŝŐŚƚƐ ƚŚĞ ƵƐĞ ŽĨ ŵƵůƟͲĚŝŵĞŶƐŝŽŶĂů ƐĐŚŽŽůͲǁŝĚĞĂƉƉƌŽĂĐŚĞƐƚŽƉƌŽŵŽƟŶŐƐƚƵĚĞŶƚǁĞůůďĞŝŶŐ;ĂƚĂůĂŶŽĞƚĂů͕͘ϮϬϬϰ͖ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭ͖ ZŽǁĞΘ^ƚĞǁĂƌƚ͕ϮϬϬϵͿ͘^ƵĐŚƉƌŽŐƌĂŵƐĂƌĞŽŌĞŶƌĞĨĞƌƌĞĚƚŽĂƐ͚ƵŶŝǀĞƌƐĂů͕͚͛ƐĐŚŽŽůͲǁŝĚĞ͛Žƌ͚ǁŚŽůĞͲ ƐĐŚŽŽůĂƉƉƌŽĂĐŚĞƐ͛͘dĂŬŝŶŐĂǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚŝŶĐůƵĚĞƐƚĂŬŝŶŐĂĐƟŽŶĂƚĂŶŽƌŐĂŶŝƐĂƟŽŶĂůĂƐ ǁĞůůĂƐĂĐůĂƐƐƌŽŽŵůĞǀĞů͘dŚĞ,ĞĂůƚŚWƌŽŵŽƟŶŐ^ĐŚŽŽůƐŵŽĚĞů;,W^ͿŝƐŽŌĞŶƵƐĞĚƚŽŐƵŝĚĞǁŚŽůĞ ŽĨ ƐĐŚŽŽů ĂƉƉƌŽĂĐŚĞƐ͘ dŚĞ ,W^ ŵŽĚĞů ǁĂƐ ŝŶŝƟĂƚĞĚ ďLJ ƚŚĞ tŽƌůĚ ,ĞĂůƚŚ KƌŐĂŶŝƐĂƟŽŶ ;t,KͿ ŝŶ ƚŚĞϭϵϵϬƐŝŶĂŶĞīŽƌƚƚŽŚĞůƉƐĐŚŽŽůƐƌĞĐŽŐŶŝƐĞƚŚĞƐŽĐŝĂůĂŶĚĞĐŽůŽŐŝĐĂůŝŶŇƵĞŶĐĞƐŽŶŚĞĂůƚŚĂŶĚ ǁĞůůďĞŝŶŐ͘ dŚĞ ĂƉƉƌŽĂĐŚ ŝƐ ŽŌĞŶ ƵƐĞĚ ĂƐ ĂŶ ŽƌŐĂŶŝƐŝŶŐ ĨƌĂŵĞǁŽƌŬ͕ ĂƐƐŝƐƟŶŐ ƐĐŚŽŽůƐ ƚŽ ŝŶƚĞŐƌĂƚĞ ĂĐƟŽŶŝŶƚŚĞĚŽŵĂŝŶƐŽĨƐĐŚŽŽůĞƚŚŽƐĂŶĚĞŶǀŝƌŽŶŵĞŶƚ͕ĐƵƌƌŝĐƵůƵŵ͕ĂŶĚƉĂƌƚŶĞƌƐŚŝƉƐǁŝƚŚƉĂƌĞŶƚƐ͕ ĐŽŵŵƵŶŝƚLJĂŶĚŚĞĂůƚŚĂŐĞŶĐŝĞƐ;t,K͕ϮϬϭϰͿ͘/ƚƚLJƉŝĐĂůůLJŝŶĐŽƌƉŽƌĂƚĞƐƵƐĞŽĨĐůĂƐƐƌŽŽŵĐƵƌƌŝĐƵůƵŵ͕ ĞdžƚƌĂĐƵƌƌŝĐƵůĂƌĂĐƟǀŝƟĞƐ͕ƐĐŚŽŽůƉŽůŝĐLJ͕ƚĞĂĐŚĞƌƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚ͕ǁŚŽůĞͲƐĐŚŽŽůĂĐƟǀŝƟĞƐ͕ ĂŶĚ ƉĂƌƚŶĞƌƐŚŝƉƐ ǁŝƚŚ ƉĂƌĞŶƚƐ͕ ĂŐĞŶĐŝĞƐ ĂŶĚ ƚŚĞ ďƌŽĂĚĞƌ ĐŽŵŵƵŶŝƚLJ ;tLJŶ͕ ĂŚŝůů͕ ,ŽůĚƐǁŽƌƚŚ͕ Rowling, & Carson, 2000). ^ĞǀĞƌĂůůŽŶŐŝƚƵĚŝŶĂůƐƚƵĚŝĞƐŚĂǀĞĚŽĐƵŵĞŶƚĞĚƚŚĞǁĂLJŝŶǁŚŝĐŚƉƌŝŵĂƌLJƐĐŚŽŽůŝŶŝƟĂƟǀĞƐĐĂŶŚĂǀĞĂ ůĂƐƟŶŐĞīĞĐƚ͕ƉƌŽŵŽƟŶŐƌĞƐŝůŝĞŶĐĞĂŶĚƐĐŚŽŽůĐŽŶŶĞĐƚĞĚŶĞƐƐǁĞůůŝŶƚŽƚŚĞŚŝŐŚƐĐŚŽŽůLJĞĂƌƐ;ůƵŵ͕ ϮϬϬϱ͖ĂƚĂůĂŶŽĞƚĂů͕͘ϮϬϬϰ͖ůŝŽƚ͕ŽƌŶĞůů͕'ƌĞŐŽƌLJ͕Θ&ĂŶ͕ϮϬϭϬ͖>ĞĞΘ^ƚĞǁĂƌƚ͕ϮϬϭϯ͖DĐEĞĞůLJĞƚ Ăů͕͘ϮϬϬϮ͖EĂƟŽŶĂůZĞƐĞĂƌĐŚŽƵŶĐŝůĂŶĚ/ŶƐƟƚƵƚĞŽĨDĞĚŝĐŝŶĞ͕ϮϬϬϰ͖ZŽǁĞΘ^ƚĞǁĂƌƚ͕ϮϬϬϵͿ͘ĞŶƚƌĂů features of a whole-school approach are summarised in Table 3. Key features of a whole-school approach to ƉƌŽŵŽƟŶŐƌĞƐŝůŝĞŶĐĞĂŶĚǁĞůůďĞŝŶŐ dŚĞƌĞĂƌĞŵĂŶLJĐĞŶƚƌĂůĨĞĂƚƵƌĞƐŽĨĂŵƵůƟͲĚŝŵĞŶƐŝŽŶĂůƐĐŚŽŽůͲǁŝĚĞĂƉƉƌŽĂĐŚƚŽƉƌŽŵŽƟŶŐƐƚƵĚĞŶƚ ǁĞůůďĞŝŶŐ͘/ŶƚŚĞĨŽůůŽǁŝŶŐƐĞĐƟŽŶŽĨƚŚŝƐƌĞƉŽƌƚ͕ŬĞLJĨĞĂƚƵƌĞƐĂƌĞĚŝƐĐƵƐƐĞĚŝŶŵŽƌĞĚĞƚĂŝů͕ƚŚĞƐĞ include: 21 • hƐĞŽĨĞdžƉůŝĐŝƚ^>ĐƵƌƌŝĐƵůƵŵ • WƌŽŵŽƟŽŶŽĨƉŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐ • WƌŽŵŽƟŽŶŽĨƉŽƐŝƟǀĞƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐ • WƌŽŵŽƟŽŶŽĨƉĂƌĞŶƚͲƐĐŚŽŽůĞŶŐĂŐĞŵĞŶƚ • WƌŽŵŽƟŽŶŽĨƐĐŚŽŽůͲĂŐĞŶĐLJƌĞůĂƟŽŶƐŚŝƉƐ dĂďůĞϯ͗KƌŐĂŶŝƐĂƟŽŶĂů͕ƌĞůĂƟŽŶĂůĂŶĚƉĞĚĂŐŽŐŝĐĂůĨĞĂƚƵƌĞƐŽĨĂǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚĂƐƐŽĐŝĂƚĞĚ with enhanced student resilience, engagement and wellbeing KƌŐĂŶŝƐĂƟŽŶĂůĨĞĂƚƵƌĞƐ • ^ĞŶƐĞŽĨŽƉƟŵŝƐŵ͕ƉƵƌƉŽƐĞĂŶĚƐĐŚŽŽůƉƌŝĚĞ • Fair behaviour management system & tolerant disciplinary policies • ĨƌŝĞŶĚůLJ͕ƌĞƐƉĞĐƞƵůĂŶĚŝŶĐůƵƐŝǀĞĞŶǀŝƌŽŶŵĞŶƚ • DƵůƟĚŝƐĐŝƉůŝŶĂƌLJĞĚƵĐĂƟŽŶƚĞĂŵƐƚŽƉƌŽǀŝĚĞƐƵƉƉŽƌƚƐƚƌƵĐƚƵƌĞƐĨŽƌƐĐŚŽŽůƐƚĂī • īĞĐƟǀĞƐĐŚŽŽůͲĐŽŵŵƵŶŝƚLJƉĂƌƚŶĞƌƐŚŝƉƐ • Strategies to engage parents • Smaller school size • īĞĐƟǀĞƵƐĞŽĨƚĞĂĐŚĞƌƉƌŽĨĞƐƐŝŽŶĂůůĞĂƌŶŝŶŐ ZĞůĂƟŽŶĂůĨĞĂƚƵƌĞƐ • WŽƐŝƟǀĞĂƉƉƌŽĂĐŚĞƐƚŽŵĂŶĂŐĞƐƚƵĚĞŶƚďĞŚĂǀŝŽƵƌ • WŽƐŝƟǀĞĂŶĚƐƵƉƉŽƌƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐ • WŽƐŝƟǀĞĂŶĚƐƵƉƉŽƌƟǀĞƐƚƵĚĞŶƚͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐ • ^ƚƌĂƚĞŐŝĞƐƚŽŝĚĞŶƟĨLJĂŶĚĂĚĚƌĞƐƐďƵůůLJŝŶŐ • ,ŝŐŚďƵƚĂĐŚŝĞǀĂďůĞĞdžƉĞĐƚĂƟŽŶƐĨŽƌƐƚƵĚĞŶƚůĞĂƌŶŝŶŐĂŶĚďĞŚĂǀŝŽƵƌ • ^ƚĂīĂŶĚƐƚƵĚĞŶƚƐŶŽƟĐĞĂŶĚŝŶƚĞƌǀĞŶĞǁŚĞŶƐƚƵĚĞŶƚƐĞdžƉĞƌŝĞŶĐĞƉƌŽďůĞŵƐƌĞůĂƚĞĚƚŽ learning or wellbeing Pedagogical features • Relevant and well-taught curriculum • džƉůŝĐŝƚƚĞĂĐŚŝŶŐŽĨƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂů͚ůŝĨĞƐŬŝůůƐ͕͛ƐƵĐŚĂƐƉƌŽďůĞŵͲƐŽůǀŝŶŐ͕ĚĞĐŝƐŝŽŶŵĂŬŝŶŐ and coping skills • Use of data to inform teaching • īĞĐƟǀĞƵƐĞŽĨĨĞĞĚďĂĐŬĂŶĚĐŽĂĐŚŝŶŐ • WƌŽǀŝĚŝŶŐĞdžƉĞƌŝĞŶƟĂů͕ŚĂŶĚƐͲŽŶůĞĂƌŶŝŶŐŽƉƉŽƌƚƵŶŝƟĞƐ • hƐŝŶŐĂǁŝĚĞǀĂƌŝĞƚLJŽĨŝŶƐƚƌƵĐƟŽŶĂůŵĞƚŚŽĚƐĂŶĚƚĞĐŚŶŽůŽŐŝĞƐ • hƐĞŽĨĐŽůůĂďŽƌĂƟǀĞƚĞĂĐŚŝŶŐƐƚƌĂƚĞŐŝĞƐƚŽƉƌŽŵŽƚĞƐŽĐŝĂůĂŶĚĐŽŐŶŝƟǀĞƐŬŝůůƐ • ƌĞĂƟŽŶŽĨŽƉƉŽƌƚƵŶŝƟĞƐĨŽƌƐƚƵĚĞŶƚƐƚŽƉĂƌƟĐŝƉĂƚĞĂĐƟǀĞůLJǁŝƚŚŝŶƚŚĞĐůĂƐƐƌŽŽŵĂŶĚƚŚĞ broader school environment • WƌŽǀŝƐŝŽŶŽĨĞdžƚƌĂͲĐƵƌƌŝĐƵůĂƌĂĐƟǀŝƟĞƐ • WƌŽǀŝƐŝŽŶŽĨĐŽŵŵƵŶŝƚLJƐĞƌǀŝĐĞƉƌŽũĞĐƚƐ 22 t,K͛Ɛ,ĞĂůƚŚWƌŽŵŽƟŶŐ^ĐŚŽŽůƐ&ƌĂŵĞǁŽƌŬ;ĂƐĂĚĂƉƚĞĚďLJEĂƟŽŶĂů,ĞĂůƚŚWƌŽŵŽƟŶŐ ^ĐŚŽŽůƐ/ŶŝƟĂƟǀĞ͕ϮϬϬϬͿ Curriculum, teaching & learning School ŽƌŐĂŶŝƐĂƟŽŶ͕ ethos & environment Partnerships & services hƐĞŽĨĞdžƉůŝĐŝƚ^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐĐƵƌƌŝĐƵůƵŵ :ƵƐƚĂƐƚŚĞƌĞĂƌĞƉƌĞƐĐƌŝďĞĚƉƌĂĐƟĐĞƐĂŶĚƉƌŽŐƌĂŵƐƚŚĂƚĂƌĞƵƐĞĚƚŽƚĞĂĐŚŶƵŵĞƌĂĐLJĂŶĚůŝƚĞƌĂĐLJ͕ ƚŚĞƌĞĂƌĞĂůƐŽƉƌĂĐƟĐĞƐƚŚĂƚĐĂŶďĞƵƐĞĚƚŽƚĞĂĐŚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐ͘ZĞƐĞĂƌĐŚƐŚŽǁƐƚŚĂƚ ƐƚƵĚĞŶƚƐǁŚŽƉĂƌƟĐŝƉĂƚĞŝŶƌŝŐŽƌŽƵƐůLJĚĞƐŝŐŶĞĚĂŶĚǁĞůůͲƚĂƵŐŚƚ^>ƉƌŽŐƌĂŵƐĚĞŵŽŶƐƚƌĂƚĞŵŽƌĞ ƉŽƐŝƟǀĞ ƐŽĐŝĂů ďĞŚĂǀŝŽƵƌ ĂŶĚ ĂƌĞ ůĞƐƐ ůŝŬĞůLJ ƚŽ ĞŶŐĂŐĞ ŝŶ ƌŝƐŬLJ ĂŶĚ ĚŝƐƌƵƉƟǀĞ ďĞŚĂǀŝŽƵƌ ;^>͕ ϮϬϭϯ͖ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭ͖&ƌLJĚĞŶďĞƌŐ͕ϮϬϭϬ͖WĂLJƚŽŶĞƚĂů͕͘ϮϬϬϴͿ͘tŚŝůĞƐŽŵĞƌĞƐĞĂƌĐŚĞƌƐĂƐƐĞƌƚƚŚĂƚ ĐƌĞĂƟŶŐƚŚĞƌŝŐŚƚĞŶǀŝƌŽŶŵĞŶƚŝŶǁŚŝĐŚƉŽƐŝƟǀĞƐŽĐŝĂůďĞŚĂǀŝŽƵƌŝƐŵŽĚĞůĞĚŝƐŵŽƌĞŝŵƉŽƌƚĂŶƚƚŚĂŶ ƉƌŽǀŝĚŝŶŐĞdžƉůŝĐŝƚĐƵƌƌŝĐƵůƵŵ;tŚŝƟŶŐƚŽŶΘ&ůŽLJĚ͕ϮϬϬϵͿ͕ƐƚƵĚŝĞƐŝŶǀĞƐƟŐĂƟŶŐƚŚĞĞīĞĐƟǀĞŶĞƐƐŽĨ ĐƵƌƌŝĐƵůƵŵŚĂǀĞLJŝĞůĚĞĚƉŽƐŝƟǀĞƌĞƐƵůƚƐ͘ϮϬϬϯŵĞƚĂͲĂŶĂůLJƐŝƐŽĨϯϰƵŶŝǀĞƌƐĂůĂŶĚƚĂƌŐĞƚĞĚƉƌĞƐĐŚŽŽů ƉƌĞǀĞŶƟŽŶ ƉƌŽŐƌĂŵƐ ĨŽƵŶĚ ƚŚĂƚ ŽǀĞƌĂůů͕ ^> ƉƌŽŐƌĂŵƐ ŚĂĚ ƉŽƐŝƟǀĞ ĞīĞĐƚƐ ŽŶ ďŽƚŚ ĐŽŐŶŝƟǀĞ ĂŶĚ academic outcomes. These outcomes were evident in the short-term (pre-school), medium-term (primary school), and long-term (high school). The results also indicated that the programs that ĐŽŶƚĂŝŶĞĚ Ă ĚŝƌĞĐƚ ƚĞĂĐŚŝŶŐ ĐŽŵƉŽŶĞŶƚ ;ŝŶĐůƵĚŝŶŐ ĞdžƉůŝĐŝƚ ůĞƐƐŽŶƐ ŝŶ ĐƵƌƌŝĐƵůƵŵ ĨŽƌŵĂƚͿ͕ ǁĞƌĞ ŽĨ ŐƌĞĂƚĞƌŝŶƚĞŶƐŝƚLJĂŶĚŽĨůŽŶŐĞƌĚƵƌĂƟŽŶ͕ŚĂĚĂŐƌĞĂƚĞƌƉŽƐŝƟǀĞĞīĞĐƚ;EĞůƐŽŶ͕tĞƐƚŚƵĞƐ͕ΘDĂĐ>ĞŽĚ͕ 2003). Payton et al. (2008) reviewed 180 school-based studies involving 277,977 students aged from ŬŝŶĚĞƌŐĂƌƚĞŶƚŽ'ƌĂĚĞŝŐŚƚ͘tŚŝůĞƐŽŵĞƐƚƵĚŝĞƐŝŶĐůƵĚĞĚŵƵůƟƉůĞŝŶƚĞƌǀĞŶƟŽŶƐ͕ƚŚĞŵŽƐƚĐŽŵŵŽŶ strategy involved classroom-based programming, which usually took the form of a curriculum or set ŽĨůĞƐƐŽŶƐƐĞĞŬŝŶŐƚŽĚĞǀĞůŽƉƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐ;Ğ͘Ő͘ĞŵŽƟŽŶŝĚĞŶƟĮĐĂƟŽŶ͕ŐŽĂůƐĞƫŶŐ͕ 23 ĐŽŶŇŝĐƚƌĞƐŽůƵƟŽŶ͕ĂŶĚƌĞůĂƟŽŶƐŚŝƉƐŬŝůůƐͿ͘KǀĞƌĂůů͕ƚŚĞƌĞƐƵůƚƐ indicated strong and consistent support for the value of SEL programs. ƌĞĐĞŶƚ ƚŚƌĞĞͲLJĞĂƌ ƐƚƵĚLJ ĞdžĂŵŝŶĞĚ Ϯϯ ĞǀŝĚĞŶĐĞͲďĂƐĞĚ ^> programs with Grade Two to Grade Five children. The SEL programs were based on the ZĞƐƉŽŶƐŝǀĞůĂƐƐƌŽŽŵ approach, ǁŚŝĐŚŝŶĐůƵĚĞƐƚĞĂĐŚŝŶŐƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐƚŽĐŚŝůĚƌĞŶ as well as enhancing the capacity of teachers to be able to ŝŶƚĞƌĂĐƚǁŝƚŚĐŚŝůĚƌĞŶĞīĞĐƟǀĞůLJ͘dŚĞƌĞƐĞĂƌĐŚĞƌƐĨŽƵŶĚƚŚĂƚ ĞdžƉŽƐƵƌĞƚŽƚŚĞƉƌŽŐƌĂŵƉƌŽĚƵĐĞĚĂŶĂǀĞƌĂŐĞϭϭͲϭϮйŐĂŝŶŝŶ ƐƚƵĚĞŶƚŵĂƚŚĞŵĂƟĐƐĂŶĚƌĞĂĚŝŶŐĂĐŚŝĞǀĞŵĞŶƚŽǀĞƌƚŚĞƚŚƌĞĞ years (Rimm-Kaufman et al., 2014). dŚĞ ĮŶĂů ƐĞĐƟŽŶ ŽĨ ƚŚŝƐ ĚŽĐƵŵĞŶƚ ƉƌŽǀŝĚĞƐ Ă ŵŽƌĞ ĚĞƚĂŝůĞĚ ŽǀĞƌǀŝĞǁŽĨƚŚĞĞǀŝĚĞŶĐĞďĂƐĞĨŽƌĞīĞĐƟǀĞ^>ĐƵƌƌŝĐƵůƵŵ͘ WƌŽŵŽƟŶŐƉŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ īĞĐƟǀĞ ƐĐŚŽŽůͲǁŝĚĞ ĂƉƉƌŽĂĐŚĞƐ ƚŽ ƉƌŽŵŽƟŶŐ ǁĞůůďĞŝŶŐ ŝŶĐůƵĚĞ ĂŶ ĞŵƉŚĂƐŝƐ ŽŶ ĨŽƐƚĞƌŝŶŐ ƉŽƐŝƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ͘ ŵĞƚĂͲĂŶĂůLJƐŝƐ ŽĨ ϵϵ ƌĞƐĞĂƌĐŚ ƐƚƵĚŝĞƐ ĨŽƵŶĚ ƚŚĂƚ ƉŽƐŝƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ ǁĞƌĞ ůŝŶŬĞĚ ƚŽ increased student engagement and achievement and that ŶĞŐĂƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐǁĞƌĞůŝŶŬĞĚƚŽƉŽŽƌĞƌ student engagement and achievement (Roorda et al., 2011). ^ƚƵĚĞŶƚƐ ůĂďĞůĞĚ ĂƐ ͚Ăƚ ƌŝƐŬ͛ ǁĞƌĞ ŵŽƌĞ ƐƚƌŽŶŐůLJ ŝŶŇƵĞŶĐĞĚ ďLJ ƚŚĞ ƋƵĂůŝƚLJ ŽĨ ƚŚĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉ ƚŚĂŶ ƚŚŽƐĞ ůĂďĞůĞĚ ͚ŶŽƌŵĂƟǀĞ͛͘ dŚĞ ĂƐƐŽĐŝĂƟŽŶ ďĞƚǁĞĞŶ ƉŽƐŝƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐĂŶĚŝŵƉƌŽǀĞĚĞŶŐĂŐĞŵĞŶƚĂŶĚ learning outcomes has also been demonstrated for students Ăƚ ƌŝƐŬ ŽĨ ƐĐŚŽŽů ĨĂŝůƵƌĞ͘ ŶĚĞƌƐŽŶ Ğƚ Ăů͛͘Ɛ ;ϮϬϬϰͿ ƌĞƐĞĂƌĐŚ ŽŶ Ă ƌĞůĂƟŽŶƐŚŝƉͲďĂƐĞĚ ŝŶƚĞƌǀĞŶƟŽŶ ĨŽƌ ŚŝŐŚͲƌŝƐŬ ƐƚƵĚĞŶƚƐ ĞdžĂŵŝŶĞĚǁŚĞƚŚĞƌƚŚĞĐůŽƐĞŶĞƐƐĂŶĚƋƵĂůŝƚLJŽĨƌĞůĂƟŽŶƐŚŝƉƐ ďĞƚǁĞĞŶ ŝŶƚĞƌǀĞŶƟŽŶ ƐƚĂī ĂŶĚ ƐƚƵĚĞŶƚƐ ǁĞƌĞ ĂƐƐŽĐŝĂƚĞĚ with improved student engagement in school. They found ƚŚĂƚ ƉŽƐŝƟǀĞ ƌĞůĂƟŽŶƐŚŝƉƐ ďĞƚǁĞĞŶ ƐƚƵĚĞŶƚƐ ĂŶĚ ĂĚƵůƚƐ ĐĂŶ ŝŵƉƌŽǀĞ ƐƚƵĚĞŶƚ ĞŶŐĂŐĞŵĞŶƚ ĂŶĚ ĞĚƵĐĂƟŽŶĂů ŽƵƚĐŽŵĞƐ͕ regardless of student level of risk (Anderson, Christenson, Sinclair, & Lehr, 2004). Key issues of concern that children raise ǁŚĞŶĐĂůůŝŶŐŬŝĚƐŚĞůƉůŝŶĞŝŶϮϬϭϮ͕ďLJĂŐĞ and sex Age 5-9 1. 2. 3. 4. 5. &ĞŵĂůĞƐ Males Family 1. Family ƌĞůĂƟŽŶƐŚŝƉƐ ƌĞůĂƟŽŶƐŚŝƉƐ Bullying 2. Bullying &ƌŝĞŶĚƐͬƉĞĞƌ 3. ŵŽƟŽŶĂů groups wellbeing ŵŽƟŽŶĂů 4. Child abuse wellbeing 5. &ƌŝĞŶĚƐͬƉĞĞƌ Child abuse ƌĞůĂƟŽŶƐŚŝƉƐ Age 10-14 1. Mental health 1. Family concerns ƌĞůĂƟŽŶƐŚŝƉƐ 2. Family 2. Bullying ƌĞůĂƟŽŶƐŚŝƉƐ 3. ŵŽƟŽŶĂů 3. ŵŽƟŽŶĂů wellbeing wellbeing 4. Child abuse 4. Suicide-related 5. &ƌŝĞŶĚƐͬƉĞĞƌ concerns ƌĞůĂƟŽŶƐŚŝƉƐ 5. ĂƟŶŐĂŶĚ partner ƌĞůĂƟŽŶƐŚŝƉƐ Age 15-19 1. Mental health 1. Mental health concerns concerns 2. ĂƟŶŐĂŶĚ 2. ĂƟŶŐĂŶĚ partner partner ƌĞůĂƟŽŶƐŚŝƉƐ ƌĞůĂƟŽŶƐŚŝƉƐ 3. ŵŽƟŽŶĂů 3. ŵŽƟŽŶĂů wellbeing wellbeing 4. Suicide-related 4. &ƌŝĞŶĚƐͬƉĞĞƌ concerns ƌĞůĂƟŽŶƐŚŝƉƐ 5. Family 5. Family ƌĞůĂƟŽŶƐŚŝƉƐ ƌĞůĂƟŽŶƐŚŝƉƐ (BoysTown, 2013) 24 dŚĞƌĞĐĂŶďĞĂƉƌĞƐƵŵƉƟŽŶƚŚĂƚĂĚŽůĞƐĐĞŶƚƐĂƌĞůĞƐƐůŝŬĞůLJƚŚĂŶƉƌŝŵĂƌLJƐĐŚŽŽůĐŚŝůĚƌĞŶƚŽďĞĂīĞĐƚĞĚ ďLJ ƚŚĞ ƋƵĂůŝƚLJ ŽĨ ƚŚĞŝƌ ƌĞůĂƟŽŶƐŚŝƉƐ ǁŝƚŚ ƚŚĞŝƌ ƚĞĂĐŚĞƌƐ ;,ŽůĨǀĞͲ^ĂďĞů͕ ϮϬϭϰͿ͘ ,ŽǁĞǀĞƌ͕ ZŽŽƌĚĂ Ğƚ Ăů͘ ;ϮϬϭϭͿ ĨŽƵŶĚ ƉŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ ƚŽ ďĞ ŵŽƌĞ ŝŶŇƵĞŶƟĂů ŝŶ ƚŚĞ ůŝǀĞƐ ŽĨ ŽůĚĞƌ ƐƚƵĚĞŶƚƐ͕ĂŶĚŶĞŐĂƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐƚŽŚĂǀĞĂŐƌĞĂƚĞƌŝŵƉĂĐƚŽŶLJŽƵŶŐĞƌĐŚŝůĚƌĞŶ͘ dŚƵƐǁŚŝůƐƚLJŽƵŶŐĞƌĐŚŝůĚƌĞŶĂƌĞƉĂƌƟĐƵůĂƌůLJǀƵůŶĞƌĂďůĞƚŽŶĞŐĂƟǀĞƌĞůĂƟŽŶƐŚŝƉƐ͕ŽůĚĞƌƐƚƵĚĞŶƚƐĐĂŶ ďĞŵŽƌĞƌĞĂĚŝůLJŵŽƟǀĂƚĞĚďLJƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐ͘ dŚĞ͚ƌĞůĂƟŽŶƐŚŝƉĐůŝŵĂƚĞ͛ǀĂƌŝĞƐĨƌŽŵƐĐŚŽŽůƚŽƐĐŚŽŽů͕ĂŶĚƚŚĞĂĐƟŽŶƐĂŶĚĚŝƐƉŽƐŝƟŽŶƐŽĨŝŶĚŝǀŝĚƵĂů ƚĞĂĐŚĞƌƐǀĂƌŝĞƐƐŝŐŶŝĮĐĂŶƚůLJďŽƚŚǁŝƚŚŝŶĂŶĚďĞƚǁĞĞŶƐĐŚŽŽůƐ͘dŚĞĞīĞĐƚŽĨƚŚŝƐǀĂƌŝĂŶĐĞĐĂŶŵĂŬĞĂ ƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƚŽƐƚƵĚĞŶƚǁĞůůďĞŝŶŐŽƵƚĐŽŵĞƐ;,ŽůĨǀĞͲ^ĂďĞů͕ϮϬϭϰͿ͘KŶĞƐƚƵĚLJǁŝƚŚŽǀĞƌϭ͕ϱϬϬ 'ƌĂĚĞ^ŝdžƐƚƵĚĞŶƚƐĨŽƵŶĚƐƚĂƌŬĚŝīĞƌĞŶĐĞƐŝŶƚŚĞŵĞĂƐƵƌĞŵĞŶƚŽĨƐƚƵĚĞŶƚǁĞůůďĞŝŶŐďĞƚǁĞĞŶƐĐŚŽŽůƐ ĂŶĚ ďĞƚǁĞĞŶ ĐůĂƐƐ ŐƌŽƵƉƐ ǁŝƚŚŝŶ ƐĐŚŽŽůƐ ĂŶĚ ĨŽƵŶĚ ƚŚĂƚ ƚŚŝƐ ǁĂƐ ƌĞŇĞĐƚĞĚ ŝŶ ĚŝīĞƌĞŶĐĞƐ ŝŶ ƚŚĞ approach of the classroom teachers and the broader school community. This research foregrounds ƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨŝŶǀĞƐƟŶŐĞīŽƌƚďŽƚŚŝŶƚŚĞƚĞĂĐŚĞƌĞīĞĐƚĂŶĚƚŚĞƐĐŚŽŽůĞīĞĐƚ͘ Some research studies have asked students themselves what it is that teachers do to help build their ƌĞƐŝůŝĞŶĐĞĂŶĚĞŶŐĂŐĞŵĞŶƚ͘ǀĂŶhĚĞŶ͛Ɛ;ϮϬϭϰͿƌĞƐĞĂƌĐŚŝŶƐĞĐŽŶĚĂƌLJƐĐŚŽŽůƐƐŚŽǁĞĚƚŚĂƚƐƚƵĚĞŶƚƐ ĂƉƉƌĞĐŝĂƚĞŝƚǁŚĞŶƚŚĞŝƌƚĞĂĐŚĞƌƐĂƌĞŚĞůƉĨƵů͕ĨƌŝĞŶĚůLJĂŶĚĮƌŵ͘dŚŝƐƐƚƵĚLJƐŚŽǁĞĚƚŚĂƚƚǁŽĂƐƉĞĐƚƐ of teacher behaviours were highly associated with increased student engagement: 1. ƚŚĞƉĞƌĐĞƉƟŽŶďLJƐƚƵĚĞŶƚƐƚŚĂƚƚŚĞƚĞĂĐŚĞƌŚĂƐĂƵƚŚŽƌŝƚLJĂŶĚŝŶŇƵĞŶĐĞŽǀĞƌƚŚĞĐůĂƐƐ͖ĂŶĚ 2. ƚŚĞƉĞƌĐĞƉƟŽŶƚŚĂƚƚŚĞƚĞĂĐŚĞƌƚƌƵƐƚƐĂŶĚŚĂƐƉŽƐŝƟǀĞƌĞŐĂƌĚĨŽƌƚŚĞƐƚƵĚĞŶƚ;ǀĂŶhĚĞŶĞƚĂů͕͘ 2014, p. 29). ĐĐŽƌĚŝŶŐůLJ ƚŚĞ ƐƚƵĚLJ ƌĞĐŽŵŵĞŶĚĞĚ ƚŚĂƚ ƚĞĂĐŚĞƌƐ ƐŚŽƵůĚ ƐĞĞŬ ƚŽ ĞdžŚŝďŝƚ ŚĞůƉĨƵů ĂŶĚ ĨƌŝĞŶĚůLJ ďĞŚĂǀŝŽƵƌǁŝƚŚŝŶƚŚĞĐŽŶƚĞdžƚŽĨĂƵƚŚŽƌŝƚĂƟǀĞĐůĂƐƐƌŽŽŵŵĂŶĂŐĞŵĞŶƚ͘ :ŽŚŶƐŽŶ͛Ɛ;ϮϬϬϴͿůŽŶŐŝƚƵĚŝŶĂůƌĞƐĞĂƌĐŚŝŶƚŽƚŚĞƌĞƐŝůŝĞŶĐĞŽĨ^ŽƵƚŚƵƐƚƌĂůŝĂŶƉƌŝŵĂƌLJĂŶĚƐĞĐŽŶĚĂƌLJ ƐƚƵĚĞŶƚƐŚŝŐŚůŝŐŚƚƐƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨĞǀĞƌLJĚĂLJŝŶƚĞƌĂĐƟŽŶƐďĞƚǁĞĞŶƐƚƵĚĞŶƚƐĂŶĚƚĞĂĐŚĞƌƐ͘^ƚƵĚĞŶƚƐ ŝĚĞŶƟĮĞĚƚŚĂƚŝƚǁĂƐƚŚĞ͚ůŝƩůĞƚŚŝŶŐƐ͛ƚŚĂƚƚĞĂĐŚĞƌƐĚŽƚŚĂƚŵĂŬĞĂďŝŐĚŝīĞƌĞŶĐĞƚŽƚŚĞŝƌƉĞƌƐŝƐƚĞŶĐĞ͕ ĞŶŐĂŐĞŵĞŶƚĂŶĚƐĞŶƐĞŽĨƐĞůĨͲǁŽƌƚŚ͘dŚĞƐĞ͚ůŝƩůĞƚŚŝŶŐƐ͛ŝŶĐůƵĚĞ͗ • listening to students • ĞdžƉůĂŝŶŝŶŐƚŚŝŶŐƐǁŚĞŶĂƐŬĞĚĂŶĚŚĞůƉŝŶŐƚŚĞŵǁŝƚŚƐĐŚŽŽůǁŽƌŬ • ŵĂŝŶƚĂŝŶŝŶŐŚŽƉĞĂŶĚĞŶĐŽƵƌĂŐĞŵĞŶƚĨŽƌƚŚĞƐƚƵĚĞŶƚ͛ƐůĞĂƌŶŝŶŐ • ŐĞŶĞƌĂůůLJƚƌĞĂƟŶŐƐƚƵĚĞŶƚƐǁŝƚŚƌĞƐƉĞĐƚ ^ƚƵĚĞŶƚƐŝŶƚŚŝƐƐƚƵĚLJƐĂŝĚŝƚǁĂƐƚŚĞƚĞĂĐŚĞƌƐǁŚŽƚƌĞĂƚĞĚƚŚĞŵůŝŬĞ͚ŚƵŵĂŶďĞŝŶŐƐ͛ƌĂƚŚĞƌƚŚĂŶ͚ũƵƐƚ ƐƚƵĚĞŶƚƐ͛ƚŚĂƚƚŚĞLJŚĂĚƚŚĞŵŽƐƚƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐǁŝƚŚ͘dŚŝƐƌĞƐĞĂƌĐŚŚŝŐŚůŝŐŚƚƐƚŚĂƚůŽĐĂůĂŶĚ ĞǀĞƌLJĚĂLJŝŶƚĞƌĂĐƟŽŶƐŚĂǀĞĂƐŝŐŶŝĮĐĂŶƚŝŵƉĂĐƚŽŶƐƚƵĚĞŶƚǁĞůůďĞŝŶŐ͘ 25 ^ŝŵŝůĂƌůLJ͕ĂŚŝůůĞƚĂů͛͘ƐƐƚƵĚLJǁŝƚŚƉƌŝŵĂƌLJĂŶĚƐĞĐŽŶĚĂƌLJƐĐŚŽŽů ƐƚƵĚĞŶƚƐŝŶsŝĐƚŽƌŝĂƐŚŽǁĞĚƚŚĞĂƐƐŽĐŝĂƟŽŶďĞƚǁĞĞŶƚĞĂĐŚĞƌ ďĞŚĂǀŝŽƵƌƐĂŶĚĂŐƌĞĂƚĞƌƉƌĞƉĂƌĞĚŶĞƐƐŽŶƚŚĞƐƚƵĚĞŶƚƐ͛ƉĂƌƚ to use the teacher as a source of help for both schoolwork ƉƌŽďůĞŵƐĂŶĚƐŽĐŝĂůŽƌĞŵŽƟŽŶĂůƉƌŽďůĞŵƐ;ĂŚŝůů͕^ŚĂǁ͕tLJŶ͕ & Smith, 2004). The teacher behaviours that were most highly ĂƐƐŽĐŝĂƚĞĚǁŝƚŚƐƚƵĚĞŶƚĐŽŶĮĚĞŶĐĞŝŶƵƐŝŶŐƚŚĞŝƌƚĞĂĐŚĞƌĂƐĂ ƐŽƵƌĐĞŽĨŚĞůƉǁĞƌĞƌĞůĂƟŽŶĂůŝŶŶĂƚƵƌĞ͕ŝŶĐůƵĚŝŶŐǁŚĞŶƚŚĞ teacher is someone who: Useful links WƌŝŶĐŝƉůĞƐĨŽƌ,ĞĂůƚŚĂŶĚtĞůůďĞŝŶŐ;Ϳ 'ƵŝĚĞƐƉƌŽĨĞƐƐŝŽŶĂůƉƌĂĐƟĐĞŝŶĞƉĂƌƚŵĞŶƚ ŚĞĂůƚŚĂŶĚǁĞůůďĞŝŶŐƐĞƌǀŝĐĞƐ͕ĞĂƌůLJ ĐŚŝůĚŚŽŽĚƐĞƌǀŝĐĞƐĂŶĚƐĐŚŽŽůƐ ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬĂďŽƵƚͬ ĚĞƉĂƌƚŵĞŶƚͬWĂŐĞƐͬǁĞůůďĞŝŶŐ͘ĂƐƉdž • says hello to me dŚĞĐŚŝĞǀĞŵĞŶƚWƌŽŐƌĂŵ;Ϳ • talks to me A whole school approach to working towards health priority areas • ƐŚŽǁƐŚĞͬƐŚĞŝƐƉƌŽƵĚŽĨŵĞ ŚƩƉ͗ͬͬǁǁǁ͘ĂĐŚŝĞǀĞŵĞŶƚƉƌŽŐƌĂŵ͘ ŚĞĂůƚŚLJƚŽŐĞƚŚĞƌ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬ • ƚĂŬĞƐĂŶŝŶƚĞƌĞƐƚŝŶǁŚĂƚ/ĚŽ DŽĚĞƌĂƚĞ ƉƌĞĚŝĐƚŽƌƐ ŽĨ Ă ͚LJĞƐ͛ ƚŽ ŚĞůƉͲƐĞĞŬŝŶŐ ǁĞƌĞ ĐŚŝĞŇLJ pedagogical in nature and include when the teacher is someone who: ^ƚƵĚĞŶƚƐƐĂLJŝƚŝƐŐŽŽĚǁŚĞŶƚĞĂĐŚĞƌƐ͗ ŶŽƟĐĞƐŵLJĞīŽƌƚ • treat you with respect • smile and say hello • ƐĞƚƐŝŶƚĞƌĞƐƟŶŐǁŽƌŬ • take an interest in you • ĞŶĐŽƵƌĂŐĞƐŵĞƚŽũŽŝŶŝŶ • ŶŽƟĐĞǁŚĞŶLJŽƵƚƌLJ • ƐƟůůƐƉĞĂŬƚŽLJŽƵǁŚĞŶƚŚĞLJĚŽŶ͛ƚƚĞĂĐŚ you anymore • ŶŽƟĐĞǁŚĞŶLJŽƵ͛ƌĞĚŽǁŶ • encourage you • ŵĂŬĞǁŽƌŬŝŶƚĞƌĞƐƟŶŐ • let you make mistakes • know your name • talk to everyone • trust you • like you • ĐĞůĞďƌĂƚĞƐŽŵĞƟŵĞƐ • ƐĞƚƉƌĂĐƟĐĂůĂĐƟǀŝƟĞƐ • have fun • • • helps me learn from my mistakes ŽƌŐĂŶŝƐĞƐĨƵŶĂĐƟǀŝƚLJ ;ĂŚŝůů͕^ŚĂǁ͕tLJŶΘ^ŵŝƚŚ͕ϮϬϬϰͿ 26 ŶŚĂŶĐŝŶŐƉŽƐŝƟǀĞƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐ tŚŽůĞͲƐĐŚŽŽů ĂƉƉƌŽĂĐŚĞƐ ƚŽ ĞŶŚĂŶĐŝŶŐ ǁĞůůďĞŝŶŐ ĂŶĚ ĞŶŐĂŐĞŵĞŶƚ ƚĂŬĞ Ă ƉƌŽĂĐƟǀĞ ĂƉƉƌŽĂĐŚ ƚŽ ƉƌŽŵŽƟŶŐĂŚĞĂůƚŚLJƉĞĞƌĞŶǀŝƌŽŶŵĞŶƚ͘dŚĞƋƵĂůŝƚLJŽĨƚŚĞŝƌƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐƐŝŐŶŝĮĐĂŶƚůLJŝŶŇƵĞŶĐĞƐ ƐƚƵĚĞŶƚƐ͛ ŽǀĞƌĂůů ĞdžƉĞƌŝĞŶĐĞ ŽĨ ƐĐŚŽŽů ;,ŽůĨǀĞͲ^ĂďĞů͕ ϮϬϭϰͿ͘ WŽƐŝƟǀĞ ƉĞĞƌ ƌĞůĂƟŽŶƐŚŝƉƐ ƉƌŽǀŝĚĞ ĨƌŝĞŶĚƐŚŝƉ͕ƐƵƉƉŽƌƚĂŶĚŝŶĐůƵƐŝŽŶ͕ĂŶĚĂƌĞĂƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌůŝŶŬĞĚƚŽƉŽƐŝƟǀĞĞĚƵĐĂƟŽŶĂůŽƵƚĐŽŵĞƐ͕ ƌĞĚƵĐĞĚ ƌŝƐŬ ƚĂŬŝŶŐ ĂŶĚ ŵŝƟŐĂƟŽŶ ŽĨ ŽƚŚĞƌ ĞdžŝƐƟŶŐ ƌŝƐŬ ĨĂĐƚŽƌƐ ;,ŽůĨǀĞͲ^ĂďĞů͕ ϮϬϭϰͿ͘ /Ŷ ĐŽŶƚƌĂƐƚ͕ ŶĞŐĂƟǀĞƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐ͕ƐƵĐŚĂƐƚŚŽƐĞƌĞůĂƚĞĚƚŽďƵůůLJŝŶŐ͕ŚĂǀĞĂƐŝŐŶŝĮĐĂŶƚŶĞŐĂƟǀĞŝŵƉĂĐƚŽŶ ƐƚƵĚĞŶƚǁĞůůďĞŝŶŐ͘ŽƚŚďƵůůŝĞƌƐĂŶĚǀŝĐƟŵƐĂƌĞůŝŬĞůLJƚŽƐƵīĞƌĨƌŽŵŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐůĂƚĞƌŝŶ WŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐĞŶŚĂŶĐĞ ĞŶŐĂŐĞŵĞŶƚŝŶůĞĂƌŶŝŶŐ Studies show that students with higher levels of engagement are more likely to achieve well at school, ǁŚĞƌĞĂƐĚŝƐĞŶŐĂŐĞŵĞŶƚŝƐĂƐƐŽĐŝĂƚĞĚǁŝƚŚƐĐŚŽŽůĚƌŽƉŽƵƚĂŶĚĂŶĞŐĂƟǀĞǁŽƌŬĐƵůƚƵƌĞ;ƌĐŚĂŵďĂƵůƚ͕ :ĂŶŽƐnj͕&ĂůůƵ͕ΘWĂŐĂŶŝ͕ϮϬϬϵ͖ǀĂŶhĚĞŶĞƚĂů͕͘ϮϬϭϰͿ͘dŚĞĚĞĮŶŝƟŽŶŽĨƐƚƵĚĞŶƚĞŶŐĂŐĞŵĞŶƚǁŚŝĐŚ ŚĂƐďĞĞŶĂĚŽƉƚĞĚďLJŝƐĐŽŶƐŝƐƚĞŶƚǁŝƚŚƚŚĞǁŽƌŬŽĨǀĂŶhĚĞŶĞƚĂů͘;ϮϬϭϰͿǁŚŽŝĚĞŶƟĨLJƚŚĞ following three types of engagement (p. 22): • ĞŚĂǀŝŽƵƌĂů ĞŶŐĂŐĞŵĞŶƚ͗ ƐŚŽǁŶ ƚŚƌŽƵŐŚ ƉĂƌƟĐŝƉĂƟŽŶ͕ ƉƵŶĐƚƵĂůŝƚLJ͕ ĐŽŶĐĞŶƚƌĂƟŽŶ ĂŶĚ ĞīŽƌƚ applied to tasks • ŵŽƟŽŶĂůĞŶŐĂŐĞŵĞŶƚ͗ƐŚŽǁŶǁŚĞŶƐƚƵĚĞŶƚƐĂƌĞĞŶƚŚƵƐŝĂƐƟĐĂŶĚŬĞĞŶƚŽůĞĂƌŶ • ŽŐŶŝƟǀĞĞŶŐĂŐĞŵĞŶƚ͗whereby students are able to formulate their own learning goals, and believe in the importance of their academic achievements (see also Fredricks, Blumenfeld, & Paris, 2004) ZĞƐĞĂƌĐŚƐƚƵĚŝĞƐŚŝŐŚůŝŐŚƚĂŶƵŵďĞƌŽĨĂƌĞĂƐƚŚĂƚƉŽƐŝƟǀĞůLJŝŶŇƵĞŶĐĞƐƚƵĚĞŶƚĞŶŐĂŐĞŵĞŶƚ;ŶĚĞƌƐŽŶ Ğƚ Ăů͕͘ ϮϬϬϰ͖ &ƌĞĚƌŝĐŬƐ Ğƚ Ăů͕͘ ϮϬϬϰ͖ ZŽŽƌĚĂ Ğƚ Ăů͕͘ ϮϬϭϭ͖ ǀĂŶ hĚĞŶ Ğƚ Ăů͕͘ ϮϬϭϰͿ͘ ^ŽŵĞ ŽĨ ƚŚĞ ŬĞLJ ŝŶŇƵĞŶĐĞƐĂƌĞƉĞĚĂŐŽŐŝĐĂůŝŶŶĂƚƵƌĞ͕ǁŚŝůƐƚŽƚŚĞƌƐĂƌĞƌĞůĂƟŽŶĂůŝŶŶĂƚƵƌĞ͘WŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐĂƌĞƐŝŐŶŝĮĐĂŶƚůLJĂƐƐŽĐŝĂƚĞĚǁŝƚŚŝŶĐƌĞĂƐĞĚĐŽŐŶŝƟǀĞ͕ĞŵŽƟŽŶĂůĂŶĚďĞŚĂǀŝŽƵƌĂůĞŶŐĂŐĞŵĞŶƚ (van Uden et al., 2014). A number of other studies have shown that teacher interpersonal behaviour ŚĂƐĂƉŽǁĞƌĨƵůĞīĞĐƚŽŶůĞǀĞůƐŽĨƐƚƵĚĞŶƚĞŶŐĂŐĞŵĞŶƚ͕ĚĞŵŽŶƐƚƌĂƟŶŐƚŚĂƚďŽƚŚƌĞůĂƟŽŶĂůĂƐǁĞůůĂƐ ƉĞĚĂŐŽŐŝĐĂůƐƚƌĂƚĞŐŝĞƐĂƌĞŶĞĞĚĞĚƚŽĨŽƐƚĞƌĞŶŐĂŐĞŵĞŶƚ;ŶĚĞƌƐŽŶĞƚĂů͕͘ϮϬϬϰ͖&ƌĞĚƌŝĐŬƐĞƚĂů͕͘ϮϬϬϰ͖ ZŽŽƌĚĂĞƚĂů͕͘ϮϬϭϭͿ͘ƚƚŚĞĐůĂƐƐƌŽŽŵůĞǀĞůƚŚĞƌĞůĂƟŽŶĂů ĨĂĐƚŽƌƐĂƐƐŽĐŝĂƚĞĚǁŝƚŚ ŚŝŐŚĞƌůĞǀĞůƐŽĨ ƐƚƵĚĞŶƚĞŶŐĂŐĞŵĞŶƚŝŶĐůƵĚĞƉŽƐŝƟǀĞƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐ͕ĞīĞĐƟǀĞĐůĂƐƐŵĂŶĂŐĞŵĞŶƚ͕ĂŶĚ ƚƌĂŶƐŵŝƐƐŝŽŶŽĨĐůĞĂƌĂŶĚĐŽŶƐŝƐƚĞŶƚĞdžƉĞĐƚĂƟŽŶƐ͘ƚĂƉĞĚĂŐŽŐŝĐĂůůĞǀĞů͕ĞŶŐĂŐĞŵĞŶƚŝƐĞŶŚĂŶĐĞĚďLJ ƚŚĞƋƵĂůŝƚLJŽĨƚĞĂĐŚŝŶŐŝŶƐƚƌƵĐƟŽŶ͕ĞŶƚŚƵƐŝĂƐŵŽĨƚŚĞƚĞĂĐŚĞƌ͕ĞīĞĐƟǀĞƵƐĞŽĨƐƚƌƵĐƚƵƌĞĂŶĚƌŽƵƟŶĞ͕ and a degree of autonomy or choice in learning (van Uden et al., 2014). 27 ƚŚĞŝƌƐĐŚŽŽůLJĞĂƌƐ;ůůŝƐŽŶ͕ZŽĞŐĞƌ͕ΘZĞŝŶĨĞůĚͲ<ŝƌŬŵĂŶ͕ϮϬϬϵ͖ ĂŬĞ͕ WƌŝĐĞ͕ Θ dĞůůũŽŚĂŶŶ͕ ϮϬϬϯ͖ ZŝŐďLJ͕ ϮϬϭϯ͖ ZƆŶŶŝŶŐ Ğƚ Ăů͕͘ 2009). &ĂƌƌŝŶŐƚŽŶ ĂŶĚ dƚŽĮ͚Ɛ ;ϮϬϭϭͿ ŵĞƚĂͲĂŶĂůLJƐŝƐ ŽĨ ϰϰ ďƵůůLJŝŶŐ ƌĞƐƉŽŶƐĞ ĂŶĚ ƉƌĞǀĞŶƟŽŶ ƉƌŽŐƌĂŵ ĞǀĂůƵĂƟŽŶƐ ĨŽƵŶĚ ƚŚĂƚ ďƵůůLJŝŶŐ ĂŶĚ ǀŝĐƟŵŝƐĂƟŽŶ ƉƌĞǀĂůĞŶĐĞ ĚĞĐƌĞĂƐĞĚ ďLJ ĂƌŽƵŶĚ ϮϬйďƵƚƚŚĂƚƚŚĞƌĞǁĂƐĐŽŶƐŝĚĞƌĂďůĞǀĂƌŝĂďŝůŝƚLJŝŶƌĞƐƵůƚƐ͘dŚĞLJ found the following program elements to be associated with a ĚĞĐƌĞĂƐĞŝŶďƵůůLJŝŶŐĂŶĚǀŝĐƟŵŝƐĂƟŽŶ͗ • /ŶƚĞŶƐŝǀĞƉƌŽŐƌĂŵƐ;Ğ͘Ő͘ŶƵŵďĞƌŽĨŚŽƵƌƐͿ • WƌŽŐƌĂŵƐǁŝƚŚůŽŶŐĞƌĚƵƌĂƟŽŶ • WƌŽŐƌĂŵƐŝŶĐůƵĚŝŶŐƉĂƌĞŶƚŵĞĞƟŶŐƐ • Firm disciplinary methods • /ŵƉƌŽǀĞĚƉůĂLJŐƌŽƵŶĚƐƵƉĞƌǀŝƐŝŽŶ Their research also sheds light on what does not work in ƉƌĞǀĞŶƟŶŐ Žƌ ƌĞĚƵĐŝŶŐ ďƵůůLJŝŶŐ͘ WƌŽŐƌĂŵƐ ƚŚĂƚ ŝŶǀŽůǀĞĚ ƚŚĞ formal engagement of peers in tackling bullying (e.g. peer ŵĞĚŝĂƟŽŶ Žƌ ƉĞĞƌ ŵĞŶƚŽƌŝŶŐͿ ǁĞƌĞ ƐŝŐŶŝĮĐĂŶƚůLJ ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚĂŶŝŶĐƌĞĂƐĞŝŶǀŝĐƟŵŝƐĂƟŽŶ͘ A number of research reviews highlight the importance of a ƐLJƐƚĞŵĂƟĐǁŚŽůĞͲƐĐŚŽŽůĂƉƉƌŽĂĐŚƚŽĞīĞĐƟǀĞůLJƉƌĞǀĞŶƚĂŶĚ manage all forms of bullying behaviours in schools and the need to strengthen capacity supports to enable schools to ƉƵƚĞǀŝĚĞŶĐĞŝŶƚŽŝŶĨŽƌŵĞĚƉƌĂĐƟĐĞ;,ŽŶŐΘƐƉĞůĂŐĞ͕ϮϬϭϮ͖ WĞĂƌĐĞ͕ƌŽƐƐ͕DŽŶŬƐ͕tĂƚĞƌƐ͕Θ&ĂůĐŽŶĞƌ͕ϮϬϭϭͿ͘WĞĂƌĐĞĞƚĂů͛͘Ɛ ;ϮϬϭϭͿƌĞǀŝĞǁŽĨĞdžŝƐƟŶŐƌĞƐĞĂƌĐŚĨŽƵŶĚƚŚĞĨŽůůŽǁŝŶŐƐĐŚŽŽůͲ ǁŝĚĞĂĐƟǀŝƟĞƐƚŽďĞĂƐƐŽĐŝĂƚĞĚǁŝƚŚĂĚĞĐƌĞĂƐĞŝŶďƵůůLJŝŶŐ͗ • ƉĂƌĞŶƚƚƌĂŝŶŝŶŐͬŵĞĞƟŶŐƐ • teacher training • improved playground supervision • disciplinary methods Useful links DŝŶĚĚ;h<ĞƉĂƌƚŵĞŶƚŽĨ,ĞĂůƚŚͿ Guidance on children and young people’s ŵĞŶƚĂůŚĞĂůƚŚ͕ǁĞůůďĞŝŶŐĂŶĚĚĞǀĞůŽƉŵĞŶƚ for adults working with children and youth ƚŽŚĞůƉƚŚĞŵƐƵƉƉŽƌƚƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨ young healthy minds ŚƩƉƐ͗ͬͬǁǁǁ͘ŵŝŶĚĞĚ͘ŽƌŐ͘ƵŬͬ ^ƚƵĚĞŶƚƐƐĂLJŝƚŝƐďĂĚǁŚĞŶƚĞĂĐŚĞƌƐ͗ • yell • blame you when it was someone else • refuse to believe you • talk on and on • ŵĂŬĞƐĂƌĐĂƐƟĐũŽŬĞƐ • ƚĞůůLJŽƵLJŽƵ͛ƌĞĂďĂĚĐůĂƐƐ • have favorites • hold up your mistakes • embarrass you in front of the class • put you down • tease you • compare you to your brothers or sisters ;ĂŚŝůů͕^ŚĂǁ͕tLJŶΘ^ŵŝƚŚ͕ϮϬϬϰͿ 28 • ĐŽŽƉĞƌĂƟǀĞŐƌŽƵƉǁŽƌŬďĞƚǁĞĞŶƉƌŽĨĞƐƐŝŽŶĂůƐ • school assemblies • ŝŶĨŽƌŵĂƟŽŶĨŽƌƉĂƌĞŶƚƐ • classroom rules and classroom management • ǁŚŽůĞͲƐĐŚŽŽůĂŶƟͲďƵůůLJŝŶŐƉŽůŝĐLJ • ƐƵƉƉŽƌƟǀĞƐĐŚŽŽůĐƵůƚƵƌĞ • ƉƌŽĂĐƟǀĞƉŽůŝĐŝĞƐ͕ƉƌŽĐĞĚƵƌĞƐĂŶĚƉƌĂĐƟĐĞƐ • school community key understandings and competencies • ƉƌŽƚĞĐƟǀĞƐĐŚŽŽůĞŶǀŝƌŽŶŵĞŶƚ • school–family–community partnerships ŶŚĂŶĐŝŶŐƐĐŚŽŽůͲŚŽŵĞƌĞůĂƟŽŶƐŚŝƉƐ dŚĞĚĞǀĞůŽƉŵĞŶƚŽĨƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐŝƐŶŽƚĐŽŶĮŶĞĚƚŽƚŚĞƐĐŚŽŽů͕ƚŚĞƐĞƐŬŝůůƐĂƌĞĂůƐŽ ůĞĂƌŶĞĚĂŶĚƉƌĂĐƟĐĞĚŝŶƚŚĞĨĂŵŝůLJ͘dŚĞĞŵŽƟŽŶĂůůĞƐƐŽŶƐƚŚĂƚĐŚŝůĚƌĞŶůĞĂƌŶĨƌŽŵƚŚĞŝƌƉĂƌĞŶƚƐĂƌĞ ƉŽǁĞƌĨƵůĂŶĚůŽŶŐͲůĂƐƟŶŐ͘/ŶĨĂĐƚ͕ƌĞƐĞĂƌĐŚƐƵŐŐĞƐƚƐƚŚĂƚƉĂƌĞŶƚĂůĞŶŐĂŐĞŵĞŶƚŝŶůĞĂƌŶŝŶŐĂŶĚƚŚĞ ĂƚŵŽƐƉŚĞƌĞƚŽǁĂƌĚƐůĞĂƌŶŝŶŐŝŶƚŚĞŚŽŵĞŝƐƚŚĞ͚ŐƌĞĂƚĞƐƚůĞǀĞƌĨŽƌĐŚŝůĚƌĞŶ͛ƐĂĐŚŝĞǀĞŵĞŶƚ͛;'ŽŽĚĂůů͕ ϮϬϭϯͿ͘&ŽƌƚŚŝƐƌĞĂƐŽŶ͕ŝƚŝƐĐƌŝƟĐĂůƚŚĂƚƐĐŚŽŽůƐĨŽƐƚĞƌƐƚƌŽŶŐƌĞůĂƟŽŶƐŚŝƉƐǁŝƚŚĨĂŵŝůŝĞƐ͘ There is strong evidence that parental involvement in schooling and in student learning makes a ƐŝŐŶŝĮĐĂŶƚĚŝīĞƌĞŶĐĞƚŽĞĚƵĐĂƟŽŶĂůĂĐŚŝĞǀĞŵĞŶƚĂŶĚƐƚƵĚĞŶƚǁĞůůďĞŝŶŐŽƵƚĐŽŵĞƐ;Ƶůů͕ƌŽŽŬŝŶŐ͕Θ ĂŵƉďĞůů͕ϮϬϬϴ͖'ŽŽĚĂůů͕ϮϬϭϯ͖,ŽŽǀĞƌͲĞŵƉƐĞLJĞƚĂů͕͘ϮϬϬϱ͖:ĞLJŶĞƐ͕ϮϬϭϮͿ͘/ŶĂĚĚŝƟŽŶƚŽŝŶŇƵĞŶĐŝŶŐ ĂĐĂĚĞŵŝĐĂĐŚŝĞǀĞŵĞŶƚ͕ƚŚĞĂǀĂŝůĂďůĞůŝƚĞƌĂƚƵƌĞƐƵŐŐĞƐƚƐƚŚĂƚƐƚƵĚĞŶƚƐǁŝƚŚ͚ŝŶǀŽůǀĞĚ͛ƉĂƌĞŶƚƐǁĞƌĞ more likely to: • enrol in higher-level programs • ĂƩĞŶĚƐĐŚŽŽůƌĞŐƵůĂƌůLJ • ŚĂǀĞďĞƩĞƌƐŽĐŝĂůƐŬŝůůƐ͕ƐŚŽǁŝŵƉƌŽǀĞĚďĞŚĂǀŝŽƵƌ͕ĂŶĚĂĚĂƉƚǁĞůůƚŽƐĐŚŽŽů • ŐŽŽŶƚŽƉŽƐƚͲĐŽŵƉƵůƐŽƌLJĞĚƵĐĂƟŽŶ dŚĞƐĞďĞŶĞĮƚƐŚĂǀĞďĞĞŶĨŽƵŶĚƚŽďĞŝŶĚĞƉĞŶĚĞŶƚŽĨŝŶĐŽŵĞŽƌďĂĐŬŐƌŽƵŶĚ͘ 29 /Ŷ ůŝŐŚƚ ŽĨ ƚŚŝƐ ĞǀŝĚĞŶĐĞ͕ ƚŚĞƌĞ ŝƐ ŝŶĐƌĞĂƐŝŶŐ ŝŶƚĞƌĞƐƚ ŝŶ ŚŽǁ ƐĐŚŽŽůƐĐĂŶďĞƐƚƐƵƉƉŽƌƚƉĂƌĞŶƚĂůŝŶǀŽůǀĞŵĞŶƚŝŶƐĐŚŽŽůƐ͘/ŶĂŶ ĞdžƚĞŶƐŝǀĞƌĞǀŝĞǁŽĨƚŚĞůŝƚĞƌĂƚƵƌĞ͕&ĞƌŐƵƐŽŶ;ϮϬϬϴͿŚŝŐŚůŝŐŚƚƐ the following strategies that schools can use: • • • Create a welcoming environment that fosters familyƐĐŚŽŽůƌĞůĂƟŽŶƐŚŝƉƐĂŶĚƚƌĂŶƐĐĞŶĚƐĐŽŶƚĞdžƚ͕ĐƵůƚƵƌĞ͕ĂŶĚ language dĂƌŐĞƚĂŶLJŵŝƐĐŽŶĐĞƉƟŽŶƐĂŵŽŶŐƚĞĂĐŚĞƌƐĂŶĚͬŽƌƉĂƌĞŶƚƐ that lead to mistrust or that lead to parents thinking that schools are not interested in their involvement or input Create structures - policy, procedures, processes, and relevant resources - that encourage family involvement, as ŽƉƉŽƐĞĚƚŽƐƉŽƌĂĚŝĐĂƩĞŵƉƚƐƚŽŝŶĐůƵĚĞƉĂƌĞŶƚƐ Hoover-Dempsey et al. (2005) review the evidence around ǁŚLJ ƉĂƌĞŶƚƐ ďĞĐŽŵĞ ŝŶǀŽůǀĞĚ ĂŶĚ ƌĞĐŽŵŵĞŶĚ ƐƵďƐĞƋƵĞŶƚ ƐƚƌĂƚĞŐŝĞƐ ĨŽƌ ƐĐŚŽŽů ĂŶĚ ƚĞĂĐŚĞƌ ƉƌĂĐƟĐĞ͘ dŚĞLJ ƌĞĐŽŵŵĞŶĚ that schools need to not only increase their capacity for ŝŶǀŝƟŶŐ ƉĂƌĞŶƚĂů ŝŶǀŽůǀĞŵĞŶƚ ;Ğ͘Ő͘ ƚŚƌŽƵŐŚ ĐƌĞĂƟŶŐ Ă welcoming school environment and establishing trust with the ǁŝĚĞƌƐĐŚŽŽůĐŽŵŵƵŶŝƚLJͿ͕ďƵƚĂůƐŽĞŶŚĂŶĐĞƉĂƌĞŶƚƐ͛ĐĂƉĂĐŝƚLJ ƚŽďĞĐŽŵĞŝŶǀŽůǀĞĚ;Ğ͘Ő͘ŝŶǀŝƚĞƐƉĞĐŝĮĐŝŶǀŽůǀĞŵĞŶƚ͕ŽīĞƌŝŶŐ Ă ƌĂŶŐĞ ŽĨ ƐƵŐŐĞƐƟŽŶƐ ƚŚĂƚ ĂƌĞ ƐĞŶƐŝƟǀĞ ƚŽ ĚŝǀĞƌƐĞ ƉĂƌĞŶƚ ƐŝƚƵĂƟŽŶƐͿ͘ Useful links ƵůůLJ^ƚŽƉƉĞƌƐ;Ϳ ŝŵƐƚŽƐƚƌĞŶŐƚŚĞŶďƵůůLJŝŶŐƉƌĞǀĞŶƟŽŶĂŶĚ ĞŵƉŽǁĞƌĞǀĞƌLJŽŶĞƚŽŵĂŬĞĂƐƚĂŶĚĂŶĚ become a bully stopper, reducing incidences of bullying in Victorian schools ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬĂďŽƵƚͬ ƉƌŽŐƌĂŵƐͬďƵůůLJƐƚŽƉƉĞƌƐͬWĂŐĞƐͬĚĞĨĂƵůƚ͘ĂƐƉdž <ŝĚƐDĂƩĞƌ <ŝĚƐDĂƩĞƌƉƌŽǀŝĚĞƐŝŶĨŽƌŵĂƟŽŶĂďŽƵƚ ƚŚĞĐƌŝƟĐĂůƌŽůĞƉĂƌĞŶƚƐĂŶĚĐĂƌĞƌƐƉůĂLJŝŶ ƐƵƉƉŽƌƟŶŐĐŚŝůĚƌĞŶ͛ƐƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂů learning ŚƩƉƐ͗ͬͬǁǁǁ͘ŬŝĚƐŵĂƩĞƌ͘ĞĚƵ͘ĂƵͬĨĂŵŝůŝĞƐͬ ĂďŽƵƚͲďĞŚĂǀŝŽƵƌͬŐĞƫŶŐͲĂůŽŶŐͬƐƵƉƉŽƌƟŶŐͲ ĐŚŝůĚƌĞŶйϮйϴϬйϵϵƐͲƐŽĐŝĂůͲĂŶĚͲĞŵŽƟŽŶĂůͲ learning ƵůůLJŝŶŐŝŶƵƐƚƌĂůŝĂŶ^ĐŚŽŽůƐ The term parental engagement has been proposed as a useful replacement for the term parental involvement as it ƌĞĐŽŐŶŝƐĞƐƚŚĂƚƚŚĞƉƌŽĐĞƐƐŝƐĚĞĞƉĞƌĂŶĚŵŽƌĞĐŽŵƉůĞdžƚŚĂŶ ŝŶǀŽůǀĞŵĞŶƚ ŝŶ ƐĐŚŽŽůͲŝŶŝƟĂƚĞĚ Žƌ ƐĐŚŽŽůͲďĂƐĞĚ ĂĐƟǀŝƟĞƐ͘ Goodall (2013) mounts an evidence-based argument to demonstrate that parental engagement with learning in the ŚŽŵĞ ĂŶĚ ƚŚĞ ͚ĂƚŵŽƐƉŚĞƌĞ ƚŽǁĂƌĚƐ ůĞĂƌŶŝŶŐ ŝŶ ƚŚĞ ŚŽŵĞ͛ ŚĂƐ Ă ŵŽƌĞ ƉƌŽĨŽƵŶĚ ĞīĞĐƚ ŽŶ ĐŚŝůĚƌĞŶ͛Ɛ ĂĐŚŝĞǀĞŵĞŶƚ ƚŚĂŶ ƉĂƌĞŶƚĂůŝŶǀŽůǀĞŵĞŶƚŝŶƐĐŚŽŽůͲďĂƐĞĚĂĐƟǀŝƟĞƐ͘dŚĞƌĞĨŽƌĞ͕ƚŚĞ ƋƵĞƐƟŽŶďĞĐŽŵĞƐŚŽǁƚŽĞŶŐĂŐĞƉĂƌĞŶƚƐŝŶĐŚŝůĚƌĞŶ͛ƐůĞĂƌŶŝŶŐ and not simply how to increase direct parental contact with schools. • KǀĞƌĂƋƵĂƌƚĞƌ;ϮϳйͿŽĨzĞĂƌϰͲϵ ƐƚƵĚĞŶƚƐƌĞƉŽƌƚĞdžƉĞƌŝĞŶĐŝŶŐďƵůůLJŝŶŐ at least once during the last term at school • ,ƵƌƞƵůƚĞĂƐŝŶŐǁĂƐƚŚĞŵŽƐƚ prevalent of all bullying behaviours ĞdžƉĞƌŝĞŶĐĞĚďLJƐƚƵĚĞŶƚƐ͕ĨŽůůŽǁĞĚďLJ ŚĂǀŝŶŐŚƵƌƞƵůůŝĞƐƚŽůĚĂďŽƵƚƚŚĞŵ • Cyberbullying happens to about one in 10 Australian young people every ĨĞǁǁĞĞŬƐŽƌŵŽƌĞŽŌĞŶ ;/,t͕ϮϬϭϭ͖ƌŽƐƐĞƚĂů͕͘ϮϬϬϵͿ 30 WĂƌĞŶƚĂůŝŶǀŽůǀĞŵĞŶƚƚĞŶĚƐƚŽĚĞĐůŝŶĞŝŶƚŚĞůĂƚĞƌLJĞĂƌƐ͕ŚŽǁĞǀĞƌƚŚŝƐŵĂLJŶŽƚďĞƐLJŵƉƚŽŵĂƟĐǁŝƚŚ a decline in parental engagement (Hoover-Dempsey et al., 2005). The decline in involvement may ƌĞŇĞĐƚƚŚĞĨĂĐƚƚŚĂƚŝƚŵĂLJďĞĞĂƐŝĞƌĨŽƌƐĐŚŽŽůƐƚŽĂůůŽĐĂƚĞƌŽůĞƐƚŽƉĂƌĞŶƚƐǁŚĞŶƐƚƵĚĞŶƚƐĂƌĞŝŶ ĞĂƌůŝĞƌŐƌĂĚĞƐ͕ŽƌƚŚĂƚƉĂƌĞŶƚƐƚŚĞŵƐĞůǀĞƐŵĂLJŚĂǀĞŵŽƌĞĂǀĂŝůĂďůĞƟŵĞŝŶƚŚŝƐƉĂƌƚŽĨƚŚĞůŝĨĞƉŚĂƐĞ ;:ĞLJŶĞƐ͕ ϮϬϭϮͿ͘ Ƶůů Ğƚ Ăů͘ ;ϮϬϬϴͿ ĚĞŵŽŶƐƚƌĂƚĞĚ ƚŚĂƚ ƐĐŚŽŽůƐ ĐĂŶ ŶŽǁ ŵĂŬĞ ĞīĞĐƟǀĞ ƵƐĞ ŽĨ ŶĞǁ technologies to enhance parental engagement. Methods such as SMS messaging to mobile phones, and use of the internet can help to strengthen links between school and home. dŚĞ ůŝƚĞƌĂƚƵƌĞ ĂůƐŽ ŚŝŐŚůŝŐŚƚƐ ƐŽŵĞ ŬĞLJ ƉƌŽŵŝƐŝŶŐ ƉƌĂĐƟĐĞƐ ĨŽƌ ƉĂƌĞŶƚƐ ŝŶ ƚĞƌŵƐ ŽĨ ĨŽƐƚĞƌŝŶŐ ƐƚƵĚĞŶƚĂĐŚŝĞǀĞŵĞŶƚĂŶĚǁĞůůďĞŝŶŐ͘&ŽƌĞdžĂŵƉůĞ͕ďĂƐĞĚŽŶŚĞƌƌĞƐĞĂƌĐŚĂďŽƵƚĞīĞĐƟǀĞƉĂƌĞŶƚĂů engagement, Goodall (2013) highlights that it is not ‘who the parents are (in terms of their own ĞĚƵĐĂƟŽŶĂůďĂĐŬŐƌŽƵŶĚƐ͕ƐŽĐŝŽĞĐŽŶŽŵŝĐůĞǀĞůĞƚĐ͘ͿďƵƚǁŚĂƚƚŚĞLJĚŽƚŚĂƚŵĂƩĞƌƐ͘^ŚĞƉƌĞƐĞŶƚƐƐŝdž ĞůĞŵĞŶƚƐŽĨĞīĞĐƟǀĞƉĂƌĞŶƚĂůĞŶŐĂŐĞŵĞŶƚƚŚĂƚƐƵƉƉŽƌƚƐƚƵĚĞŶƚĂĐŚŝĞǀĞŵĞŶƚ͗ 31 • ƵƚŚŽƌŝƚĂƟǀĞƉĂƌĞŶƟŶŐƐƚLJůĞʹŝŶǀŽůǀĞƐĂůĞǀĞůŽĨƉĂƌĞŶƚĂůĐŽŶƚƌŽůĂƉƉƌŽƉƌŝĂƚĞƚŽƚŚĞĐŚŝůĚ͛ƐůĞǀĞů ŽĨĚĞǀĞůŽƉŵĞŶƚ͕ǁĂƌŵƚŚ͕ĚŝƐĐƵƐƐŝŽŶĂŶĚŝŶǀŽůǀĞŵĞŶƚŝŶĐŚŝůĚƌĞŶ͛ƐůĞĂƌŶŝŶŐ • >ĞĂƌŶŝŶŐŝŶƚŚĞŚŽŵĞʹƐŝŵƉůĞ͕ĞǀĞƌLJĚĂLJĂĐƟǀŝƟĞƐƐƵĐŚĂƐƌĞĂĚŝŶŐƚŽĂŶĚǁŝƚŚĐŚŝůĚƌĞŶ͕ƐŝŶŐŝŶŐ songs or doing artwork • Beginning engagement with learning early – beginning engagement in learning environments ĂŶĚŝŶƚĞƌĂĐƟŽŶǁŝƚŚŽƚŚĞƌĐŚŝůĚƌĞŶĞĂƌůLJŚĂƐƉŽƐŝƟǀĞĞīĞĐƚƐŝŶƚŚĞůŽŶŐƚĞƌŵ • Staying engaged throughout school – parental engagement is important throughout the schooling ĞdžƉĞƌŝĞŶĐĞ͕ ŝŶĐůƵĚŝŶŐ ŝŶ ƐĞĐŽŶĚĂƌLJ ƐĐŚŽŽů͘ ŶŐĂŐĞŵĞŶƚ ŝŶ ƟŵĞƐ ŽĨ ƚƌĂŶƐŝƟŽŶ ŝƐ ŝĚĞŶƟĮĞĚ ĂƐ especially important • ,ŽůĚŝŶŐĂŶĚƉĂƐƐŝŶŐŽŶŚŝŐŚĂƐƉŝƌĂƟŽŶƐʹ/ĨƉĂƌĞŶƚƐǀĂůƵĞĞĚƵĐĂƟŽŶŚŝŐŚůLJ͕ƚŚĞŝƌĐŚŝůĚƌĞŶĂƌĞ ŵŽƌĞůŝŬĞůLJƚŽĚŽƐŽ͘WĂƌĞŶƚĂůĂƐƉŝƌĂƟŽŶƐŚĂǀĞďĞĞŶůŝŶŬĞĚƚŽƉĞƌƐŝƐƚĞŶĐĞŝŶƐĐŚŽŽůĂŶĚĐŽŶƟŶƵŝŶŐ ŝŶĞĚƵĐĂƟŽŶ • dĂŬŝŶŐĂŶĂĐƟǀĞŝŶƚĞƌĞƐƚŝŶĐŚŝůĚƌĞŶ͛ƐůĞĂƌŶŝŶŐĂŶĚĞĚƵĐĂƟŽŶʹůƚŚŽƵŐŚƉĂƌĞŶƚĂůĞŶŐĂŐĞŵĞŶƚŽĨ ƐƚƵĚĞŶƚƐ͛ůĞĂƌŶŝŶŐŝŶƚŚĞŚŽŵĞŝƐƐĞĞŶƚŽďĞŵŽƐƚĞīĞĐƟǀĞ͕ŝƚŝƐĂůƐŽŝŵƉŽƌƚĂŶƚĨŽƌƉĂƌĞŶƚƐƚŽŚĂǀĞ direct contact with the school. ŶŚĂŶĐŝŶŐƐĐŚŽŽůͲĂŐĞŶĐLJƌĞůĂƟŽŶƐŚŝƉƐ dŚĞƌĞ ŝƐ ŐƌŽǁŝŶŐ ĞǀŝĚĞŶĐĞ ƚŚĂƚ ƐĐŚŽŽůƐ ĂŶĚ ĐŽŵŵƵŶŝƟĞƐ ǁŽƌŬŝŶŐ ƚŽŐĞƚŚĞƌ ĐĂŶ ĞŶŚĂŶĐĞ Ă ĐŚŝůĚ͛Ɛ ǁĞůůďĞŝŶŐ ĂŶĚ school outcomes, fostering shared ownership, commitment and leadership. By working together, schools, families and ĐŽŵŵƵŶŝƟĞƐĐĂŶŝŶĐƌĞĂƐĞƚŚĞŝƌĐŽŵďŝŶĞĚĐĂƉĂĐŝƚLJƚŽƉŽƐŝƟǀĞůLJ ŝŶŇƵĞŶĐĞƐƚƵĚĞŶƚŽƵƚĐŽŵĞƐ͘dŚŝƐŵĞĂŶƐŽƉĞŶŝŶŐƵƉƐĐŚŽŽůƐ ƚŽďĞ͛ŽƵƚǁĂƌĚĨĂĐŝŶŐ͕͛ƐŚŝŌŝŶŐƌĞůĂƟŽŶƐŚŝƉƐ͕ĂƫƚƵĚĞƐĂŶĚƚŚĞ deployment of resources. /ƚŝƐŝŵƉŽƌƚĂŶƚĨŽƌƐĐŚŽŽůƐƚŽĞƐƚĂďůŝƐŚůŝŶŬƐǁŝƚŚĐŽŵŵƵŶŝƚLJ ƐĞƌǀŝĐĞƐ ƚŽ ƉƌŽǀŝĚĞ ĂĚĚŝƟŽŶĂů ƐƵƉƉŽƌƚ ĂŶĚ ƌĞƐŽƵƌĐĞƐ ƚŽ ĐŚŝůĚƌĞŶĂŶĚĨĂŵŝůŝĞƐǁŚĞƌĞŶĞĞĚĞĚ͘tŝƚŚĂŶĞƐƟŵĂƚĞĚϭϳй of children and young people aged 4-17 years (Sawyer et al., ϮϬϬϬͿĂŶĚϮϲйŽĨLJŽƵŶŐƉĞŽƉůĞĂŐĞĚϭϲͲϮϱĞdžƉĞƌŝĞŶĐŝŶŐĂƚ ůĞĂƐƚ ŽŶĞ ŵĞŶƚĂů ĚŝƐŽƌĚĞƌ ;^ůĂĚĞ Ğƚ Ăů͕͘ ϮϬϬϵͿ͕ ŝƚ ŝƐ ĞƐƐĞŶƟĂů that schools are aware of appropriate referral pathways for students. Help-seeking studies have found that students are reluctant to seek help from professional sources because this means engaging with a person who is a stranger about their most personal problems. However, teachers can have a ƉŽǁĞƌĨƵůƌŽůĞŝŶĂĐƟŶŐĂƐĂŐĂƚĞŬĞĞƉĞƌĨŽƌƚŚĞLJŽƵŶŐƉĞƌƐŽŶƚŽ ĂĐĐĞƐƐƉƌŽĨĞƐƐŝŽŶĂůŚĞůƉ;DĂnjnjĞƌΘZŝĐŬǁŽŽĚ͕ϮϬϭϯ͖ZŝĐŬǁŽŽĚ ĞƚĂů͕͘ϮϬϬϱͿ͘WƌŽĨĞƐƐŝŽŶĂůŚĞůƉͲƐĞĞŬŝŶŐŝƐŵƵĐŚŵŽƌĞĞīĞĐƟǀĞ ŝŶƉƌŽǀŝĚŝŶŐƚŚĞďĞƐƚĂĚǀŝĐĞ͘dŚŝƐŝƐƉĂƌƟĐƵůĂƌůLJƐŽĨŽƌŵĞŶƚĂů ŚĞĂůƚŚ ŝƐƐƵĞƐ͕ ĂƐ ƌĞƐĞĂƌĐŚ ƐƵŐŐĞƐƚƐ ƚŚĂƚ ƚŚĞ ƉƌĞǀĞŶƟŽŶ ŽĨ suicide is much more successful when help is sought from professional sources (Rickwood et al., 2005). However, strong school-agency links are not always in place. /Ŷ ƌĞĐĞŶƚ ƌĞƐĞĂƌĐŚ͕ ƐĞĐŽŶĚĂƌLJ ƐĐŚŽŽů ƚĞĂĐŚĞƌƐ ƌĞŐĂƌĚĞĚ ƐƵƉƉŽƌƟŶŐƐƚƵĚĞŶƚŵĞŶƚĂůŚĞĂůƚŚĂƐƉĂƌƚŽĨƚŚĞŝƌƌŽůĞ͕ŚŽǁĞǀĞƌ many were concerned that they lacked the knowledge and skills to respond appropriately to mental health problems (Mazzar & Rickwood, 2013). Teachers were worried about ͚ƐĂLJŝŶŐƚŚĞǁƌŽŶŐƚŚŝŶŐ͛ƚŽǀƵůŶĞƌĂďůĞLJŽƵŶŐƉĞŽƉůĞĂŶĚĂůƐŽ ĨĂĐĞĚ ĐŚĂůůĞŶŐĞƐ ĚĞĚŝĐĂƟŶŐ ƟŵĞ ƚŽ ƚŚŝƐ ŝƐƐƵĞ ĂŵŽŶŐƐƚ ƚŚĞŝƌ ŽƚŚĞƌ ŵƵůƟƉůĞ ĚĞŵĂŶĚƐ͘ dĞĂĐŚĞƌƐ ƚŚĞƌĞĨŽƌĞ ŶĞĞĚ ƚŽ ǁŽƌŬ within a well-coordinated pastoral care system, which will ŝŶĐůƵĚĞ ƐĐŚŽŽůͲďĂƐĞĚ ĂŶĚ ĞdžƚĞƌŶĂů ƐƵƉƉŽƌƚ͘ dŚŝƐ ƌĞƐĞĂƌĐŚ Useful links &ĂŵŝůLJΘŽŵŵƵŶŝƚLJWĂƌƚŶĞƌƐŚŝƉƐ ;Ϳ WƌŽǀŝĚĞƐŝŶĨŽƌŵĂƟŽŶĂŶĚĂĚǀŝĐĞŽŶŚŽǁ ƐĐŚŽŽůƐĐĂŶĨŽƐƚĞƌƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐ with families and teh broader school community ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬƐĐŚŽŽůͬ ƉƌŝŶĐŝƉĂůƐͬŚĞĂůƚŚͬƉĂŐĞƐͬĨĂŵĐŽŵŵ͘ĂƐƉdž ƵůůLJŝŶŐĂŶĚŵĞŶƚĂůŚĞĂůƚŚ Children involved in bullying are at risk of a variety of mental health problems. Drake ĞƚĂů͛͘ƐƌĞƐĞĂƌĐŚĨŽƵŶĚƚŚĂƚ͗ • Those who are bulliers were over four ƟŵĞƐŵŽƌĞůŝŬĞůLJƚŽƐƵīĞƌĚĞƉƌĞƐƐŝŽŶ ĂŶĚŽǀĞƌƚŚƌĞĞƟŵĞƐŵŽƌĞůŝŬĞůLJƚŽ ƐƵīĞƌĨƌŽŵĂŶdžŝĞƚLJ͘dŚĞLJǁĞƌĞĂůƐŽ ŵŽƌĞůŝŬĞůLJƚŽƐƵīĞƌƉŽŽƌƉŚLJƐŝĐĂů ŚĞĂůƚŚ͕ĮŐŚƚ͕ĐŚĞĂƚ͕ƵƐĞĚƌƵŐƐ͕ vandalise, truant, carry a weapon, get in trouble with the police, date earlier ĂŶĚďĞŵŽƌĞĂŐŐƌĞƐƐŝǀĞƚŽĚĂƟŶŐ partners • sŝĐƟŵƐŽĨďƵůůLJŝŶŐǁĞƌĞĨŽƵƌƟŵĞƐ ŵŽƌĞůŝŬĞůLJƚŽƐƵīĞƌĚĞƉƌĞƐƐŝŽŶĂŶĚƚŽ ĞdžƉĞƌŝĞŶĐĞƉŚLJƐŝĐĂůŚĞĂůƚŚƐLJŵƉƚŽŵƐ͕ ůŽŶĞůŝŶĞƐƐĂŶĚŶĞŐĂƟǀĞƐĞůĨͲĞƐƚĞĞŵ • dŚŽƐĞǁŚŽĂƌĞďƵůůŝĞƌƐĂŶĚǀŝĐƟŵƐ ǁĞƌĞŽǀĞƌƐŝdžƟŵĞƐŵŽƌĞůŝŬĞůLJƚŽ ƐƵīĞƌĨƌŽŵĚĞƉƌĞƐƐŝŽŶ͖ĂŶĚŽǀĞƌ ƐŝdžƟŵĞƐŵŽƌĞůŝŬĞůLJƚŽƐƵīĞƌĨƌŽŵ ĂŶdžŝĞƚLJ ;ĂŬĞĞƚĂů͕͘ϮϬϬϯ͖ŐŐĞƌΘŶŐŽůĚ͕ϮϬϬϲͿ͘ 32 ĂůƐŽƉŽŝŶƚĞĚƚŽƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨĐůĞĂƌůLJĚĞůŝŶĞĂƟŶŐƌŽůĞƐŽĨƚŚĞǀĂƌŝŽƵƐƉĞŽƉůĞĂŶĚŽƌŐĂŶŝƐĂƟŽŶƐ involved in the response, so that teachers are aware of where their role ‘begins and ends within this ƐLJƐƚĞŵŽĨĐĂƌĞ͛;DĂnjnjĂƌΘZŝĐŬǁŽŽĚ͕ϮϬϭϯͿ͘ Similar research in the UK found that primary teachers were unaware of appropriate referral pathways ďƵƚĞdžƉƌĞƐƐĞĚŚŝŐŚŝŶƚĞƌĞƐƚŝŶůĞĂƌŶŝŶŐŵŽƌĞĂďŽƵƚƚŚĞƐĞĂƐƚŚĞLJƌĞĐŽŐŶŝƐĞĚŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐ ƚŽďĞĂƐŝŐŶŝĮĐĂŶƚŝƐƐƵĞŝŶƚŚĞŝƌĐůĂƐƐƌŽŽŵƐ;'ŽǁĞƌƐ͕dŚŽŵĂƐ͕ΘĞĞůĞLJ͕ϮϬϬϰͿ͘KƚŚĞƌƌĞƐĞĂƌĐŚŝŶ the UK with school nurses found that while they recognised mental health to be an important issue ŝŶ ƐĐŚŽŽůƐ͕ ƚŚĞLJ ŚĂĚ ŚĞĂǀLJ ǁŽƌŬůŽĂĚƐ͕ ůĂĐŬĞĚ ĐŽŶĮĚĞŶĐĞ ŝŶ ƌĞƐƉŽŶĚŝŶŐ ƚŽ ŶĞĞĚƐ ĂŶĚ ŚĂĚ ůŝŵŝƚĞĚ ĞĚƵĐĂƟŽŶ ĂŶĚ ƚƌĂŝŶŝŶŐ ŽƉƉŽƌƚƵŶŝƟĞƐ͘ dŚĞLJ ŚŝŐŚůLJ ǀĂůƵĞĚ ƐƵƉƉŽƌƚ ĨƌŽŵ ĞdžƚĞƌŶĂů ŵĞŶƚĂů ŚĞĂůƚŚ specialists. The researchers concluded that school nurses should have specialist training to assist ƚŚĞŵ ǁŝƚŚ ƚŚĞŝƌ ƌŽůĞ ŝŶ ͚ƐŝŐŶƉŽƐƟŶŐ ĂŶĚ ĞĂƌůLJ ŝŶƚĞƌǀĞŶƟŽŶ ĂĐƟǀŝƟĞƐ͛ ďƵƚ ƚŚĂƚ ŝƚ ǁĂƐ ĞƐƐĞŶƟĂů ĨŽƌ them to have well-established networks with specialist mental health teams so that they could refer ĂƉƉƌŽƉƌŝĂƚĞĐĂƐĞƐ;WƌLJũŵĂĐŚƵŬ͕'ƌĂŚĂŵ͕,ĂĚĚĂĚ͕ΘdLJůĞĞ͕ϮϬϭϮͿ͘ KƚŚĞƌŝŶƚĞƌŶĂƟŽŶĂůůŝƚĞƌĂƚƵƌĞŚŝŐŚůŝŐŚƚƐĂŐĂƉďĞƚǁĞĞŶƚŚĞƌŚĞƚŽƌŝĐŽĨƐĐŚŽŽůͲĂŐĞŶĐLJĐŽŽƉĞƌĂƟŽŶ ĂŶĚƚŚĞƌĞĂůŝƚLJŽĨĂƉƉůLJŝŶŐŵĞŶƚĂůŚĞĂůƚŚƐƚƌĂƚĞŐŝĞƐŝŶĂŶĞĚƵĐĂƟŽŶĂůƐĞƫŶŐ͘DĂŶLJƐĐŚŽŽůƐƌĞŵĂŝŶ ŝůůͲĞƋƵŝƉƉĞĚƚŽƌĞĐŽŐŶŝƐĞĂŶĚƌĞƐƉŽŶĚƚŽŵĞŶƚĂůŚĞĂůƚŚƉƌŽďůĞŵƐŝŶƐĐŚŽŽůͲĂŐĞĐŚŝůĚƌĞŶĂŶĚƚŚĞƌĞŝƐ ĂĐƌŝƟĐĂůŶĞĞĚƚŽŚĞůƉƐĐŚŽŽůƉĞƌƐŽŶŶĞůŝŵƉƌŽǀĞƚŚĞŝƌƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨŵĞŶƚĂůŚĞĂůƚŚƚŽĞŶƐƵƌĞĞĂƌůLJ ŝĚĞŶƟĮĐĂƟŽŶĂŶĚƉƌŽŵƉƚƌĞĨĞƌƌĂů;&ŝŶŶĞLJ͕ϮϬϬϲͿ͘ 33 An update on the evidence-base informing Social and ŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ ŝŶƚĞƌǀĞŶƟŽŶƐ ^ŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ;^>ͿƉƌŽŐƌĂŵƐƐĞƚŽƵƚƚŽĞdžƉůŝĐŝƚůLJ teach coping and problem-solving skills. SEL involves the ƉƌŽĐĞƐƐĞƐƚŚƌŽƵŐŚǁŚŝĐŚĐŚŝůĚƌĞŶĂŶĚĂĚƵůƚƐĚĞǀĞůŽƉ͕ĞdžƚĞŶĚ ĂŶĚ ĞŶŚĂŶĐĞ ƚŚĞ ŬŶŽǁůĞĚŐĞ͕ ĂƫƚƵĚĞƐ ĂŶĚ ƐŬŝůůƐ ŶĞĐĞƐƐĂƌLJ to understand, manage and communicate about their own ĞŵŽƟŽŶƐ͕ ĨĞĞů ĂŶĚ ƐŚŽǁ ĞŵƉĂƚŚLJ ĨŽƌ ŽƚŚĞƌƐ͕ ĞƐƚĂďůŝƐŚ ĂŶĚ ŵĂŝŶƚĂŝŶƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐ͕ƐĞƚĂŶĚǁŽƌŬƚŽǁĂƌĚƐƉŽƐŝƟǀĞ ŐŽĂůƐ͕ ĚƌĂǁ ŽŶ Ă ƌĞƉĞƌƚŽŝƌĞ ŽĨ ƉŽƐŝƟǀĞ ĐŽƉŝŶŐ ƐƚƌĂƚĞŐŝĞƐ͕ ƚŚŝŶŬ ĐƌŝƟĐĂůůLJ ĂďŽƵƚ ƚŚĞ ŝŶŇƵĞŶĐĞƐ ŽŶ ƚŚĞŝƌ ĐŚŽŝĐĞƐ͕ ĂŶĚ ŵĂŬĞƌĞƐƉŽŶƐŝďůĞĚĞĐŝƐŝŽŶƐ;^>͕ϮϬϭϯ͖&ƌLJĚĞŶďĞƌŐ͕ϮϬϭϬ͖ ,ƌŽŵĞŬΘZŽīĞLJ͕ϮϬϬϵͿ͘^ŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƵŶĚĞƌƐƚĂŶĚŝŶŐƐ and skills are dynamic and inter-related and work to underpin ďŽƚŚƉĞƌƐŽŶĂůƌĞƐŝůŝĞŶĐĞĂŶĚŚĞĂůƚŚLJƌĞůĂƟŽŶƐŚŝƉƐ;,ƌŽŵĞŬΘ ZŽīĞLJ͕ϮϬϬϵͿ͘ ,ĞůƉͲƐĞĞŬŝŶŐʹƚƌĞŶĚƐŝŶĐŚŝůĚƌĞŶĂŶĚ LJŽƵŶŐƉĞŽƉůĞ • Young people are more likely to use informal than formal sources of help, even with serious problems such as ƐƵŝĐŝĚĂůŝĚĞĂƟŽŶ;ZŝĐŬǁŽŽĚĞƚĂů͕͘ 2005). • Research suggests that young people are reluctant to seek help from ƚĞĂĐŚĞƌƐ;DĂnjnjĞƌΘZŝĐŬǁŽŽĚ͕ϮϬϭϯ͖ Rickwood et al., 2005). Young people are most confortable seeking help from friends and the internet are the ƚŽƉƐŽƵƌĐĞƐŽĨŝŶĨŽƌŵĂƟŽŶ;DŝƐƐŝŽŶ Australia, 2014). • Students are more likely to seek help from those teachers they can trust, ĂŶĚǁŚŽƚŚĞLJĮŶĚƚŽďĞĨƌŝĞŶĚůLJĂŶĚ ŶŽŶͲũƵĚŐŵĞŶƚĂů;ĂŚŝůůΘŽīĞLJ͕ϮϬϭϯ͖ DĂnjnjĞƌΘZŝĐŬǁŽŽĚ͕ϮϬϭϯ͖ZŝĐŬǁŽŽĚ ĞƚĂů͕͘ϮϬϬϱ͖ZƵŐŚĂŶŝ͕ĞĂŶĞ͕Θ tŝůƐŽŶ͕ϮϬϭϭͿ͘ dŚĞŽůůĂďŽƌĂƟǀĞĨŽƌĐĂĚĞŵŝĐ͕^ŽĐŝĂů͕ĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ ;^>ͿŚĂƐůĞĚŵƵĐŚŽĨƚŚĞĚĞďĂƚĞĂďŽƵƚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂů ůĞĂƌŶŝŶŐŝŶƚŚĞƉĂƐƚƚǁŽĚĞĐĂĚĞƐ͘^>;ϮϬϬϱͿŚĂƐŝĚĞŶƟĮĞĚ ĮǀĞ ŝŶƚĞƌƌĞůĂƚĞĚ ƐĞƚƐ ŽĨ ĐŽŐŶŝƟǀĞ͕ ĂīĞĐƟǀĞ ĂŶĚ ďĞŚĂǀŝŽƵƌĂů competencies: • Self-awareness • Self-management • Social awareness • ZĞůĂƟŽŶƐŚŝƉƐŬŝůůƐ • Responsible decision-making 34 KƚŚĞƌ ŵŽĚĞůƐ ƐƵĐŚ ĂƐ ƚŚĞ t,K ϭϬ ƐŬŝůůƐ ĨŽƌ ŚĞĂůƚŚ ĨĞĂƚƵƌĞ Ă ƐŝŵŝůĂƌ ƐŬŝůů ƐĞƚ͕ ďƵƚ ĂĚĚ ĂĚĚŝƟŽŶĂů ŝŵƉŽƌƚĂŶƚĐŽŵƉĞƚĞŶĐŝĞƐŝŶĐůƵĚŝŶŐĐƌŝƟĐĂůƚŚŝŶŬŝŶŐ͕ĐŽŶĮĚĞŶĐĞĂŶĚĂĚǀŽĐĂĐLJƐŬŝůůƐ;t,K͕ϮϬϬϯͿ͘dŚĞ t,KϭϬƐŬŝůůƐĨŽƌŚĞĂůƚŚĂƌĞĚŝǀŝĚĞĚŝŶƚŽƚŚƌĞĞďƌŽĂĚĐĂƚĞŐŽƌŝĞƐĂƐƉƌĞƐĞŶƚĞĚŝŶdĂďůĞϰ͘ZĞƐĞĂƌĐŚ ĐŽŶĚƵĐƚĞĚŝŶƚŽĞīĞĐƟǀĞĂƉƉƌŽĂĐŚĞƐƚŽƐĞdžƵĂůŝƚLJĞĚƵĐĂƟŽŶ͕ďŽĚLJŝŵĂŐĞĞĚƵĐĂƟŽŶĂŶĚĚƌƵŐĞĚƵĐĂƟŽŶ ŚĂǀĞ ĂůƐŽ ŚŝŐŚůŝŐŚƚĞĚ ƚŚĂƚ ĐƌŝƟĐĂů ƚŚŝŶŬŝŶŐ ŝƐ Ă ŬĞLJ ƐŬŝůů ĨŽƌ ŚĞĂůƚŚ͕ ƉĂƌƟĐƵůĂƌůLJ ǁŚĞŶ ŶĞĐĞƐƐĂƌLJ ƚŽ ĚĞƚĞĐƚĂŶĚĐŚĂůůĞŶŐĞƚŚĞŝŶŇƵĞŶĐĞŽĨŚĂƌŵĨƵůƐŽĐŝĂůŶŽƌŵƐĨŽƐƚĞƌĞĚǀŝĂƚŚĞŵĞĚŝĂŽƌǁŝƚŚŝŶƚŚĞƉĞĞƌ ĐƵůƚƵƌĞ͘ &ŽƐƚĞƌŝŶŐ ƚŚĞƐĞ ĐƌŝƟĐĂů ƚŚŝŶŬŝŶŐ ĐŽŵƉĞƚĞŶĐŝĞƐ ůĞĂĚƐ ƚŽ LJŽƵŶŐ ƉĞŽƉůĞ ĞdžƉĞƌŝĞŶĐŝŶŐ ĨĞǁĞƌ ĐŽŶĚƵĐƚ ƉƌŽďůĞŵƐ͕ůĞƐƐĞŵŽƟŽŶĂů ĚŝƐƚƌĞƐƐĂŶĚďĞƩĞƌĂĐĂĚĞŵŝĐƉĞƌĨŽƌŵĂŶĐĞ;ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭ͖ 'ƌĞĞŶďĞƌŐĞƚĂů͕͘ϮϬϬϯ͖K͛ĞĂ͕ϮϬϬϬͿ͘ dĂďůĞϯ͗^ŬŝůůƐĨŽƌ,ĞĂůƚŚĂƐŝĚĞŶƟĮĞĚďLJƚŚĞtŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶ;ϮϬϬϯͿ ŽŵŵƵŶŝĐĂƟŽŶĂŶĚ/ŶƚĞƌƉĞƌƐŽŶĂů^ŬŝůůƐ • /ŶƚĞƌƉĞƌƐŽŶĂůĐŽŵŵƵŶŝĐĂƟŽŶƐŬŝůůƐ • EĞŐŽƟĂƟŽŶͬƌĞĨƵƐĂůƐŬŝůůƐ • Empathy building • ŽŽƉĞƌĂƟŽŶĂŶĚƚĞĂŵǁŽƌŬ • Advocacy skills ĞĐŝƐŝŽŶͲDĂŬŝŶŐĂŶĚƌŝƟĐĂůdŚŝŶŬŝŶŐ^ŬŝůůƐ • ĞĐŝƐŝŽŶͲŵĂŬŝŶŐͬƉƌŽďůĞŵͲƐŽůǀŝŶŐƐŬŝůůƐ • ƌŝƟĐĂůƚŚŝŶŬŝŶŐ^ŬŝůůƐ ŽƉŝŶŐĂŶĚ^ĞůĨͲDĂŶĂŐĞŵĞŶƚ^ŬŝůůƐ • ^ŬŝůůƐĨŽƌŝŶĐƌĞĂƐŝŶŐƉĞƌƐŽŶĂůĐŽŶĮĚĞŶĐĞĂŶĚĂďŝůŝƟĞƐƚŽ ĂƐƐƵŵĞĐŽŶƚƌŽů͕ƚĂŬĞƌĞƐƉŽŶƐŝďŝůŝƚLJ͕ŵĂŬĞĂĚŝīĞƌĞŶĐĞ͕ or bring about change 35 • Skills for managing feelings • Skills for managing stress ƐƐŽĐŝĂƟŽŶďĞƚǁĞĞŶ^> curricula and improved wellbeing and academic outcomes Useful links dŚĞŽůůĂďŽƌĂƟǀĞĨŽƌĐĂĚĞŵŝĐ͕^ŽĐŝĂů͕ ĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ;^>Ϳ ^>ůĞĂĚƐƌĞƐĞĂƌĐŚĂŶĚŝŶŶŽǀĂƟŽŶŝŶƚŚĞ ĂƌĞĂŽĨƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ;^>Ϳ ŚƩƉ͗ͬͬǁǁǁ͘ĐĂƐĞů͘ŽƌŐͬ dŚĞƌĞ ŝƐ ĞǀŝĚĞŶĐĞ ƚŚĂƚ ƐƚƵĚĞŶƚƐ ƉĂƌƟĐŝƉĂƟŶŐ ŝŶ ƌŝŐŽƌŽƵƐůLJ ĚĞƐŝŐŶĞĚ ĂŶĚ ǁĞůůͲƚĂƵŐŚƚ ƉƌŽŐƌĂŵƐ ǁŚŝĐŚ ĞdžƉůŝĐŝƚůLJ ĚĞǀĞůŽƉ ^> ƐŬŝůůƐ ĞŶŐĂŐĞ ŝŶ ŵŽƌĞ ƉŽƐŝƟǀĞ ƐŽĐŝĂů ďĞŚĂǀŝŽƵƌ ĂŶĚ ůĞƐƐ ƌŝƐŬLJ ĂŶĚ ĚŝƐƌƵƉƟǀĞ ďĞŚĂǀŝŽƵƌ ;ƐŚĚŽǁŶ Θ ĞƌŶĂƌĚ͕ ϮϬϭϮ͖ ^>͕ ϮϬϭϯ͖ ƵƌůĂŬ Ğƚ Ăů͕͘ ϮϬϭϭ͖ &ƌLJĚĞŶďĞƌŐ͕ ϮϬϭϬ͖ WĂLJƚŽŶ et al., 2008). A meta-analysis of 213 school-based, wholeƐĐŚŽŽůƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐƉƌŽŐƌĂŵƐŝŶǀŽůǀŝŶŐŽǀĞƌ 270,000 students in both primary and secondary schools found that compared to controls, students involved in schoolǁŝĚĞ ^> ƉƌŽŐƌĂŵƐ ĚĞŵŽŶƐƚƌĂƚĞĚ ƐŝŐŶŝĮĐĂŶƚůLJ ŝŵƉƌŽǀĞĚ ƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƐŬŝůůƐ͕ĂƫƚƵĚĞƐ͕ďĞŚĂǀŝŽƵƌ͕ĂŶĚĂĐĂĚĞŵŝĐ performance (Durlak et al., 2011). īĞĐƟǀĞ ƉƌŽŐƌĂŵƐ ǁŚŝĐŚ ĂůƐŽ ĞŶĐŽŵƉĂƐƐ Ă ĨŽĐƵƐ ŽŶ ĚƌƵŐ ĞĚƵĐĂƟŽŶ ĐĂŶ ƉƌŽĚƵĐĞ ƌĞĚƵĐƟŽŶƐ ŝŶ ďƵůůLJŝŶŐ͕ Žƌ ŝŶĐƌĞĂƐĞĚ ƉĞƌƐŝƐƚĞŶĐĞŝŶƐƚƵĚLJ͕ŵŽƌĞƌĞĂůŝƐƟĐƐĞůĨͲĂƉƉƌĂŝƐĂů͕ŝŶĐƌĞĂƐĞŝŶ problem-solving skills, improved mental health (CASEL, 2013). dŚŽƐĞƉƌŽŐƌĂŵƐƚŚĂƚĂůƐŽĨŽĐƵƐŽŶĚƌƵŐĞĚƵĐĂƟŽŶŽƌƐĞdžƵĂůŝƚLJ ĞĚƵĐĂƟŽŶĐĂŶůĞĂĚƚŽƌĞĚƵĐƟŽŶƐŝŶƌŝƐŬLJĚƌƵŐĂŶĚĂůĐŽŚŽůƵƐĞ͕ ŽƌƌŝƐŬLJƐĞdžƵĂůĐŚŽŝĐĞƐ͘ dŚĞƌĞ ŝƐ ĂůƐŽ ĞǀŝĚĞŶĐĞ ƚŚĂƚ ĞīĞĐƟǀĞ ^> ƉƌŽŐƌĂŵƐ ůĞĂĚ ƚŽ ŝŵƉƌŽǀĞŵĞŶƚƐ ŝŶ ƐƚƵĚĞŶƚƐ͛ ĂĐĂĚĞŵŝĐ ƉĞƌĨŽƌŵĂŶĐĞ ;ƵƌůĂŬ Ğƚ Ăů͕͘ ϮϬϭϭ͖ WĂLJƚŽŶ Ğƚ Ăů͕͘ ϮϬϬϴͿ͘ /Ŷ ƵƌůĂŬ Ğƚ Ăů͛͘Ɛ ;ϮϬϭϭͿ meta-analysis of over 200 primary and secondary social and ĞŵŽƟŽŶĂů ůĞĂƌŶŝŶŐ ƉƌŽŐƌĂŵƐ͕ ^> ƉĂƌƟĐŝƉĂŶƚƐ ƐŚŽǁĞĚ ĂŶ ĂǀĞƌĂŐĞ ϭϭй ŐĂŝŶ ŝŶ ĂĐĂĚĞŵŝĐ ĂĐŚŝĞǀĞŵĞŶƚ ĐŽŵƉĂƌĞĚ ǁŝƚŚ ƐƚƵĚĞŶƚƐŝŶĐŽŶƚƌŽůƐĐŚŽŽůƐ͘dŚĞƌĞĂƌĞŵĂŶLJĞdžƉůĂŶĂƟŽŶƐĨŽƌ ƚŚŝƐůŝŶŬďƵƚŐĞŶĞƌĂůůLJŝƚŝƐƉŽƐŝƚĞĚƚŚĂƚƐŽĐŝĂůĂŶĚ ĞŵŽƟŽŶĂů ƐŬŝůůƐʹĨŽƌĞdžĂŵƉůĞĐŽŶĮĚĞŶĐĞ͕ƐĞůĨͲĚŝƐĐŝƉůŝŶĞĂŶĚĐŽƉŝŶŐƐŬŝůůƐ – enable students to persist in the face of challenge, set higher ĂĐĂĚĞŵŝĐŐŽĂůƐ͕ĂŶĚƵƐĞŵŽƌĞĞīĞĐƟǀĞƐƚƵĚLJƉƌĂĐƟĐĞƐ;ƵƌůĂŬ et al., 2011). ,ĞůƉͲƐĞĞŬŝŶŐʹƚƌĞŶĚƐŝŶĐŚŝůĚƌĞŶĂŶĚ LJŽƵŶŐƉĞŽƉůĞ • Young people are more likely to use informal than formal sources of help, even with serious problems such as ƐƵŝĐŝĚĂůŝĚĞĂƟŽŶ;ZŝĐŬǁŽŽĚĞƚĂů͕͘ 2005). • Encouraging and fostering help-seeking behaviours through school-based programs is one way to improve their mental health and wellbeing (Rickwood et al., 2005). • Research suggests that young people are reluctant to seek help from ƚĞĂĐŚĞƌƐ;DĂnjnjĞƌΘZŝĐŬǁŽŽĚ͕ϮϬϭϯ͖ Rickwood et al., 2005). • Students are more likely to seek help from those teachers they can trust, ĂŶĚǁŚŽƚŚĞLJĮŶĚƚŽďĞĨƌŝĞŶĚůLJĂŶĚ ŶŽŶͲũƵĚŐŵĞŶƚĂů;ĂŚŝůůΘŽīĞLJ͕ϮϬϭϯ͖ DĂnjnjĞƌΘZŝĐŬǁŽŽĚ͕ϮϬϭϯ͖ZŝĐŬǁŽŽĚ ĞƚĂů͕͘ϮϬϬϱ͖ZƵŐŚĂŶŝ͕ĞĂŶĞ͕ΘtŝůƐŽŶ͕ 2011). 36 &ĞĂƚƵƌĞƐŽĨĞīĞĐƟǀĞ^>ƉƌŽŐƌĂŵƐ īĞĐƟǀĞƉƌŽŐƌĂŵƐŝŶĐůƵĚĞĂĐŽŵďŝŶĂƟŽŶŽĨŬŶŽǁůĞĚŐĞ͕ƐŽĐŝĂůĂŶĚůŝĨĞƐŬŝůůƐ͕ŶŽƌŵĂƟǀĞĂƉƉƌŽĂĐŚĞƐ͕ ĐƌŝƟĐĂůƚŚŝŶŬŝŶŐĂŶĚŶĞŐŽƟĂƟŽŶƐŬŝůůƐ͘dŚĞLJĂƌĞŵŽƐƚĞīĞĐƟǀĞǁŚĞŶĚĞůŝǀĞƌĞĚĂƐƉĂƌƚŽĨĂďƌŽĂĚĞƌ health and personal development curriculum that incorporates a focus on a range of social, physical ĂŶĚŵĞŶƚĂůŚĞĂůƚŚŝƐƐƵĞƐ͕ǁŚĞŶĚĞůŝǀĞƌĞĚďLJƚŚĞĐůĂƐƐƌŽŽŵƚĞĂĐŚĞƌ͕ǁŚĞŶŝŶĐŽƌƉŽƌĂƚĞĚŝŶƚŽƌŽƵƟŶĞ ĞĚƵĐĂƟŽŶĂůƉƌĂĐƟĐĞĂŶĚǁŚĞŶƉƌŽǀŝĚĞĚŝŶƐĐŚŽŽůƐǁŝƚŚĂƉŽƐŝƟǀĞƌĞůĂƟŽŶĂůĐůŝŵĂƚĞ;WĂLJƚŽŶĞƚĂů͕͘ ϮϬϬϴͿ͘ ǀŝĚĞŶĐĞͲďĂƐĞĚ ĐƵƌƌŝĐƵůƵŵ ƉƌŽŐƌĂŵƐ ƚƌĂŶƐĨĞƌ ďĞƐƚ ƚŽ ďƌŽĂĚ ƐĐĂůĞ ŝŵƉůĞŵĞŶƚĂƟŽŶ ǁŚĞŶ accompanied by robust teacher professional development and school-wide support (including an ĞŵƉŚĂƐŝƐŽŶĐŽůůĂďŽƌĂƟǀĞƚĞĂĐŚŝŶŐƐƚƌĂƚĞŐŝĞƐ͕ƚĂƌŐĞƚĞĚƉŽůŝĐLJ͕ďĞŚĂǀŝŽƵƌŵĂŶĂŐĞŵĞŶƚ͕ƉƌŽĨĞƐƐŝŽŶĂů ůĞĂƌŶŝŶŐĂŶĚƐƵƉƉŽƌƟǀĞƉƌĂĐƟĐĞƐͿ;ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭͿ͘ ƵƌůĂŬĞƚĂů͛͘Ɛ;ϮϬϭϭͿŵĞƚĂͲĂŶĂůLJƐŝƐŽĨ^>ƉƌŽŐƌĂŵƐƐŚŽǁĞĚƚŚĂƚƚŚŽƐĞƚŚĂƚǁĞƌĞƐĞƋƵĞŶĐĞĚ͕ƵƐĞĚ ĂĐƟǀĞ ĨŽƌŵƐ ŽĨ ůĞĂƌŶŝŶŐ͕ ŝŶĐůƵĚĞĚ Ă ĨŽĐƵƐ ŽŶ ƐŬŝůůƐ ĚĞǀĞůŽƉŵĞŶƚ ĂŶĚ ŚĂĚ ĞdžƉůŝĐŝƚ ůĞĂƌŶŝŶŐ ŐŽĂůƐ ƉƌŽĚƵĐĞĚĂŐƌĞĂƚĞƌŶƵŵďĞƌŽĨƉŽƐŝƟǀĞŽƵƚĐŽŵĞƐŝŶƐƚƵĚĞŶƚƐŬŝůůƐ͕ĂƫƚƵĚĞƐ͕ĐŽŶĚƵĐƚƉƌŽďůĞŵƐ͕ƐŽĐŝĂů behaviour and academic performance than those that employed only a few. dŚĞƌĞŚĂƐƌĞĐĞŶƚůLJďĞĞŶŝŶƚĞƌĞƐƚŝŶƚŚĞƉŽƚĞŶƟĂůŽĨ͚ĐŽŶƚĞŵƉůĂƟǀĞĞĚƵĐĂƟŽŶ͛ŝŶƚŚĞĨŽƌŵŽĨŵĞĚŝƚĂƟŽŶ ŝŶƚĞƌǀĞŶƟŽŶƐ ŝŶ ƐĐŚŽŽůƐ ǁŝƚŚ ƌĞƐƉĞĐƚ ƚŽ ƐƚƵĚĞŶƚ ǁĞůůďĞŝŶŐ͕ ƐŽĐŝĂů ĐŽŵƉĞƚĞŶĐĞ ĂŶĚ ĂĐĂĚĞŵŝĐ ĂĐŚŝĞǀĞŵĞŶƚ ;tĂƚĞƌƐ͕ ĂƌƐŬLJ͕ ZŝĚĚ͕ Θ ůůĞŶ͕ ϮϬϭϰͿ͘ tĂƚĞƌƐ ĂŶĚ ĐŽůůĞĂŐƵĞƐ ;ϮϬϭϰͿ ƌĞǀŝĞǁĞĚ ƚŚĞ ĞǀŝĚĞŶĐĞĨƌŽŵϭϱƐƚƵĚŝĞƐ͕ĮŶĚŝŶŐƐŝŐŶŝĮĐĂŶƚƌĞƐƵůƚƐŝŶϲϭйŽĨĐĂƐĞƐ͘tŚŝůĞƚŚĞŵĂũŽƌŝƚLJŽĨƚŚĞĞīĞĐƚƐ ŽŶƐƚƵĚĞŶƚŽƵƚĐŽŵĞƐǁĞƌĞƐŵĂůů͕ƚŚĞLJƐƟůůƉŽŝŶƚƚŽŵĞĚŝƚĂƟŽŶĂƐĂƉŽƚĞŶƟĂůůLJǀĂůƵĂďůĞĐŽŵƉŽŶĞŶƚ ŽĨ Ă ƐĐŚŽŽůͲďĂƐĞĚ ŝŶƚĞƌǀĞŶƟŽŶ͘ dŚĞ ƐƚƵĚLJ ĨŽƵŶĚ ƚŚĂƚ ŵĞĚŝƚĂƟŽŶ ƉƌŽŐƌĂŵƐ ĐŽƵůĚ ďĞ ŵĂĚĞ ŵŽƌĞ ĞĸĐĂĐŝŽƵƐďLJŝŶĐƌĞĂƐŝŶŐƉƌŽŐƌĂŵĚƵƌĂƟŽŶ͕ĞŶĐŽƵƌĂŐŝŶŐĚĞůŝǀĞƌLJƚǁŝĐĞĚĂŝůLJ;ŽƌŵŽƌĞͿ͕ĂŶĚŚĂǀŝŶŐĂ ƚĞĂĐŚĞƌĚĞůŝǀĞƌƚŚĞƉƌŽŐƌĂŵ͘DĞĚŝƚĂƟŽŶƉƌŽŐƌĂŵƐǁĞƌĞĂůƐŽůŝŬĞůLJƚŽďĞŵŽƌĞĞīĞĐƟǀĞǁŚĞŶƚŚĞLJ ǁĞƌĞĚĞƐŝŐŶĞĚƚŽĚĞůŝďĞƌĂƚĞůLJŝŶĐƌĞĂƐĞĐŽŐŶŝƟǀĞĨƵŶĐƟŽŶĂŶĚĞŵŽƟŽŶĂůƌĞŐƵůĂƟŽŶ;tĂƚĞƌƐĞƚĂů͕͘ 2014). DĂŶLJĞĚƵĐĂƚŽƌƐĂĚǀŽĐĂƚĞƚŚĞƵƐĞŽĨŐĂŵĞƐĂŶĚƐƚŽƌŝĞƐĂƐŵĞƚŚŽĚƐƚŽƚĞĂĐŚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂů ĐŽŵƉĞƚĞŶĐŝĞƐ ;,ƌŽŵĞŬ Θ ZŽīĞLJ͕ ϮϬϬϵ͖ tŽŽůĨ͕ ϮϬϭϯͿ͘ tŽŽůĨ ;ϮϬϭϯͿ ĂƌŐƵĞƐ ƚŚĂƚ ƉůĂLJ ŝƐ ƚŚĞ ŵŽƐƚ ĞīĞĐƟǀĞŵĞĚŝƵŵƚŽƉƌŽŵŽƚĞƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐŝŶLJŽƵŶŐĞƌĐŚŝůĚƌĞŶ͕ƉƌŽǀŝĚŝŶŐĂƐƉĂĐĞĨŽƌ ƚŚĞŵƚŽďĞĐŽŵĞŵŽƌĞƐĞůĨͲĂǁĂƌĞ͕ĞŵƉĂƚŚŝĐĂŶĚŵŽƟǀĂƚĞĚĂƐǁĞůůĂƐŵŽƌĞĂďůĞƚŽŵĂŶĂŐĞĨĞĞůŝŶŐƐ ĂŶĚĚĞǀĞůŽƉĂŶĚƵƐĞƐŽĐŝĂůƐŬŝůůƐ;tŽŽůĨ͕ϮϬϭϯͿ͘YƵĂůŝƚĂƟǀĞƌĞƐĞĂƌĐŚǁŝƚŚƵƉƉĞƌͲƉƌŝŵĂƌLJƐƚƵĚĞŶƚƐ ŝĚĞŶƟĮĞƐƚŚĞĐŽŶƚƌŝďƵƟŽŶƚŚĂƚĐĂŶďĞŵĂĚĞďLJǁŚŽůĞͲĐůĂƐƐŐĂŵĞƐĂŶĚƵƐĞŽĨ͚ŝƌĐůĞƟŵĞ͛ĨŽƌĐůĂƐƐ ƐŚĂƌŝŶŐ͕ĚŝƐĐƵƐƐŝŽŶĂŶĚƉƌŽďůĞŵͲƐŽůǀŝŶŐ͘tŚĞŶĞīĞĐƟǀĞůLJĂŶĚƉƵƌƉŽƐĞĨƵůůLJĨĂĐŝůŝƚĂƚĞĚ͕ŐĂŵĞƐĐĂŶďĞ used to enhance social connectedness and teach pro-social SEL skills that are generalisable to realůŝĨĞƐŝƚƵĂƟŽŶƐ;,ƌŽŵĞŬΘZŽīĞLJ͕ϮϬϬϵͿ͘ ^>ƉƌŽŐƌĂŵƐĂƌĞŵŽƐƚĞīĞĐƟǀĞǁŚĞŶĐŽŶĚƵĐƚĞĚďLJƚŚĞĐůĂƐƐƌŽŽŵƚĞĂĐŚĞƌŽƌŽƚŚĞƌƐĐŚŽŽůƐƚĂī;ĂƐ ŽƉƉŽƐĞĚ ƚŽ ĞdžƚĞƌŶĂů ƉĞƌƐŽŶŶĞůͿ͘ DƵůƟͲŵŽĚĂů ƉƌŽŐƌĂŵƐ ƚŚĂƚ ŝŶƚĞŐƌĂƚĞ ƉƌŽďůĞŵͲƐŽůǀŝŶŐ ĂŶĚ ƐŽĐŝĂů ĂŶĚĞŵŽƟŽŶĂůƵŶĚĞƌƐƚĂŶĚŝŶŐǁŽƌŬďĞƩĞƌƚŚĂŶƚƌĂĚŝƟŽŶĂůƉƌĞǀĞŶƟŽŶŵŽĚĞůƐďĂƐĞĚŽŶƐŝŶŐůĞƐŬŝůůƐ ;DĂƩŚĞǁƐ͕ĞŝĚŶĞƌ͕ΘZŽďĞƌƚƐ͕ϮϬϬϰͿ͘ 37 ŽůůĂďŽƌĂƟǀĞůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐ ĂƌĞŝŶƚĞŐƌĂůƚŽĞīĞĐƟǀĞ^> programs ŐƌŽǁŝŶŐ ĞǀŝĚĞŶĐĞ ďĂƐĞ ŚŝŐŚůŝŐŚƚƐ ĞīĞĐƟǀĞ ĂŶĚ ŝŶĞīĞĐƟǀĞ pedagogical features of SEL programs. Successful SEL programs ŵŽǀĞ ďĞLJŽŶĚ ŐŝǀŝŶŐ ŝŶĨŽƌŵĂƟŽŶ ƚŽǁĂƌĚƐ ĂŶ ĞdžƉůŝĐŝƚ ĨŽĐƵƐ ŽŶ ƚĞĂĐŚŝŶŐ ƐŬŝůůƐ ƚŚƌŽƵŐŚ ĂƉƉůŝĞĚ ĞdžĞƌĐŝƐĞƐ ƚŽ ŚĞůƉ ƉĞŽƉůĞ to think about the challenges that they may encounter in ƚŚĞŝƌůŝǀĞƐ;ƵƌůĂŬĞƚĂů͕͘ϮϬϭϭ͖WĂLJƚŽŶĞƚĂů͕͘ϮϬϬϴͿ͘ƐƐƵĐŚ͕ ĐŽůůĂďŽƌĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚƌĂƚĞŐŝĞƐ ŚĂǀĞ ďĞĞŶ ĚĞŵŽŶƐƚƌĂƚĞĚ ƚŽďĞĐƌƵĐŝĂů ŝŶ ƚŚĞƐƵĐĐĞƐƐ ŽĨ ƐŽĐŝĂů ĂŶĚ ĞŵŽƟŽŶĂů ůĞĂƌŶŝŶŐ (Durlak et al., 2011) programs as well as other health and ƉƌĞǀĞŶƟŽŶĞĚƵĐĂƟŽŶƉƌŽŐƌĂŵƐ͕ĨŽƌĞdžĂŵƉůĞĚƌƵŐĞĚƵĐĂƟŽŶ͕ ƐĞdžƵĂůŚĞĂůƚŚĞĚƵĐĂƟŽŶŽƌĂŶƟͲďƵůůLJŝŶŐĞĚƵĐĂƟŽŶ;,ĞƌďĞƌƚΘ >ŽŚƌŵĂŶŶ͕ϮϬϭϭ͖<ŝƌďLJ͕>ĂƌŝƐ͕ΘZŽůůĞƌŝ͕ϮϬϬϳ͖^ŽŽůĞ͕DĂnjĞƌŽůůĞ͕ & Rombouts, 2008). dŚĞ ƚĞƌŵ ͚ĐŽůůĂďŽƌĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚƌĂƚĞŐŝĞƐ͛ ůŽŽƐĞůLJ ŐƌŽƵƉƐ learning tasks that are dialogic in nature and involve studentƚŽͲƐƚƵĚĞŶƚ ŝŶƚĞƌĂĐƟŽŶ͕ ƌĂƚŚĞƌ ƚŚĂŶ ũƵƐƚ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ŝŶƚĞƌĂĐƟŽŶ͘ dŚĞLJ ŝŶĐůƵĚĞ ĂĐƟǀŝƟĞƐ ƐƵĐŚ ĂƐ ƌŽůĞͲƉůĂLJ ĂŶĚ ƐŝŵƵůĂƟŽŶ͕ ƐŵĂůů ŐƌŽƵƉ ƉƌŽďůĞŵͲƐŽůǀŝŶŐ ĚŝƐĐƵƐƐŝŽŶƐ͕ ĐƌŝƟĐĂůͲ ƚŚŝŶŬŝŶŐ ƚĂƐŬƐ͕ ƐŬŝůůƐ ĚĞǀĞůŽƉŵĞŶƚ ĞdžĞƌĐŝƐĞƐ ĂŶĚ ƚŚĞŵĞĚ ŐĂŵĞƐ;ĂŚŝůů͕ϮϬϬϲͿ͘dŚĞLJĐĂůůŽŶƚŚĞƚĞĂĐŚĞƌƚŽĞdžĞƌĐŝƐĞĂŚŝŐŚ ůĞǀĞů ŽĨ ĨĂĐŝůŝƚĂƟŽŶ ĂƐ ƚŚĞLJ ŽƌŐĂŶŝƐĞ ĂŶĚ ŵŽĚĞƌĂƚĞ ƐƚƵĚĞŶƚƐ͛ ŝŶƚĞƌĂĐƟŽŶƐďŽƚŚǁŝƚŚƉĞĞƌƐĂŶĚǁŝƚŚƚŚĞƚĂƐŬ͘'ŝǀĞŶƚŚŝƐ͕ƚŚĞ ƚĞĂĐŚĞƌŝƐĂƐŝŐŶŝĮĐĂŶƚĞůĞŵĞŶƚĂŶĚǀĂƌŝĂďůĞŝŶƚŚĞĚĞůŝǀĞƌLJŽĨ ƚŚĞ͚ŝŶƚĞƌǀĞŶƟŽŶ͛͘ /ŶƚŚĞŝƌƌĞƐĞĂƌĐŚŝŶƚŽĞīĞĐƟǀĞƚĞĂĐŚŝŶŐƐƚƌĂƚĞŐŝĞƐ͕,ĞƌďĞƌƚĂŶĚ >ŽŚƌŵĂŶŶ ;ϮϬϭϭͿ ĨŽƵŶĚ ƚŚĂƚ ĐŽŽƉĞƌĂƟǀĞ ŐƌŽƵƉ ǁŽƌŬ͕ ƌŽůĞͲ ƉůĂLJƐŝŵƵůĂƟŽŶƐ͕ĂŶĚƐŵĂůůŐƌŽƵƉĚŝƐĐƵƐƐŝŽŶƐǁĞƌĞƚŚĞŵŽƐƚ ƉƌŽŵŝŶĞŶƚƐƚƌĂƚĞŐŝĞƐŝŶĞīĞĐƟǀĞŚĞĂůƚŚĞĚƵĐĂƟŽŶƉƌŽŐƌĂŵƐ͘ dŚĞƐĞƐƚƌĂƚĞŐŝĞƐǁĞƌĞĞƐƐĞŶƟĂůďĞĐĂƵƐĞƚŚĞLJŚĞůƉĞĚƐƚƵĚĞŶƚƐ to learn and to work with other peers, providing important byƉƌŽĚƵĐƚƐĨŽƌƚŚĞůĞĂƌŶĞƌ;,ĞƌďĞƌƚΘ>ŽŚƌŵĂŶŶ͕ϮϬϭϭͿ͘īĞĐƟǀĞ ^> ƉƌŽŐƌĂŵƐ ŝŶĐůƵĚĞ ĐŽůůĂďŽƌĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚƌĂƚĞŐŝĞƐ ǁŚŝĐŚ ŝŶǀŝƚĞ ƐƚƵĚĞŶƚƐ ƚŽ ĂĐƟǀĞůLJ ĞŶŐĂŐĞ ŝŶ ƚŚĞ ůĞĂƌŶŝŶŐ ƉƌŽĐĞƐƐ͘ ŽůůĂďŽƌĂƟǀĞ ůĞĂƌŶŝŶŐ ƚĂƐŬƐ ĂůƐŽ ƉƌŽǀŝĚĞ ĂŶ ĂƉƉůŝĞĚ ǁĂLJ ŽĨ /ŶƐƵŵŵĂƌLJ͕ĞīĞĐƟǀĞ^>ƉƌŽŐƌĂŵƐ͗ • Address a broad range of risk and ƉƌŽƚĞĐƟǀĞĨĂĐƚŽƌƐ • hƟůŝnjĞƉĂƌƟĐŝƉĂƚŽƌLJŽƌĐŽůůĂďŽƌĂƟǀĞ teaching strategies • Engage students in problem-solving ĂŶĚĐƌŝƟĐĂůƚŚŝŶŬŝŶŐ • Assist students to relate their learning ƚŽƌĞĂůůŝĨĞƐŝƚƵĂƟŽŶƐ • /ŶĐŽƌƉŽƌĂƚĞŵĞƐƐĂŐĞƐǁŚŝĐŚƐƵƉƉŽƌƚ development of healthy societal norms • Are delivered in a longitudinal fashion • Are implemented early, before the ƉŽƚĞŶƟĂůŽŶƐĞƚŽĨƌŝƐŬďĞŚĂǀŝŽƵƌ • WƌŽǀŝĚĞĂĚĚŝƟŽŶĂůƐƚĞƌĂĐƟǀŝƟĞƐ ĂƐLJŽƵŶŐƉĞŽƉůĞďĞŐŝŶƚŽŶĞŐŽƟĂƚĞ ŝŶĐƌĞĂƐŝŶŐůLJĐŽŵƉůĞdžŝƐƐƵĞƐ • Are age-appropriate and culturally ĂƩƵŶĞĚ • Are integrated into broad and on-going health and wellbeing curriculum • dĂƌŐĞƚƐƉĞĐŝĮĐďĞŚĂǀŝŽƵƌƐĂƐǁĞůůĂƐ general life-skills • ƌĞůŽĐĂƚĞĚǁŝƚŚŝŶĂƉŽƐŝƟǀĞ͕ŝŶĐůƵƐŝǀĞ ĂŶĚƉĂƌƟĐŝƉĂƚŽƌLJƐĐŚŽŽůĞŶǀŝƌŽŶŵĞŶƚ • ĚĚƌĞƐƐŵƵůƟƉůĞĐŽŶƚĞdžƚƐ • DĂŬĞĞīĞĐƟǀĞƵƐĞŽĨŐĂŵĞƐĂƐĂ ŵĞƚŚŽĚƚŽĞŶŚĂŶĐĞƉĞĞƌƌĞůĂƟŽŶƐ • Teach self-calming strategies 38 ŐƵŝĚŝŶŐƐƚƵĚĞŶƚƐƚŚƌŽƵŐŚĂƉƌŽĐĞƐƐŽĨƌŝƐŬĂƉƉƌĂŝƐĂů͕ƉƌŽďůĞŵͲƐŽůǀŝŶŐĂŶĚŽǁŶĞƌƐŚŝƉŽĨƐŽůƵƟŽŶƐ͘ ZŽůĞͲƉůĂLJƐĂƌĞƵƐĞĚƚŽŚĞůƉƐƚƵĚĞŶƚƐĞŶŐĂŐĞĞŵƉĂƚŚĞƟĐĂůůLJǁŝƚŚĂƉĂƌƟĐƵůĂƌĚŝůĞŵŵĂ͖ƚŽƌĞŚĞĂƌƐĞ ƚŚĞŚĞůƉͲƐĞĞŬŝŶŐŽƌƌĞĨƵƐĂůƐŬŝůůƐŶĞĞĚĞĚƚŽƚƌĂŶƐĂĐƚƉĂƌƟĐƵůĂƌĐŚŽŝĐĞƐ͖ƚŽŚĞŝŐŚƚĞŶƚŚĞĐŽŶƚĞdžƚƵĂů ĂŶĚƌĞůĂƟŽŶĂůŶĂƚƵƌĞŽĨŚĞĂůƚŚͲƌĞůĂƚĞĚĐŚŽŝĐĞƐ͖ƚŽĞdžƉůŽƌĞƚŚĞƐŽĐŝĂůŶŽƌŵƐŝŶŇƵĞŶĐŝŶŐĐŚŽŝĐĞƐŽƌƚŽ ŐĞŶĞƌĂƚĞĂŶĚŵŽĚĞůŶĞǁƉŽƐƐŝďŝůŝƟĞƐĨŽƌĂĐƟŽŶ;ĂŚŝůů͕ϮϬϭϯͿ͘ EĂƚǀŝŐĞƚĂů͘;ϮϬϬϯͿŝŶǀĞƐƟŐĂƚĞĚǁŚĞƚŚĞƌŵĞƚŚŽĚŽĨƚĞĂĐŚŝŶŐĂŶĚĐůĂƐƐƉĂƌƟĐŝƉĂƟŽŶǁĞƌĞƌĞůĂƚĞĚƚŽ social support or stress levels in students aged 13-15 years. They found that in classes where group ǁŽƌŬ ĂŶĚ ƉĂƌƟĐŝƉĂƚŽƌLJ ĐůĂƐƐ ĚŝƐĐƵƐƐŝŽŶ ǁĞƌĞ ƌĞŐƵůĂƌůLJ ƵƐĞĚ͕ ƚŚĞ ƐƚƵĚĞŶƚƐ ĚĞŵŽŶƐƚƌĂƚĞĚ ŚŝŐŚĞƌ ƉĞƌĐĞƉƟŽŶƐŽĨƐŽĐŝĂůƐƵƉƉŽƌƚďĞƚǁĞĞŶƉĞĞƌƐĂŶĚǁŝƚŚƚŚĞŝƌƚĞĂĐŚĞƌ͕ĂŶĚĚĞĐƌĞĂƐĞĚƐƚƌĞƐƐůĞǀĞůƐ͘KŶ the other hand, increasing the amount of independent work increased stress in students. Therefore, ĂƐǁĞůůĂƐďĞŶĞĮĐŝĂůůĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐ͕ĐŽůůĂďŽƌĂƟǀĞůĞĂƌŶŝŶŐĂĐƟǀŝƟĞƐŵĂLJƉƌŽŵŽƚĞǁĞůůďĞŝŶŐďLJ ƌĞĚƵĐŝŶŐƐƚƌĞƐƐĂŶĚƉƌŽŵŽƟŶŐƐŽĐŝĂůƐƵƉƉŽƌƚ͘ tŚŝůƐƚƚŚĞƌĞŝƐƐƚƌŽŶŐĞǀŝĚĞŶĐĞƚŽƐƵƉƉŽƌƚƚŚĞĞƐƐĞŶƟĂůƌŽůĞŽĨĐŽůůĂďŽƌĂƟǀĞůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐ͕ƵƐĞ ŽĨƚŚĞƐĞŵĂLJďĞƚŚĞĞdžĐĞƉƟŽŶƌĂƚŚĞƌƚŚĂŶƚŚĞŶŽƌŵǁŝƚŚŝŶŐĞŶĞƌĂůƚĞĂĐŚŝŶŐƉƌĂĐƟĐĞ͘ZĞŇĞĐƟŶŐƚŚŝƐ͕ research suggests that when teachers are provided with SEL or other health-related curricula which ƵƟůŝƐĞ ĐŽůůĂďŽƌĂƟǀĞ ƚĞĂĐŚŝŶŐ ŵĞƚŚŽĚƐ͕ ŝƚ ŝƐ ĐŽŵŵŽŶ ƚŽ ĮŶĚ ďƌĞĂŬĚŽǁŶƐ ŝŶ ĮĚĞůŝƚLJ͕ ǁŝƚŚ ƚĞĂĐŚĞƌƐ ůĂĐŬŝŶŐĐŽŶĮĚĞŶĐĞƚŽĚĞůŝǀĞƌƚŚĞĐŽůůĂďŽƌĂƟǀĞƉĞĚĂŐŽŐŝĞƐĂŶĚĚĞĨĂƵůƟŶŐƚŽŵŽƌĞĚŝĚĂĐƟĐƚĞĂĐŚŝŶŐ ƐƚLJůĞƐ͘ ƌĞĂŬĚŽǁŶ ŝŶ ƉƌŽŐƌĂŵ ĮĚĞůŝƚLJ ŝƐ ŽĨ ĐŽŶĐĞƌŶ ĂƐ ƚŚĞƌĞ ŝƐ Ă ƐƚƌŽŶŐ ĂƐƐŽĐŝĂƟŽŶ ďĞƚǁĞĞŶ ƚŚĞ ĮĚĞůŝƚLJŽĨƉƌŽŐƌĂŵĚĞůŝǀĞƌLJĂŶĚƉŽƐŝƟǀĞƐƚƵĚĞŶƚŽƵƚĐŽŵĞƐ͘tŚĞŶƉƌŽŐƌĂŵƐĂƌĞŶŽƚŝŵƉůĞŵĞŶƚĞĚ ǁŝƚŚŚŝŐŚĮĚĞůŝƚLJ͕ĂŶĚƐƉĞĐŝĮĐĂůůLJǁŚĞŶƚŚĞĐŽůůĂďŽƌĂƟǀĞůĞĂƌŶŝŶŐƚĂƐŬƐĂƌĞŶŽƚƵƐĞĚ͕ƉƌŽŐƌĂŵƐĚŽ ŶŽƚĚĞůŝǀĞƌƚŚĞƐĂŵĞŽƵƚĐŽŵĞƐ;ƵƐĞŶďƵƌLJ͕ƌĂŶŶŝŐĂŶ͕&ĂůĐŽ͕Θ,ĂŶƐĞŶ͕ϮϬϬϯ͖ZĂŶƐĨŽƌĚ͕'ƌĞĞŶďĞƌŐ͕ ŽŵŝƚƌŽǀŝĐŚ͕^ŵĂůů͕Θ:ĂĐŽďƐŽŶ͕ϮϬϬϵ͖^ƚĞĂĚ͕^ƚƌĂĚůŝŶŐ͕DĂĐŶĞŝů͕DĂĐŬŝŶƚŽƐŚ͕ΘDŝŶƚLJ͕ϮϬϬϳͿ͘ĂŚŝůů ĞƚĂů͛͘Ɛ;ϮϬϭϯͿƐƚƵĚLJƐŚŽǁĞĚƚŚĂƚŽǀĞƌŚĂůĨŽĨƚŚĞƚĞĂĐŚĞƌƐŝŶǀŽůǀĞĚŝŶƚŚĞƚƌŝĂůŽĨĂĚƌƵŐĞĚƵĐĂƟŽŶ ĐƵƌƌŝĐƵůƵŵƌĂƌĞůLJƵƐĞĚƚŚĞƌŽůĞͲƉůĂLJ͕ƉĂŝƌĞĚƐŚĂƌŝŶŐŽƌƐŵĂůůŐƌŽƵƉƚĂƐŬƐǁŝƚŚŝŶƚŚĞŝƌŚĞĂůƚŚĞĚƵĐĂƟŽŶ ĐůĂƐƐĞƐ͘dŚĞƐĞĮŶĚŝŶŐƐŚŝŐŚůŝŐŚƚƚŚĂƚƐƉĞĐŝĂůĞīŽƌƚƐŶĞĞĚƚŽďĞŵĂĚĞƚŽďƵŝůĚƚĞĂĐŚĞƌĐŽŶĮĚĞŶĐĞŝŶ ƵƐŝŶŐĐŽůůĂďŽƌĂƟǀĞůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐ͘ 39 What sort of training, support and resources do teachers need ƚŽƚĞĂĐŚ^>͍ ŽůůĂďŽƌĂƟǀĞ ůĞĂƌŶŝŶŐ ƐƚƌĂƚĞŐŝĞƐ ĂƌĞ Ă ĐĞŶƚƌĂů ĨĞĂƚƵƌĞ ŽĨ ĞīĞĐƟǀĞ^>ĂŶĚŚĞĂůƚŚƉƌŽŵŽƟŽŶƉƌŽŐƌĂŵƐ͘/ŶƚŚĞĐŽŶƚĞdžƚ ŽĨƌĞƐĞĂƌĐŚŚŝŐŚůŝŐŚƟŶŐƚĞĂĐŚĞƌƐ͛ĐŽŵŵŽŶůĂĐŬŽĨĐŽŶĮĚĞŶĐĞ and skills using these methods, it is important to consider the support and resources that teachers need to implement ƉƌŽŐƌĂŵƐ ĞīĞĐƟǀĞůLJ͘ ^ƚƵĚŝĞƐ ŽĨ ƉƌŽŐƌĂŵ ŝŵƉůĞŵĞŶƚĂƟŽŶ ĞīŽƌƚƐ ŚĂǀĞ ŚŝŐŚůŝŐŚƚĞĚ ĨĂĐƚŽƌƐ ƚŚĂƚ ĨĂĐŝůŝƚĂƚĞ ĂŶĚ ŝŵƉĞĚĞ ŝŵƉůĞŵĞŶƚĂƟŽŶ ŽĨ ƉƌŽŐƌĂŵƐ͘ /ŵƉŽƌƚĂŶƚůLJ͕ ƚŚĞƐĞ ĐĂŶ ŝŶĐůƵĚĞ both ŝŶĚŝǀŝĚƵĂů (e.g. teacher personality) and ŽƌŐĂŶŝƐĂƟŽŶĂů ;Ğ͘Ő͘ ƋƵĂůŝƚLJ ŽĨ ůĞĂĚĞƌƐŚŝƉͿ ĨĂĐƚŽƌƐ ;ZĂŶƐĨŽƌĚ Ğƚ Ăů͕͘ ϮϬϬϵͿ͘ &Žƌ ĞdžĂŵƉůĞ͕ ZĂŶƐĨŽƌĚ Ğƚ Ăů͘ ;ϮϬϬϵͿ ĞdžĂŵŝŶĞĚ ǁŚĂƚ ĨĂĐƚŽƌƐ ŝŶŇƵĞŶĐĞĚŝŵƉůĞŵĞŶƚĂƟŽŶŽĨĂƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ ŝŶƚĞƌǀĞŶƟŽŶ ĚĞƐŝŐŶĞĚ ĨŽƌ ƵƐĞ ŝŶ <ŝŶĚĞƌŐĂƌƚĞŶ ƚŽ 'ƌĂĚĞ &ŝǀĞ ŝŶ ƚŚĞ hŶŝƚĞĚ ^ƚĂƚĞƐ͘ ĂƐĞĚ ŽŶ ƐĞůĨͲƌĞƉŽƌƟŶŐ ĨƌŽŵ Ă sample of teachers, they found that teacher burnout was ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚ ůŽǁĞƌ ƉƌŽŐƌĂŵ ĮĚĞůŝƚLJ ;ƚŚĞ ĚĞŐƌĞĞ ƚŽ ǁŚŝĐŚ program implementers deliver the program as intended by ƚŚĞ ĚĞǀĞůŽƉĞƌƐͿ͘ dĞĂĐŚĞƌ ƐĞůĨͲĞĸĐĂĐLJ ;ƚĞĂĐŚĞƌ͛Ɛ ďĞůŝĞĨ ƚŚĂƚ ƚŚĞLJ ĐĂŶ ŝŶŇƵĞŶĐĞ ŚŽǁ ǁĞůů ƐƚƵĚĞŶƚƐ ůĞĂƌŶͿ ǁĂƐ ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚ ŚŝŐŚĞƌ ƉƌŽŐƌĂŵ ĮĚĞůŝƚLJ͘ ĚĚŝƟŽŶĂůůLJ͕ ĂĚŵŝŶŝƐƚƌĂƟǀĞ ƐƵƉƉŽƌƚ ŽĨ ĐƵƌƌŝĐƵůƵŵ ŝŵƉůĞŵĞŶƚĂƟŽŶ ŚĂĚ Ă ƉŽƐŝƟǀĞ ĞīĞĐƚ ŽŶƚŚĞƋƵĂůŝƚLJŽĨŝŵƉůĞŵĞŶƚĂƟŽŶĂŶĚƉŽƐŝƟǀĞĞdžƉĞƌŝĞŶĐĞƐŽĨ ƚƌĂŝŶŝŶŐĂŶĚĐŽĂĐŚŝŶŐǁĞƌĞĂůƐŽĂƐƐŽĐŝĂƚĞĚǁŝƚŚŚŝŐŚĞƌƋƵĂůŝƚLJ ŝŵƉůĞŵĞŶƚĂƟŽŶ ĂŶĚ ŵŽƌĞ ƉŽƐŝƟǀĞ ĨĞĞĚďĂĐŬ ĂďŽƵƚ ŚŽǁ ǁĞůů ƚĞĂĐŚĞƌƐ ƚŚŽƵŐŚƚ ƚŚĞLJ ǁĞƌĞ ŝŵƉůĞŵĞŶƟŶŐ ƚŚĞ ůĞƐƐŽŶƐ (Ransford et al., 2009). ,ĞƌďĞƌƚĂŶĚ>ŽŚƌŵĂŶŶ;ϮϬϭϭͿĂƌŐƵĞƚŚĂƚƐƚĂīĚĞǀĞůŽƉŵĞŶƚŝŶ the area of SEL program delivery should ideally involve teachers working through a curriculum and teaching each other in small ŐƌŽƵƉƐ͘ KŶĞ ƉƌŽŵŝƐŝŶŐ ĂƉƉƌŽĂĐŚ ŝƐ ƚŽ ŝŶǀŽůǀĞ ƚĞĂĐŚĞƌƐ ĂƐ Ă ͚ůĞĂƌŶĞƌ͛ ƚŚĞŵƐĞůǀĞƐ ŝŶ ƐĞůĞĐƚĞĚ ƐŬŝůůƐͲďĂƐĞĚ ůĞƐƐŽŶƐ ƐŽ ƚŚĂƚ ƚŚĞLJ ĂƉƉƌĞĐŝĂƚĞ ƚŚĞƐĞ ůĞƐƐŽŶƐ ĨƌŽŵ ƚŚĞ ƉĞƌƐƉĞĐƟǀĞ ŽĨ ƚŚĞŝƌ ƐƚƵĚĞŶƚƐ͘dŚŝƐŝƐĂůƐŽĂŶĞīĞĐƟǀĞǁĂLJĨŽƌƚĞĂĐŚĞƌƐƚŽďĞĐŽŵĞ ĨĂŵŝůŝĂƌ ǁŝƚŚ ƚŚĞ ĐŽŶƚĞŶƚ͕ ƐŬŝůůƐ ĂŶĚ ŝŶƐƚƌƵĐƟŽŶĂů ƐƚƌĂƚĞŐŝĞƐ In summary, teachers will be more ĞīĞĐƟǀĞĂƚĚĞůŝǀĞƌŝŶŐ^>ƉƌŽŐƌĂŵƐŝĨ ƚŚĞLJ͗ • Understand and support the ƌĂƟŽŶĂůĞŽĨƚŚĞƉƌŽŐƌĂŵĂŶĚĂƌĞĂďůĞ to modify materials appropriately ƚŽƐƵŝƚůŽĐĂůŶĞĞĚƐ͕ǁŚŝůƐƚƐƟůů maintaining the philosophical and pedagogical integrity of the program • Have received professional training that includes an emphasis on how to ůĞĂĚƚŚĞĐŽůůĂďŽƌĂƟǀĞƚĂƐŬƐ • ƵŝůĚƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐĂŶĚ ĞŶĐŽƵƌĂŐĞƐƚƵĚĞŶƚƐƚŽƉĂƌƟĐŝƉĂƚĞ • Employ sound class management strategies - so the class engages ƉŽƐŝƟǀĞůLJǁŝƚŚĞĂĐŚŽƚŚĞƌĂŶĚƚŚĞ material 40 used. Teachers can work with colleagues to address apprehensions and possible problems before ĂƩĞŵƉƟŶŐŝŵƉůĞŵĞŶƚĂƟŽŶ͘ZĞƐĞĂƌĐŚƐƵŐŐĞƐƚƐƚŚĂƚƚĞĂĐŚĞƌƐǁŚŽĂƩĞŶĚƚŚĞƐĞƚLJƉĞƐŽĨǁŽƌŬƐŚŽƉƐ ĂƌĞŵƵĐŚŵŽƌĞůŝŬĞůLJƚŽĚĞůŝǀĞƌƉĂƌƟĐŝƉĂƚŽƌLJƉƌŽŐƌĂŵƐĞīĞĐƟǀĞůLJǁŝƚŚďĞŶĞĮƚƐĨŽƌƚŚĞŝƌƐƚƵĚĞŶƚƐ ;,ĞƌďĞƌƚΘ>ŽŚƌŵĂŶŶ͕ϮϬϭϭͿ͘ƐǁĞůůĂƐƉƌĂĐƟĐŝŶŐƚĞĂĐŚĞƌƐ͕,ĞƌďĞƌƚĂŶĚ>ŽŚƌŵĂŶŶ;ϮϬϭϭͿĂƌŐƵĞƚŚĂƚ ƉƌĞͲƐĞƌǀŝĐĞƚĞĂĐŚĞƌƐƐŚŽƵůĚƌĞƉĞĂƚĞĚůLJĞdžƉĞƌŝĞŶĐĞĂŶĚƉƌĂĐƟĐĞĂĐƟǀĞůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐ͘ tŚŝůƐƚŝƚŝƐŽŌĞŶƉƌĞƐƵŵĞĚƚŚĂƚƚƌĂŝŶŝŶŐŝƐƚŚĞŵŽƐƚƐŝŐŶŝĮĐĂŶƚŝŶŇƵĞŶĐĞŽŶƚĞĂĐŚĞƌƐ͛ƵƐĞŽĨĐŽůůĂďŽƌĂƟǀĞ ůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐ͕ĂŚŝůůĞƚĂů͛͘Ɛ;ϮϬϭϯͿƌĞƐĞĂƌĐŚǁŝƚŚƐĞĐŽŶĚĂƌLJƐĐŚŽŽůƚĞĂĐŚĞƌƐŝŶƵƐƚƌĂůŝĂŝĚĞŶƟĮĞĚ Ă ƌĂŶŐĞ ŽĨ ŽƚŚĞƌ ŝŶŇƵĞŶĐĞƐ͘ /Ŷ ƚŚŝƐ ƐƚƵĚLJ͕ ƚĞĂĐŚĞƌƐ ŶŽŵŝŶĂƚĞĚ ƚŚĞ ŵŽƐƚ ƐŝŐŶŝĮĐĂŶƚ ŝŶŇƵĞŶĐĞƐ ŽŶ ƚŚĞŝƌƉĞĚĂŐŽŐŝĐĂůĐŚŽŝĐĞƐƚŽďĞƵŶĚĞƌƐƚĂŶĚŝŶŐƚŚĞĞĚƵĐĂƟŽŶĂůƌĂƟŽŶĂůĞĨŽƌƚŚĞĂƉƉƌŽĂĐŚ͕ƐƚƵĚĞŶƚ ĞŶŐĂŐĞŵĞŶƚ͕ĐŽŶĮĚĞŶĐĞŝŶĐůĂƐƐĐŽŶƚƌŽů͕ĂŶĚŚĂǀŝŶŐƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐǁŝƚŚƚŚĞƐƚƵĚĞŶƚƐ͕ĂůŽŶŐ ǁŝƚŚƉƌĂĐƟĐĂůŝƟĞƐƐƵĐŚĂƐŚĂǀŝŶŐƟŵĞƚŽĂĚĞƋƵĂƚĞůLJƉƌĞƉĂƌĞĂĐůĂƐƐ͘dŚŝƐĚĂƚĂŐŝǀĞƐǀĂůƵĂďůĞŝŶƐŝŐŚƚ ŝŶƚŽǁŚĂƚƚĞĂĐŚĞƌƐŶĞĞĚŝŶŽƌĚĞƌƚŽƐƵƉƉŽƌƚƵƉƚĂŬĞĂŶĚŵĂŝŶƚĞŶĂŶĐĞŽĨƉĂƌƟĐŝƉĂƚŽƌLJĂƉƉƌŽĂĐŚĞƐ͗ as well as providing training support to teachers, it is important to help teachers understand the ƌĂƟŽŶĂůĞĨŽƌƐƵĐŚĂƉƉƌŽĂĐŚĞƐĂŶĚĂĐŬŶŽǁůĞĚŐĞĂŶĚĂůůŽǁĨŽƌƟŵĞƚŽƉƌĞƉĂƌĞĐůĂƐƐĞƐ͘ ĞŶĞĮƚƐĨŽƌƚĞĂĐŚĞƌƐ ƐƚƵĚLJƚŚĂƚŝŶǀĞƐƟŐĂƚĞĚƚĞĂĐŚĞƌƐ͛ĞdžƉĞƌŝĞŶĐĞŽĨĂWƌŝŵĂƌLJƐĐŚŽŽůƉƌŽŐƌĂŵ;'ƌĂĚĞƐKŶĞƚŽ^ĞǀĞŶͿ ĚĞƐŝŐŶĞĚƚŽƉƌŽŵŽƚĞĐŚŝůĚƌĞŶ͛ƐƐŽĐŝĂůĐŽŵƉĞƚĞŶĐĞĨŽƵŶĚƚŚĂƚƚĞĂĐŚŝŶŐƚŚĞ^>ƉƌŽŐƌĂŵŚĂĚĂƉŽƐŝƟǀĞ ŝŶŇƵĞŶĐĞŽŶƚĞĂĐŚĞƌƐƚŚĞŵƐĞůǀĞƐ͕ďŽƚŚŝŶƚĞƌŵƐŽĨƚŚĞŝƌŽǀĞƌĂůůƚĞĂĐŚŝŶŐƚĞĐŚŶŝƋƵĞƐĂŶĚŝŶƚŚĞŝƌŽǁŶ ƐŽĐŝĂůďĞŚĂǀŝŽƵƌ;>ĂƌƐĞŶΘ^ĂŵĚĂů͕ϮϬϭϮͿ͘ĚĚŝƟŽŶĂůůLJ͕ŵŽƐƚŽĨƚŚĞƚĞĂĐŚĞƌƐƌĞƉŽƌƚĞĚƚŚĂƚƚŚĞLJĨĞůƚ ƚŚĞLJŚĂĚďĞĐŽŵĞŵŽƌĞĚĞŵŽĐƌĂƟĐĂŶĚƐƚƵĚĞŶƚͲĐĞŶƚƌĞĚŝŶƚŚĞŝƌƚĞĂĐŚŝŶŐ͕ŵŽƌĞƐŽĐŝĂůůLJƐŬŝůůĞĚĂŶĚ ŵŽƌĞĂǁĂƌĞŽĨŝŶĚŝǀŝĚƵĂůƐ͛ŶĞĞĚƐĂŶĚƉƌŽďůĞŵƐ;>ĂƌƐĞŶΘ^ĂŵĚĂů͕ϮϬϭϮͿ͘ <ŝŵďĞƌ Ğƚ Ăů͛͘Ɛ ;ϮϬϭϯͿ ƐƚƵĚLJ ŝŶǀĞƐƟŐĂƚĞĚ ƚĞĂĐŚĞƌ ĐŚĂŶŐĞ ĂŶĚ ĚĞǀĞůŽƉŵĞŶƚ ĚƵƌŝŶŐ ĚĞůŝǀĞƌLJ ŽĨ Ă ĐůĂƐƐƌŽŽŵ^>ƉƌŽŐƌĂŵ;'ƌĂĚĞƐKŶĞƚŽEŝŶĞͿ͘/ƚĨŽƵŶĚƚŚĂƚƚĞĂĐŚĞƌƐƌĞƉŽƌƚĞĚŐƌŽǁƚŚŝŶƚŚĞŝƌŽǁŶ personal development as a result of teaching the program. Teachers also reported an improvement ŝŶƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐĂŶĚŽďƐĞƌǀĞƌƐŶŽƚĞĚĂŶŝŵƉƌŽǀĞŵĞŶƚŝŶƚĞĂĐŚŝŶŐĂďŝůŝƚLJ;<ŝŵďĞƌ͕ Skoog, & Sandell, 2013). ŶŝŶƚĞƌĞƐƚŝŶŚŽǁƚĞĂĐŚĞƌƐŵĂLJďĞŶĞĮƚĨƌŽŵƐĐŚŽŽůͲďĂƐĞĚ^>ƉƌŽŐƌĂŵƐŚĂƐďĞĞŶƌĂŝƐĞĚŝŶĂĐŽŶƚĞdžƚ ŝŶǁŚŝĐŚƚŚĞƌĞŝƐŝŶĐƌĞĂƐŝŶŐƌĞĐŽŐŶŝƟŽŶŽĨƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨƚĞĂĐŚĞƌǁĞůůďĞŝŶŐ;ƌŝŶĞƌΘĞǁďĞƌƌLJ͕ ϮϬϬϳ͖DĂƐŽŶΘZŽǁůŝŶŐ͕ϮϬϬϱ͖ZŽīĞLJ͕ϮϬϭϮͿ͘dŽĚĂƚĞ͕ŵŽƐƚƌĞƐĞĂƌĐŚŝŶƚĞĂĐŚĞƌǁĞůůďĞŝŶŐĨŽĐƵƐĞƐ ŽŶǁŚĂƚĐĂƵƐĞƐƐƚƌĞƐƐƌĂƚŚĞƌƚŚĂŶǁŚĂƚƉƌŽŵŽƚĞƐǁĞůůďĞŝŶŐ͘ZŽīĞLJ͛Ɛ;ϮϬϭϮͿƋƵĂůŝƚĂƟǀĞƐƚƵĚLJŝŶƐŝdž ƵƐƚƌĂůŝĂŶ^ĐŚŽŽůƐŚŝŐŚůŝŐŚƚƐƚŚĂƚƋƵĂůŝƚLJŽĨƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐĂŶĚƐĐŚŽŽůƐŽĐŝĂůĐĂƉŝƚĂů ĂƌĞĐĞŶƚƌĂůƚŽƚĞĂĐŚĞƌǁĞůůďĞŝŶŐ͘^ŚĞĂƌŐƵĞƐƚŚĂƚŝŶǀĞƐƟŶŐŝŶƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐŝƐĂůƐŽůŝŬĞůLJƚŽďĞ ŝŶƚŚĞŝŶƚĞƌĞƐƚŽĨƚĞĂĐŚĞƌǁĞůůďĞŝŶŐĂŶĚƚŚĂƚĞīŽƌƚƐƚŽƉƌŽŵŽƚĞƐƚƵĚĞŶƚǁĞůůďĞŝŶŐŵĂLJĂůƐŽƉƌŽŵŽƚĞ teacher wellbeing. 41 Conclusion dŚŝƐƌĞǀŝĞǁŽĨƚŚĞůŝƚĞƌĂƚƵƌĞŚĂƐƉƌŽǀŝĚĞĚĂŶĞǀŝĚĞŶĐĞͲďĂƐĞĚĚŝƐĐƵƐƐŝŽŶŽĨƚŚĞĐŽŶƚƌŝďƵƟŽŶƐĐŚŽŽůƐ ĐĂŶŵĂŬĞƚŽƉƌŽŵŽƟŶŐƌĞƐŝůŝĞŶĐĞĂŶĚǁĞůůďĞŝŶŐŝŶƐƚƵĚĞŶƚƐ͘dŚĞƌĞƐĞĂƌĐŚĞǀŝĚĞŶĐĞƉŽŝŶƚƐƚŽƚŚĞ ǀĂůƵĞ ŽĨ ŵƵůƟĚŝŵĞŶƐŝŽŶĂů ǁŚŽůĞͲƐĐŚŽŽů ĞīŽƌƚƐ ƚŽ ƉƌŽŵŽƚĞ ƐƚƵĚĞŶƚƐ͛ ƌĞƐŝůŝĞŶĐĞ ĂŶĚ ĞŶŐĂŐĞŵĞŶƚ͕ ĂŶĚ ƚŽ ƚŚĞ ďĞŶĞĮƚƐ ŽĨ ŚŝŐŚͲƋƵĂůŝƚLJ ĂŶĚ ǁĞůůͲŝŵƉůĞŵĞŶƚĞĚ ƐŽĐŝĂů ĂŶĚ ĞŵŽƟŽŶĂů ůĞĂƌŶŝŶŐ ĐƵƌƌŝĐƵůĂ ;^>Ϳ͘dŚĞƌĞŝƐĞǀŝĚĞŶĐĞƚŚĂƚĐŽŵƉƌĞŚĞŶƐŝǀĞĂƉƉƌŽĂĐŚĞƐĐĂŶŶŽƚŽŶůLJƉƌŽŵŽƚĞƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂů ƐŬŝůůƐ͕ĂƫƚƵĚĞƐĂŶĚďĞŚĂǀŝŽƵƌ͕ďƵƚĂůƐŽƌĞĚƵĐĞƌŝƐŬLJďĞŚĂǀŝŽƵƌĂŶĚŝŶĐƌĞĂƐĞĂĐĂĚĞŵŝĐƉĞƌĨŽƌŵĂŶĐĞ͘ ^ƚƵĚĞŶƚǁĞůůďĞŝŶŐĂŶĚƌĞƐŝůŝĞŶĐĞŝƐĞŶŚĂŶĐĞĚƚŚƌŽƵŐŚƉƌŽͲĂĐƟǀĞƉĂƌƚŶĞƌƐŚŝƉƐǁŝƚŚƉĞĞƌƐ͕ƚĞĂĐŚĞƌƐ͕ ƉĞĞƌƐ͕ ƉĂƌĞŶƚƐ ĂŶĚ ĐĂƌĞƌƐ͘ WŽƐŝƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐ ĂƌĞ ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚ ŝŶĐƌĞĂƐĞĚ ďĞŚĂǀŝŽƵƌĂů͕ĐŽŐŶŝƟǀĞĂŶĚĞŵŽƟŽŶĂůĞŶŐĂŐĞŵĞŶƚŽĨƐƚƵĚĞŶƚƐ͕ĂŶĚƚŚĂƚƉŽƐŝƟǀĞƉĞĞƌƌĞůĂƟŽŶƐŚŝƉƐ ĨŽƐƚĞƌ ĐŽŶŶĞĐƚĞĚŶĞƐƐ ƚŽ ƐĐŚŽŽů ĂƐ ǁĞůů ĂƐ ƉƐLJĐŚŽůŽŐŝĐĂů ǁĞůůďĞŝŶŐ͘ WŽƐŝƟǀĞ ƚĞĂĐŚĞƌͲƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐŚŝƉƐĂƌĞĂůƐŽĂƐƐŽĐŝĂƚĞĚǁŝƚŚŵŽƌĞƉŽƐŝƟǀĞĂƫƚƵĚĞƐƚŽǁĂƌĚŚĞůƉͲƐĞĞŬŝŶŐ͘ dŚĞƌĞƐĞĂƌĐŚĚĞŵŽŶƐƚƌĂƚĞƐƚŚĂƚƌŝŐŽƌŽƵƐůLJĚĞƐŝŐŶĞĚĂŶĚǁĞůůͲƚĂƵŐŚƚ^>ƉƌŽŐƌĂŵƐ͕ǁŚŝĐŚĞdžƉůŝĐŝƚůLJ ĚĞǀĞůŽƉ^>ƐŬŝůůƐ͕ĐĂŶĐŽŶƚƌŝďƵƚĞƚŽƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨƉŽƐŝƟǀĞƐŽĐŝĂůďĞŚĂǀŝŽƵƌĂŶĚƌĞĚƵĐĞƵƐĞ ŽĨƌŝƐŬLJĂŶĚĚŝƐƌƵƉƟǀĞďĞŚĂǀŝŽƵƌ͘īĞĐƟǀĞ^>ĐƵƌƌŝĐƵůĂŝŶĐůƵĚĞĂĐŽŵďŝŶĂƟŽŶŽĨŬŶŽǁůĞĚŐĞ͕ƐŽĐŝĂů ĂŶĚůŝĨĞƐŬŝůůƐ͕ŶŽƌŵĂƟǀĞĂƉƉƌŽĂĐŚĞƐ͕ĂŶĚŶĞŐŽƟĂƟŽŶƐŬŝůůƐ͘ƵƌƌŝĐƵůƵŵŝƐĂůƐŽŵŽƐƚĞīĞĐƟǀĞǁŚĞŶ it is part of a broader health and personal development curriculum that incorporates a focus on a ƌĂŶŐĞŽĨƐŽĐŝĂů͕ƉŚLJƐŝĐĂůĂŶĚŵĞŶƚĂůŚĞĂůƚŚŝƐƐƵĞƐ͕ĂŶĚƉƌŽǀŝĚĞĚĂƐƉĂƌƚŽĨďƌŽĂĚĞƌƐĐŚŽŽůĞīŽƌƚƐƚŽ promote student wellbeing. 'ŝǀĞŶ ƚŚĞ ƉƌĞǀĂůĞŶĐĞ ŽĨ ŵĞŶƚĂů ĂŶĚ ƐŽĐŝĂů ŚĞĂůƚŚ ƉƌŽďůĞŵƐ ĂīĞĐƟŶŐ ĐŚŝůĚƌĞŶ ĂŶĚ LJŽƵŶŐ ƉĞŽƉůĞ͕ ĂŶĚŐŝǀĞŶƚŚĂƚƐƚƵĚĞŶƚƐƚĞŶĚƚŽďĞƌĞůƵĐƚĂŶƚƚŽƐĞĞŬŚĞůƉǁŝƚŚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůƉƌŽďůĞŵƐ͕ŝƚŝƐ ŝŵƉŽƌƚĂŶƚƚŚĂƚƚĞĂĐŚĞƌƐŶŽƟĐĞĂŶĚŝŶƋƵŝƌĞĂďŽƵƚƚŚŽƐĞƐƚƵĚĞŶƚǁŚŽŵĂŶŝĨĞƐƚǁĞůůďĞŝŶŐŽƌůĞĂƌŶŝŶŐ ŶĞĞĚƐĂŶĚƉůĂŶƚŽƉƌŽǀŝĚĞĨŽƌĂĚĚŝƟŽŶĂůƐƵƉƉŽƌƚ͘^ŽŵĞƉƌŽďůĞŵƐĂīĞĐƟŶŐƐƚƵĚĞŶƚƐĂƌĞĞŝƚŚĞƌƐĞǀĞƌĞ͕ ƵƌŐĞŶƚ͕ŽƌŽƵƚƐŝĚĞƚŚĞƐĐŽƉĞŽĨƚŚĞƐĐŚŽŽů͛ƐĐĂƉĂĐŝƚLJƚŽŝŶƚĞƌǀĞŶĞ͘/ŶƚŚĞƐĞƐŝƚƵĂƟŽŶƐŝƚŝŵƉŽƌƚĂŶƚ that schools have well-established processes through which to refer students needing help from ƐƉĞĐŝĂůŝƐƚĂŐĞŶĐŝĞƐ͕ĐŚŝůĚƉƌŽƚĞĐƟŽŶŽƌŵĞĚŝĐĂůƐĞƌǀŝĐĞƐ͘ 42 >ŝŶŬƐ WƌŝŶĐŝƉůĞƐĨŽƌ,ĞĂůƚŚĂŶĚtĞůůďĞŝŶŐ;Ϳ 'ƵŝĚĞƐƉƌŽĨĞƐƐŝŽŶĂůƉƌĂĐƟĐĞŝŶĞƉĂƌƚŵĞŶƚŚĞĂůƚŚĂŶĚǁĞůůďĞŝŶŐƐĞƌǀŝĐĞƐ͕ĞĂƌůLJĐŚŝůĚŚŽŽĚƐĞƌǀŝĐĞƐ and schools ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬĂďŽƵƚͬĚĞƉĂƌƚŵĞŶƚͬWĂŐĞƐͬǁĞůůďĞŝŶŐ͘ĂƐƉdž dŚĞĐŚŝĞǀĞŵĞŶƚWƌŽŐƌĂŵ;Ϳ A whole-school approach to working towards key health priority areas, which was informed by the tŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝnjĂƟŽŶ͛Ɛ,ĞĂůƚŚWƌŽŵŽƟŶŐ^ĐŚŽŽůƐŵŽĚĞů ŚƩƉ͗ͬͬǁǁǁ͘ĂĐŚŝĞǀĞŵĞŶƚƉƌŽŐƌĂŵ͘ŚĞĂůƚŚLJƚŽŐĞƚŚĞƌ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬ ^&DŝŶĚƐ WƌŽǀŝĚĞƐĂƐƵŝƚĞŽĨĞĂƌůLJŝŶƚĞƌǀĞŶƟŽŶůĞĂƌŶŝŶŐŵĂƚĞƌŝĂůƐƚŽĞŶŚĂŶĐĞƚŚĞĐĂƉĂĐŝƚLJŽĨƐĐŚŽŽů ĐŽŵŵƵŶŝƟĞƐƚŽĞīĞĐƟǀĞůLJŝĚĞŶƟĨLJĂŶĚƌĞƐƉŽŶĚĞĂƌůLJƚŽŵĞŶƚĂůŚĞĂůƚŚŝƐƐƵĞƐŝŶĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐ people ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬƐĐŚŽŽůͬƚĞĂĐŚĞƌƐͬŚĞĂůƚŚͬWĂŐĞƐͬƐĂĨĞŵŝŶĚƐ͘ĂƐƉdž The Victorian System of Care Referral Matrix ƚŽŽůǁŚŝĐŚƐƵƉƉŽƌƚƐƉĂƌĞŶƚƐĂŶĚĐĂƌĞƌƐ͕ƐĐŚŽŽůƐƚĂīĂŶĚŽƚŚĞƌƉƌŽĨĞƐƐŝŽŶĂůƐƚŽĂƉƉƌŽƉƌŝĂƚĞůLJƌĞĨĞƌ children and young people to mental health services ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬƐĐŚŽŽůͬƉƌŝŶĐŝƉĂůƐͬŚĞĂůƚŚͬWĂŐĞƐͬƌĞĨĞƌƌĂů͘ĂƐƉdž DŝŶĚĚ;h<ĞƉĂƌƚŵĞŶƚŽĨ,ĞĂůƚŚͿ 'ƵŝĚĂŶĐĞŽŶĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ͛ƐŵĞŶƚĂůŚĞĂůƚŚ͕ǁĞůůďĞŝŶŐĂŶĚĚĞǀĞůŽƉŵĞŶƚĨŽƌĂĚƵůƚƐ working with children and youth to help them support the development of young healthy minds ŚƩƉƐ͗ͬͬǁǁǁ͘ŵŝŶĚĞĚ͘ŽƌŐ͘ƵŬͬ ƵůůLJ^ƚŽƉƉĞƌƐ;Ϳ ŝŵƐƚŽƐƚƌĞŶŐƚŚĞŶďƵůůLJŝŶŐƉƌĞǀĞŶƟŽŶĂŶĚĞŵƉŽǁĞƌĞǀĞƌLJŽŶĞƚŽŵĂŬĞĂƐƚĂŶĚĂŶĚďĞĐŽŵĞĂďƵůůLJ ƐƚŽƉƉĞƌ͕ƌĞĚƵĐŝŶŐŝŶĐŝĚĞŶĐĞƐŽĨďƵůůLJŝŶŐŝŶsŝĐƚŽƌŝĂŶƐĐŚŽŽůƐ ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬĂďŽƵƚͬƉƌŽŐƌĂŵƐͬďƵůůLJƐƚŽƉƉĞƌƐͬWĂŐĞƐͬĚĞĨĂƵůƚ͘ĂƐƉdž <ŝĚƐDĂƩĞƌ 43 <ŝĚƐDĂƩĞƌ WƌŽǀŝĚĞƐŝŶĨŽƌŵĂƟŽŶĂďŽƵƚƚŚĞĐƌŝƟĐĂůƌŽůĞƉĂƌĞŶƚƐĂŶĚĐĂƌĞƌƐƉůĂLJŝŶƐƵƉƉŽƌƟŶŐĐŚŝůĚƌĞŶ͛ƐƐŽĐŝĂůĂŶĚ ĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ ŚƩƉƐ͗ͬͬǁǁǁ͘ŬŝĚƐŵĂƩĞƌ͘ĞĚƵ͘ĂƵͬĨĂŵŝůŝĞƐͬĂďŽƵƚͲďĞŚĂǀŝŽƵƌͬŐĞƫŶŐͲĂůŽŶŐͬƐƵƉƉŽƌƟŶŐͲ ĐŚŝůĚƌĞŶйϮйϴϬйϵϵƐͲƐŽĐŝĂůͲĂŶĚͲĞŵŽƟŽŶĂůͲůĞĂƌŶŝŶŐ &ĂŵŝůLJΘŽŵŵƵŶŝƚLJWĂƌƚŶĞƌƐŚŝƉƐ;Ϳ WƌŽǀŝĚĞƐŝŶĨŽƌŵĂƟŽŶĂŶĚĂĚǀŝĐĞŽŶŚŽǁƐĐŚŽŽůƐĐĂŶĨŽƐƚĞƌƉŽƐŝƟǀĞƌĞůĂƟŽŶƐŚŝƉƐǁŝƚŚĨĂŵŝůŝĞƐĂŶĚƚŚĞ broader community ŚƩƉ͗ͬͬǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ǀŝĐ͘ŐŽǀ͘ĂƵͬƐĐŚŽŽůͬƉƌŝŶĐŝƉĂůƐͬŚĞĂůƚŚͬƉĂŐĞƐͬĨĂŵĐŽŵŵ͘ĂƐƉdž DŝŶĚĚ;h<ĞƉĂƌƚŵĞŶƚŽĨ,ĞĂůƚŚͿ 'ƵŝĚĂŶĐĞŽŶĐŚŝůĚƌĞŶĂŶĚLJŽƵŶŐƉĞŽƉůĞ͛ƐŵĞŶƚĂůŚĞĂůƚŚ͕ǁĞůůďĞŝŶŐĂŶĚĚĞǀĞůŽƉŵĞŶƚĨŽƌĂĚƵůƚƐ working with children and youth to help them support the development of young healthy minds ŚƩƉƐ͗ͬͬǁǁǁ͘ŵŝŶĚĞĚ͘ŽƌŐ͘ƵŬͬ dŚĞŽůůĂďŽƌĂƟǀĞĨŽƌĐĂĚĞŵŝĐ͕^ŽĐŝĂů͕ĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ;^>Ϳ ^>ůĞĂĚƐƌĞƐĞĂƌĐŚĂŶĚŝŶŶŽǀĂƟŽŶŝŶƚŚĞĂƌĞĂŽĨƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐ;^>Ϳ ŚƩƉ͗ͬͬǁǁǁ͘ĐĂƐĞů͘ŽƌŐͬ 44 References Z͘;ϮϬϭϯͿ͘'ĞŶĞƌĂůĂƉĂďŝůŝƟĞƐŝŶƚŚĞƵƐƚƌĂůŝĂŶƵƌƌŝĐƵůƵŵ͘^LJĚŶĞLJ͗ƵƐƚƌĂůŝĂŶƵƌƌŝĐƵůƵŵ͕ ƐƐĞƐƐŵĞŶƚĂŶĚZĞƉŽƌƟŶŐƵƚŚŽƌŝƚLJ͘ /,t͘;ϮϬϭϭͿ͘zŽƵŶŐƵƐƚƌĂůŝĂŶƐ͗dŚĞŝƌ,ĞĂůƚŚĂŶĚtĞůůďĞŝŶŐϮϬϭϭ͘ĂŶďĞƌƌĂ͗ƵƐƚƌĂůŝĂŶ/ŶƐƟƚƵƚĞŽĨ ,ĞĂůƚŚĂŶĚtĞůĨĂƌĞ͘ ůůŝƐŽŶ͕^͕͘ZŽĞŐĞƌ͕>͕͘ΘZĞŝŶĨĞůĚͲ<ŝƌŬŵĂŶ͕E͘;ϮϬϬϵͿ͘ŽĞƐƐĐŚŽŽůďƵůůLJŝŶŐĂīĞĐƚĂĚƵůƚŚĞĂůƚŚ͍ WŽƉƵůĂƟŽŶƐƵƌǀĞLJŽĨŚĞĂůƚŚͲƌĞůĂƚĞĚƋƵĂůŝƚLJŽĨůŝĨĞĂŶĚƉĂƐƚǀŝĐƟŵŝnjĂƟŽŶ͘Australian & New Zealand :ŽƵƌŶĂůŽĨWƐLJĐŚŝĂƚƌLJ, 43(12), 1163-1170. ůǀŽƌĚ͕D͘<͕͘Θ'ƌĂĚŽƐ͕:͘:͘;ϮϬϬϱͿ͘ŶŚĂŶĐŝŶŐƌĞƐŝůŝĞŶĐĞŝŶĐŚŝůĚƌĞŶ͗ƉƌŽĂĐƟǀĞĂƉƉƌŽĂĐŚ͘ WƌŽĨĞƐƐŝŽŶĂůWƐLJĐŚŽůŽŐLJ͗ZĞƐĞĂƌĐŚĂŶĚWƌĂĐƟĐĞ, 36(3), 238-245. Anderson, A.R., Christenson, S.L., Sinclair, M.F., & Lehr, C.A. (2004). Check & Connect: The importance ŽĨƌĞůĂƟŽŶƐŚŝƉƐĨŽƌƉƌŽŵŽƟŶŐĞŶŐĂŐĞŵĞŶƚǁŝƚŚƐĐŚŽŽů͘:ŽƵƌŶĂůŽĨ^ĐŚŽŽůWƐLJĐŚŽůŽŐLJ͕ϰϮ;ϮͿ͕ϵϱͲϭϭϯ͘ ƌĐŚĂŵďĂƵůƚ͕/͕͘:ĂŶŽƐnj͕D͕͘&ĂůůƵ͕:͕͘ΘWĂŐĂŶŝ͕>͘;ϮϬϬϵͿ͘^ƚƵĚĞŶƚŶŐĂŐĞŵĞŶƚĂŶĚŝƚƐZĞůĂƟŽŶƐŚŝƉǁŝƚŚ Early High School Dropout. Journal of Adolescence, 32(3), 651-670. ƐŚĚŽǁŶ͕͕͘ΘĞƌŶĂƌĚ͕D͘;ϮϬϭϮͿ͘ĂŶdžƉůŝĐŝƚ/ŶƐƚƌƵĐƟŽŶŝŶ^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ^ŬŝůůƐ ĞŶĞĮƚƚŚĞ^ŽĐŝĂůͲŵŽƟŽŶĂůĞǀĞůŽƉŵĞŶƚ͕tĞůůͲďĞŝŶŐ͕ĂŶĚĐĂĚĞŵŝĐĐŚŝĞǀĞŵĞŶƚŽĨzŽƵŶŐ ŚŝůĚƌĞŶ͍ĂƌůLJŚŝůĚŚŽŽĚĚƵĐĂƟŽŶ:ŽƵƌŶĂů, 39, 397–405. ǁĂƌƚĂŶŝ͕D͕͘tŚŝƚŵĂŶ͕͘s͕͘Θ'ŽƌĚŽŶ͕:͘;ϮϬϬϴͿ͘ĞǀĞůŽƉŝŶŐ/ŶƐƚƌƵŵĞŶƚƐƚŽĂƉƚƵƌĞzŽƵŶŐWĞŽƉůĞ͛Ɛ WĞƌĐĞƉƟŽŶƐŽĨŚŽǁ^ĐŚŽŽůĂƐĂ>ĞĂƌŶŝŶŐŶǀŝƌŽŶŵĞŶƚīĞĐƚƐƚŚĞŝƌtĞůůͲĞŝŶŐ͘ƵƌŽƉĞĂŶ:ŽƵƌŶĂůŽĨ ĚƵĐĂƟŽŶ, 43(1), 51-70. Bernard, B. (2004). ZĞƐŝůŝĞŶĐLJ͗tŚĂƚǁĞŚĂǀĞůĞĂƌŶĞĚ͘^ĂŶ&ƌĂŶĐŝƐĐŽ͕͗tĞƐƚĚ͘ ůƵŵ͕Z͘t͘;ϮϬϬϱͿ͘ĐĂƐĞĨŽƌƐĐŚŽŽůĐŽŶŶĞĐƚĞĚŶĞƐƐ͘dŚĞĚŽůĞƐĐĞŶƚ>ĞĂƌŶĞƌ, 62(7), 16-20. ŽŶĚ͕>͕͘ƵƚůĞƌ͕,͕͘dŚŽŵĂƐ͕>͕͘ĂƌůŝŶ͕:͕͘'ůŽǀĞƌ͕^͕͘ŽǁĞƐ͕'͕͘ΘWĂƩŽŶ͕'͘;ϮϬϬϳͿ͘^ŽĐŝĂůĂŶĚƐĐŚŽŽů connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), e9-18. ŽŶĚ͕>͕͘'ůŽǀĞƌ͕^͕͘'ŽĚĨƌĞLJ͕͕͘ƵƚůĞƌ͕,͕͘ΘWĂƩŽŶ͕'͘͘;ϮϬϬϭͿ͘ƵŝůĚŝŶŐĐĂƉĂĐŝƚLJĨŽƌƐLJƐƚĞŵͲůĞǀĞů ĐŚĂŶŐĞŝŶƐĐŚŽŽůƐ͗ůĞƐƐŽŶƐĨƌŽŵƚŚĞ'ĂƚĞŚŽƵƐĞWƌŽũĞĐƚ͘,ĞĂůƚŚĚƵĐĂƟŽŶΘĞŚĂǀŝŽƌ, 28(3), 368-383. ŽLJƐdŽǁŶ͘;ϮϬϭϯͿ͘<ŝĚƐ,ĞůƉůŝŶĞKǀĞƌǀŝĞǁϮϬϭϮ͘DŝůƚŽŶ͕YůĚ͗ŽLJƐƚŽǁŶ͘ ƌŝŶĞƌ͕Z͕͘͘ΘĞǁďĞƌƌLJ͕͘;ϮϬϬϳͿ͘^ƚĂīǁĞůůͲďĞŝŶŐŝƐŬĞLJƚŽƐĐŚŽŽůƐƵĐĐĞƐƐ͗ƌĞƐĞĂƌĐŚƐƚƵĚLJŝŶƚŽ ƚŚĞůŝŶŬƐďĞƚǁĞĞŶƐƚĂīǁĞůůďĞŝŶŐĂŶĚƐĐŚŽŽůƉĞƌĨŽƌŵĂŶĐĞ͘>ŽŶĚŽŶ͗ĞƉĂƌƚŵĞŶƚŽĨKƌŐĂŶŝnjĂƟŽŶĂů WƐLJĐŚŽůŽŐLJ͕ŝƌŬďĞĐŬŽůůĞŐĞ͕hŶŝǀĞƌƐŝƚLJŽĨ>ŽŶĚŽŶ͕ŝŶƉĂƌƚŶĞƌƐŚŝƉǁŝƚŚtŽƌŬůŝĨĞ^ƵƉƉŽƌƚ͘ 45 Bronfenbrenner, U. (1979). dŚĞĞĐŽůŽŐLJŽĨŚƵŵĂŶĚĞǀĞůŽƉŵĞŶƚ. Cambridge, MA: Harvard University Press. Ƶůů͕͕͘ƌŽŽŬŝŶŐ͕<͕͘ΘĂŵƉďĞůů͕Z͘;ϮϬϬϴͿ͘^ƵĐĐĞƐƐĨƵů,ŽŵĞͲ^ĐŚŽŽůWĂƌƚŶĞƌƐŚŝƉƐ͘tĞůůŝŶŐƚŽŶ͗ DŝŶŝƐƚƌLJŽĨĚƵĐĂƟŽŶ͘ ĂŚŝůů͕,͘;ϮϬϬϲͿ͘ĞǀŝƐŝŶŐůĂƐƐƌŽŽŵƌƵŐĚƵĐĂƟŽŶWƌŽŐƌĂŵƐ͘/ŶZ͘DŝĚĨŽƌĚΘ'͘DƵŶƌŽ;ĚƐ͘Ϳ͕ƌƵŐ ĚƵĐĂƟŽŶŝŶ^ĐŚŽŽůƐ͗^ĞĂƌĐŚŝŶŐĨŽƌƚŚĞ^ŝůǀĞƌƵůůĞƚ (pp. 147-165). Camberwell: Pearson. ĂŚŝůů͕,͘;ϮϬϭϯͿ͘ƌĂŵĂĨŽƌ,ĞĂůƚŚĂŶĚ,ƵŵĂŶZĞůĂƟŽŶƐŚŝƉƐĚƵĐĂƟŽŶ͗ůŝŐŶŝŶŐWƵƌƉŽƐĞĂŶĚĞƐŝŐŶ͘ /ŶD͘ŶĚĞƌƐŽŶΘ:͘ƵŶŶ;ĚƐ͘Ϳ͕,ŽǁƌĂŵĂĐƟǀĂƚĞƐ>ĞĂƌŶŝŶŐ͗ŽŶƚĞŵƉŽƌĂƌLJZĞƐĞĂƌĐŚĂŶĚWƌĂĐƟĐĞ (pp. 176-190). London: Bloomsbury. ĂŚŝůů͕,͕͘ΘŽīĞLJ͕:͘;ϮϬϭϯͿ͘zŽƵŶŐƉĞŽƉůĞĂŶĚƚŚĞ>ĞĂƌŶŝŶŐWĂƌƚŶĞƌƐŚŝƉƐƉƌŽŐƌĂŵ͘zŽƵƚŚ^ƚƵĚŝĞƐ Australia, 32(4). ĂŚŝůů͕,͕͘ŽīĞLJ͕:͕͘>ĞƐƚĞƌ͕>͕͘DŝĚĨŽƌĚ͕Z͕͘ZĂŵƐĚĞŶ͕Z͕͘ΘsĞŶŶŝŶŐ͕>͘;ϮϬϭϯͿ͘/ŶŇƵĞŶĐĞƐŽŶƚĞĂĐŚĞƌƐ͛ ƵƐĞŽĨƉĂƌƟĐŝƉĂƚŽƌLJůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐŝŶŚĞĂůƚŚĞĚƵĐĂƟŽŶĐůĂƐƐĞƐ͘,ĞĂůƚŚĚƵĐĂƟŽŶ:ŽƵƌŶĂů, December 2013. ĂŚŝůů͕,͕͘^ŚĂǁ͕'͕͘tLJŶ͕:͕͘Θ^ŵŝƚŚ͕'͘;ϮϬϬϰͿ͘dƌĂŶƐůĂƟŶŐĂƌŝŶŐ/ŶƚŽĐƟŽŶ͗ŶǀĂůƵĂƟŽŶŽĨƚŚĞ sŝĐƚŽƌŝĂŶĂƚŚŽůŝĐĚƵĐĂƟŽŶ^ƚƵĚĞŶƚtĞůĨĂƌĞWƌŽĨĞƐƐŝŽŶĂůĞǀĞůŽƉŵĞŶƚ/ŶŝƟĂƟǀĞ͘DĞůďŽƵƌŶĞ͗zŽƵƚŚ Research Centre, The University of Melbourne. ^>͘;ϮϬϬϱͿ͘^ĂĨĞĂŶĚƐŽƵŶĚ͗ŶĞĚƵĐĂƟŽŶĂůůĞĂĚĞƌ͛ƐŐƵŝĚĞƚŽĞǀŝĚĞŶĐĞͲďĂƐĞĚƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂů ůĞĂƌŶŝŶŐƉƌŽŐƌĂŵƐ͘ŚŝĐĂŐŽ͗ŽůůĂďŽƌĂƟǀĞĨŽƌĐĂĚĞŵŝĐ͕^ŽĐŝĂů͕ĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ͘ ^>͘;ϮϬϭϯͿ͘tŚĂƚ/Ɛ^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ͍ZĞƚƌŝĞǀĞĚϯϭ:ĂŶƵĂƌLJ͕ϮϬϭϰ͕ĨƌŽŵŚƩƉ͗ͬͬǁǁǁ͘ ĐĂƐĞů͘ŽƌŐͬƐŽĐŝĂůͲĂŶĚͲĞŵŽƟŽŶĂůͲůĞĂƌŶŝŶŐͬ ĂƚĂůĂŶŽ͕Z͘&͕͘,ĂŐŐĞƌƚLJ͕<͘W͕͘KĞƐƚĞƌůĞ͕^͕͘&ůĞŵŝŶŐ͕͕͘͘Θ,ĂǁŬŝŶƐ͕:͘͘;ϮϬϬϰͿ͘dŚĞ/ŵƉŽƌƚĂŶĐĞŽĨ Bonding to School for Healthy Development: Findings from the Social Development Research Group. :ŽƵƌŶĂůŽĨ^ĐŚŽŽů,ĞĂůƚŚ, 74(7), 252-261. ĞŶƚĞƌƐĨŽƌŝƐĞĂƐĞŽŶƚƌŽůĂŶĚWƌĞǀĞŶƟŽŶ͘;ϮϬϬϵͿ͘^ĐŚŽŽůŽŶŶĞĐƚĞĚŶĞƐƐ͗^ƚƌĂƚĞŐŝĞƐĨŽƌ/ŶĐƌĞĂƐŝŶŐ WƌŽƚĞĐƟǀĞ&ĂĐƚŽƌƐŵŽŶŐzŽƵƚŚ͘ƚůĂŶƚĂ͗h͘^͘ĞƉĂƌƚŵĞŶƚŽĨ,ĞĂůƚŚĂŶĚ,ƵŵĂŶ^ĞƌǀŝĐĞƐ͘ ĞŶƚƌĞĨŽƌƋƵŝƚLJĂŶĚ/ŶŶŽǀĂƟŽŶŝŶĂƌůLJŚŝůĚŚŽŽĚ͘;ϮϬϬϴͿ͘dƌĂŶƐŝƟŽŶ͗ĂƉŽƐŝƟǀĞƐƚĂƌƚƚŽƐĐŚŽŽů͘ DĞůďŽƵƌŶĞ͗DĞůďŽƵƌŶĞ'ƌĂĚƵĂƚĞ^ĐŚŽŽůŽĨĚƵĐĂƟŽŶ͕hŶŝǀĞƌƐŝƚLJŽĨDĞůďŽƵƌŶĞ͘ ŚĂĨŽƵůĞĂƐ͕^͘D͕͘ΘƌĂLJ͕D͘͘;ϮϬϬϰͿ͘/ŶƚƌŽĚƵĐŝŶŐƉŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJ͗&ŝŶĚŝŶŐĂƉůĂĐĞǁŝƚŚŝŶƐĐŚŽŽů psychology. WƐLJĐŚŽůŽŐLJŝŶƚŚĞ^ĐŚŽŽůƐ, 41(1), 1-5. ŝĂƌƌŽĐŚŝ͕:͕͘ĞĂŶĞ͕&͘W͕͘tŝůƐŽŶ͕͘:͕͘ΘZŝĐŬǁŽŽĚ͕͘;ϮϬϬϮͿ͘ĚŽůĞƐĐĞŶƚƐǁŚŽŶĞĞĚŚĞůƉƚŚĞŵŽƐƚĂƌĞ ƚŚĞůĞĂƐƚůŝŬĞůLJƚŽƐĞĞŬŝƚ͗dŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶůŽǁĞŵŽƟŽŶĂůĐŽŵƉĞƚĞŶĐĞĂŶĚůŽǁŝŶƚĞŶƟŽŶƚŽ seek help. ƌŝƟƐŚ:ŽƵƌŶĂůŽĨ'ƵŝĚĂŶĐĞΘŽƵŶƐĞůůŝŶŐ͕ 30(2), 173-188. 46 ůŽŶĂŶ͕^͘D͕͘ŚĂĨŽƵůĞĂƐ͕^͘D͕͘DĐŽƵŐĂů͕:͘>͕͘ΘZŝůĞLJͲdŝůůŵĂŶ͕d͘͘;ϮϬϬϰͿ͘WŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJŐŽĞƐƚŽ ƐĐŚŽŽů͗ƌĞǁĞƚŚĞƌĞLJĞƚ͍WƐLJĐŚŽůŽŐLJŝŶƚŚĞ^ĐŚŽŽůƐ, 41(1), 101-110. ŽŵŵŽŶǁĞĂůƚŚŽĨƵƐƚƌĂůŝĂ͘;ϮϬϬϬͿ͘WƌŽŵŽƟŽŶ͕ƉƌĞǀĞŶƟŽŶĂŶĚĞĂƌůLJŝŶƚĞƌǀĞŶƟŽŶĨŽƌŵĞŶƚĂů,ĞĂůƚŚ͗ A monograph. Canberra: Mental Health and Special Programs Branch, Department of Health and Aged Care, Commonwealth of Australia. Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. (2009). Australian Covert ƵůůLJŝŶŐWƌĞǀĂůĞŶĐĞ^ƚƵĚLJ;W^Ϳ͘WĞƌƚŚ͗ŚŝůĚ,ĞĂůƚŚWƌŽŵŽƟŽŶZĞƐĞĂƌĐŚĞŶƚƌĞ͕ĚŝƚŚŽǁĂŶ University. ĂŬĞ͕:͕͘͘WƌŝĐĞ͕:͘,͕͘ΘdĞůůũŽŚĂŶŶ͕^͘<͘;ϮϬϬϯͿ͘dŚĞEĂƚƵƌĞĂŶĚdžƚĞŶƚŽĨƵůůLJŝŶŐĂƚ^ĐŚŽŽů͘Journal of ^ĐŚŽŽů,ĞĂůƚŚ, 73(5), 173. ŽĚŐĞ͕Z͕͘ĂůLJ͕͘W͕͘,ƵLJƚŽŶ͕:͕͘Θ^ĂŶĚĞƌƐ͕>͘͘;ϮϬϭϮͿ͘dŚĞĐŚĂůůĞŶŐĞŽĨĚĞĮŶŝŶŐǁĞůůďĞŝŶŐ͘ /ŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂůŽĨtĞůůďĞŝŶŐ, 2(3), 222-235. ƵƌůĂŬ͕:͕͘͘tĞŝƐƐďĞƌŐ͕Z͘W͕͘LJŵŶŝĐŬŝ͕͕͘͘dĂLJůŽƌ͕Z͕͘͘Θ^ĐŚĞůůŝŶŐĞƌ͕<͘͘;ϮϬϭϭͿ͘dŚĞ/ŵƉĂĐƚŽĨ ŶŚĂŶĐŝŶŐ^ƚƵĚĞŶƚƐ͛^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ͗DĞƚĂͲŶĂůLJƐŝƐŽĨ^ĐŚŽŽůͲĂƐĞĚhŶŝǀĞƌƐĂů /ŶƚĞƌǀĞŶƟŽŶƐ͘ŚŝůĚĞǀĞůŽƉŵĞŶƚ, 82(1), 405-432. ƵƐĞŶďƵƌLJ͕>͕͘ƌĂŶŶŝŐĂŶ͕Z͕͘&ĂůĐŽ͕D͕͘Θ,ĂŶƐĞŶ͕t͘͘͘;ϮϬϬϯͿ͘ƌĞǀŝĞǁŽĨƌĞƐĞĂƌĐŚŽŶĮĚĞůŝƚLJŽĨ ŝŵƉůĞŵĞŶƚĂƟŽŶ͗ŝŵƉůŝĐĂƟŽŶƐĨŽƌĚƌƵŐĂďƵƐĞƉƌĞǀĞŶƟŽŶŝŶƐĐŚŽŽůƐĞƫŶŐƐ͘,ĞĂůƚŚĚƵĐĂƟŽŶZĞƐĞĂƌĐŚ, 18(2), 237-256. ŐŐĞƌ͕,͘>͕͘ΘŶŐŽůĚ͕͘;ϮϬϬϲͿ͘ŽŵŵŽŶŵŽƟŽŶĂůĂŶĚĞŚĂǀŝŽƌĂůŝƐŽƌĚĞƌƐŝŶWƌĞƐĐŚŽŽůŚŝůĚƌĞŶ͗ WƌĞƐĞŶƚĂƟŽŶ͕EŽƐŽůŽŐLJ͕ĂŶĚƉŝĚĞŵŝŽůŽŐLJ͘:ŽƵƌŶĂůŽĨŚŝůĚWƐLJĐŚŽůŽŐLJĂŶĚWƐLJĐŚŝĂƚƌLJ, 47(3-4), 313337. ůŝŽƚ͕D͕͘ŽƌŶĞůů͕͕͘'ƌĞŐŽƌLJ͕͕͘Θ&ĂŶ͕y͘;ϮϬϭϬͿ͘^ƵƉƉŽƌƟǀĞƐĐŚŽŽůĐůŝŵĂƚĞĂŶĚƐƚƵĚĞŶƚǁŝůůŝŶŐŶĞƐƐ to seek help for bullying and threats of violence. :ŽƵƌŶĂůŽĨ^ĐŚŽŽůWƐLJĐŚŽůŽŐLJ, 48, 533-553. &ĞƌŐƵƐŽŶ͕͘;ϮϬϬϴͿ͘dŚĞ^ĐŚŽŽůͲ&ĂŵŝůLJŽŶŶĞĐƟŽŶ͗>ŽŽŬŝŶŐĂƚƚŚĞ>ĂƌŐĞƌWŝĐƚƵƌĞ͗ZĞǀŝĞǁŽĨƵƌƌĞŶƚ >ŝƚĞƌĂƚƵƌĞ͘ƵƐƟŶ͕dy͗EĂƟŽŶĂůĞŶƚĞƌĨŽƌ&ĂŵŝůLJĂŶĚŽŵŵƵŶŝƚLJŽŶŶĞĐƟŽŶƐǁŝƚŚ^ĐŚŽŽůƐ͘ &ŝŶŶĞLJ͕͘;ϮϬϬϲͿ͘^ƚƌĞƚĐŚŝŶŐƚŚĞŽƵŶĚĂƌŝĞƐ͗^ĐŚŽŽůƐĂƐdŚĞƌĂƉĞƵƟĐŐĞŶƚƐŝŶDĞŶƚĂů,ĞĂůƚŚ͘/ƐŝƚĂ ZĞĂůŝƐƟĐWƌŽƉŽƐŝƟŽŶ͍WĂƐƚŽƌĂůĂƌĞŝŶĚƵĐĂƟŽŶ, 24(3), 22-27. &ƌĞĚƌŝĐŬƐ͕:͕͘͘ůƵŵĞŶĨĞůĚ͕W͕͘͘ΘWĂƌŝƐ͕͘,͘;ϮϬϬϰͿ͘^ĐŚŽŽůŶŐĂŐĞŵĞŶƚ͗WŽƚĞŶƟĂůŽĨƚŚĞŽŶĐĞƉƚ͕ State of the Evidence. ZĞǀŝĞǁŽĨĚƵĐĂƟŽŶĂůZĞƐĞĂƌĐŚ, 74(1), 59-109. Frydenberg, E. (2010). dŚŝŶŬƉŽƐŝƟǀĞůLJ͊ĐŽƵƌƐĞĨŽƌĚĞǀĞůŽƉŝŶŐĐŽƉŝŶŐƐŬŝůůƐŝŶĂĚŽůĞƐĐĞŶƚƐ. London: ŽŶƟŶƵƵŵ/ŶƚĞƌŶĂƟŽŶĂůWƵďůŝƐŚŝŶŐ'ƌŽƵƉ͘ &ƌLJĚĞŶďĞƌŐ͕͕͘ĞĂŶƐ͕:͕͘ΘK͛ƌŝĞŶ͕<͘;ϮϬϭϮͿ͘ĞǀĞůŽƉŝŶŐĞǀĞƌLJĚĂLJĐŽƉŝŶŐƐŬŝůůƐŝŶƚŚĞĞĂƌůLJLJĞĂƌƐ͗ WƌŽĂĐƟǀĞƐƚƌĂƚĞŐŝĞƐĨŽƌƐƵƉƉŽƌƟŶŐƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůĚĞǀĞůŽƉŵĞŶƚ͘>ŽŶĚŽŶ͗ŽŶƟŶƵƵŵ/ŶĐ͘WƌĞƐƐ͘ 47 'ĞůĚĞŶƐ͕W͕͘ΘŽƵƌŬĞ͕>͘;ϮϬϬϳͿ͘tŚĂƚĚŽĞƐǁĞůůďĞŝŶŐŵĞĂŶ͍WĞƌƐƉĞĐƟǀĞƐŽĨǁĞůůďĞŝŶŐĂŵŽŶŐLJŽƵŶŐ ƉĞŽƉůĞΘLJŽƵƚŚǁŽƌŬĞƌƐŝŶƌƵƌĂůsŝĐƚŽƌŝĂ͘zŽƵƚŚ^ƚƵĚŝĞƐƵƐƚƌĂůŝĂ, 26(1), 41-49. 'ŽŽĚĂůů͕:͘;ϮϬϭϯͿ͘WĂƌĞŶƚĂůĞŶŐĂŐĞŵĞŶƚƚŽƐƵƉƉŽƌƚĐŚŝůĚƌĞŶ͛ƐůĞĂƌŶŝŶŐ͗ĂƐŝdžƉŽŝŶƚŵŽĚĞů͘^ĐŚŽŽů >ĞĂĚĞƌƐŚŝƉΘDĂŶĂŐĞŵĞŶƚ, 33(2), 133-150. 'ŽǁĞƌƐ͕^͕͘dŚŽŵĂƐ͕^͕͘ΘĞĞůĞLJ͕^͘;ϮϬϬϰͿ͘ĂŶWƌŝŵĂƌLJ^ĐŚŽŽůŽŶƚƌŝďƵƚĞīĞĐƟǀĞůLJƚŽdŝĞƌ/ŚŝůĚ DĞŶƚĂů,ĞĂůƚŚ^ĞƌǀŝĐĞƐ͍ůŝŶŝĐĂůŚŝůĚWƐLJĐŚŽůŽŐLJΘWƐLJĐŚŝĂƚƌLJ, 9(3), 419-425. 'ƌĞĞŶďĞƌŐ͕D͘d͕͘tĞŝƐƐďĞƌŐ͕Z͘W͕͘K͛ƌŝĞŶ͕D͘h͕͘ŝŶƐ͕:͕͘͘&ƌĞĚĞƌŝĐŬƐ͕>͕͘ZĞƐŶŝŬ͕,͕͘ΘůŝĂƐ͕D͘:͘ ;ϮϬϬϯͿ͘ŶŚĂŶĐŝŶŐ^ĐŚŽŽůͲĂƐĞĚWƌĞǀĞŶƟŽŶĂŶĚzŽƵƚŚĞǀĞůŽƉŵĞŶƚdŚƌŽƵŐŚŽŽƌĚŝŶĂƚĞĚ^ŽĐŝĂů͕ ŵŽƟŽŶĂů͕ĂŶĚĐĂĚĞŵŝĐ>ĞĂƌŶŝŶŐ͘ŵĞƌŝĐĂŶWƐLJĐŚŽůŽŐŝƐƚ͕ϱϴ;ϲͬϳͿ͕ϰϲϲ͘ ,ĞƌďĞƌƚ͕W͕͘͘Θ>ŽŚƌŵĂŶŶ͕͘<͘;ϮϬϭϭͿ͘/ƚ͛ƐůůŝŶƚŚĞĞůŝǀĞƌLJ͊ŶŶĂůLJƐŝƐŽĨ/ŶƐƚƌƵĐƟŽŶĂů^ƚƌĂƚĞŐŝĞƐ &ƌŽŵīĞĐƟǀĞ,ĞĂůƚŚĚƵĐĂƟŽŶƵƌƌŝĐƵůĂ͘:ŽƵƌŶĂůŽĨ^ĐŚŽŽů,ĞĂůƚŚ, 81(5), 258-264. ,ŽůĨǀĞͲ^ĂďĞů͕D͘;ϮϬϭϰͿ͘>ĞĂƌŶŝŶŐ͕/ŶƚĞƌĂĐƟŽŶĂŶĚZĞůĂƟŽŶƐŚŝƉƐĂƐŽŵƉŽŶĞŶƚƐŽĨ^ƚƵĚĞŶƚtĞůůͲ ďĞŝŶŐ͗ŝīĞƌĞŶĐĞƐĞƚǁĞĞŶůĂƐƐĞƐĨƌŽŵ^ƚƵĚĞŶƚĂŶĚdĞĂĐŚĞƌWĞƌƐƉĞĐƟǀĞ͘^ŽĐŝĂů/ŶĚŝĐĂƚŽƌƐZĞƐĞĂƌĐŚ, :ĂŶƵĂƌLJϮϬϭϰ͘ ,ŽŶŐ͕^͘:͕͘ΘƐƉĞůĂŐĞ͕͘>͘;ϮϬϭϮͿ͘ƌĞǀŝĞǁŽĨƌĞƐĞĂƌĐŚŽŶďƵůůLJŝŶŐĂŶĚƉĞĞƌǀŝĐƟŵŝnjĂƟŽŶŝŶƐĐŚŽŽů͗ An ecological system analysis. ŐŐƌĞƐƐŝŽŶĂŶĚsŝŽůĞŶƚĞŚĂǀŝŽƌ, 17, 311-322. ,ŽŽǀĞƌͲĞŵƉƐĞLJ͕<͘s͕͘tĂůŬĞƌ͕:͘D͘d͕͘^ĂŶĚůĞƌ͕,͘D͕͘tŚĞƚƐĞů͕͕͘'ƌĞĞŶ͕͘>͕͘tŝůŬŝŶƐ͕͘^͕͘ΘůŽƐƐŽŶ͕ <͘;ϮϬϬϱͿ͘tŚLJŽWĂƌĞŶƚƐĞĐŽŵĞ/ŶǀŽůǀĞĚ͍ZĞƐĞĂƌĐŚ&ŝŶĚŝŶŐƐĂŶĚ/ŵƉůŝĐĂƟŽŶƐ͘ůĞŵĞŶƚĂƌLJ^ĐŚŽŽů Journal, 106(2), 105. ,ƌŽŵĞŬ͕Z͕͘ΘZŽīĞLJ͕^͘;ϮϬϬϵͿ͘WƌŽŵŽƟŶŐ^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐtŝƚŚ'ĂŵĞƐ͚͗͛/ƚ͛Ɛ&ƵŶĂŶĚ tĞ>ĞĂƌŶdŚŝŶŐƐ͛͛͘^ŝŵƵůĂƟŽŶΘ'ĂŵŝŶŐ͕ϰϬ͕ϲϮϲͲϲϰϰ͘ :ĞLJŶĞƐ͕t͘;ϮϬϭϮͿ͘DĞƚĂͲŶĂůLJƐŝƐŽĨƚŚĞĸĐĂĐLJŽĨŝīĞƌĞŶƚdLJƉĞƐŽĨWĂƌĞŶƚĂů/ŶǀŽůǀĞŵĞŶƚWƌŽŐƌĂŵƐ for Urban Students. hƌďĂŶĚƵĐĂƟŽŶ, 47(4), 706-742. :ŽŚŶƐŽŶ͕͘;ϮϬϬϴͿ͘dĞĂĐŚĞƌͲƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐǁŚŝĐŚƉƌŽŵŽƚĞƌĞƐŝůŝĞŶĐĞĂƚƐĐŚŽŽů͗ĂŵŝĐƌŽͲůĞǀĞů ĂŶĂůLJƐŝƐŽĨƐƚƵĚĞŶƚƐ͛ǀŝĞǁƐ͘ƌŝƟƐŚ:ŽƵƌŶĂůŽĨ'ƵŝĚĂŶĐĞΘŽƵŶƐĞůůŝŶŐ, 36(4), 385-398. :ŽƐĞ͕W͕͘͘ZLJĂŶ͕E͕͘ΘWƌLJŽƌ͕:͘;ϮϬϭϮͿ͘ŽĞƐ^ŽĐŝĂůŽŶŶĞĐƚĞĚŶĞƐƐWƌŽŵŽƚĞĂ'ƌĞĂƚĞƌ^ĞŶƐĞŽĨtĞůůͲ ĞŝŶŐŝŶĚŽůĞƐĐĞŶĐĞKǀĞƌdŝŵĞ͍Journal of Research on Adolescence, 22(2), 235-251. <ĞƐƐůĞƌ͕Z͕͘͘ŵŵŝŶŐĞƌ͕'͘W͕͘ŐƵŝůĂƌͲ'ĂdžŝŽůĂ͕^͕͘ůŽŶƐŽ͕:͕͘>ĞĞ͕^͕͘ΘmƐƚƺŶ͕d͘͘;ϮϬϬϳͿ͘ŐĞŽĨŽŶƐĞƚ mental disorders: a review of recent literature. ƵƌƌĞŶƚKƉŝŶŝŽŶŝŶWƐLJĐŚŝĂƚƌLJ, 20(4), 359-364. Kimber, B., Skoog, T., & Sandell, R. (2013). Teacher Change and Development during Training in Social ĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐWƌŽŐƌĂŵƐŝŶ^ǁĞĚĞŶ͘dŚĞŝŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂůŽĨŵŽƟŽŶĂůĚƵĐĂƟŽŶ, 5(1), 17-35. 48 <ŝƌďLJ͕͕͘>ĂƌŝƐ͕͕͘͘ΘZŽůůĞƌŝ͕>͘;ϮϬϬϳͿ͘^ĞdžĂŶĚ,/sĚƵĐĂƟŽŶWƌŽŐƌĂŵƐ͗dŚĞŝƌ/ŵƉĂĐƚŽŶ^ĞdžƵĂů ĞŚĂǀŝŽƌƐŽĨzŽƵŶŐWĞŽƉůĞdŚƌŽƵŐŚŽƵƚƚŚĞtŽƌůĚ͘Journal of Adolescent Health, 40, 206-217. >ĂƌƐĞŶ͕d͕͘Θ^ĂŵĚĂů͕K͘;ϮϬϭϮͿ͘dŚĞ/ŵƉŽƌƚĂŶĐĞŽĨdĞĂĐŚĞƌƐ͛&ĞĞůŝŶŐƐŽĨ^ĞůĨĸĐĂĐLJŝŶĞǀĞůŽƉŝŶŐ dŚĞŝƌWƵƉŝůƐ͛^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ͗EŽƌǁĞŐŝĂŶ^ƚƵĚLJŽĨdĞĂĐŚĞƌƐ͛ZĞĂĐƟŽŶƐƚŽƚŚĞ^ĞĐŽŶĚ Step Program. ^ĐŚŽŽůWƐLJĐŚŽůŽŐLJ/ŶƚĞƌŶĂƟŽŶĂů, 33(6), 631-645. Lazarus, R.S. (1991). ŵŽƟŽŶĂŶĚĚĂƉƚĂƟŽŶ͘EĞǁzŽƌŬ͗KdžĨŽƌĚhŶŝǀĞƌƐŝƚLJWƌĞƐƐ͘ Lee, P.C., & Stewart, D.E. (2013). Does a Socio-Ecological School Model Promote Resilience in Primary ^ĐŚŽŽůƐ͍:ŽƵƌŶĂůŽĨ^ĐŚŽŽů,ĞĂůƚŚ, 83(11), 795-804. >ŝďďĞLJ͕,͘W͘;ϮϬϬϰͿ͘DĞĂƐƵƌŝŶŐƐƚƵĚĞŶƚƌĞůĂƟŽŶƐŚŝƉƐƚŽƐĐŚŽŽů͗ƩĂĐŚŵĞŶƚ͕ďŽŶĚŝŶŐ͕ĐŽŶŶĞĐƚĞĚŶĞƐƐ͕ and engagement. :ŽƵƌŶĂůŽĨ^ĐŚŽŽů,ĞĂůƚŚ, 74(7), 274-283. >ŽŶŐĂƌĞƫ͕>͘;ϮϬϭϭͿ͘ZĞͲĐŽŶĐĞƉƚƵĂůŝƐŝŶŐĚƵĐĂƟŽŶĂůZĞƐŝůŝĞŶĐĞ͗'ŝǀŝŶŐsŽŝĐĞƚŽzŽƵŶŐWĞŽƉůĞ͛Ɛ WĞƌƐƉĞĐƟǀĞƐ͘;ŽĐƚŽƌŽĨWŚŝůŽƐŽƉŚLJWŚͿ͕hŶŝǀĞƌƐŝƚLJŽĨDĞůďŽƵƌŶĞDĞůďŽƵƌŶĞ͘ DĂƐŚĨŽƌĚͲ^ĐŽƩ͕͕͘ŚƵƌĐŚ͕͕͘ΘdĂLJůĞƌ͕͘;ϮϬϭϮͿ͘^ĞĞŬŝŶŐŚŝůĚƌĞŶ͛ƐWĞƌƐƉĞĐƟǀĞƐŽŶƚŚĞŝƌtĞůůďĞŝŶŐ ŝŶĂƌůLJŚŝůĚŚŽŽĚ^ĞƫŶŐƐ͘/ŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂůŽĨĂƌůLJŚŝůĚŚŽŽĚ, 44(3), 231-247. DĂƐŽŶ͕:͕͘ΘZŽǁůŝŶŐ͕>͘;ϮϬϬϱͿ͘>ŽŽŬĂŌĞƌƚŚĞƐƚĂīĮƌƐƚ͗ĐĂƐĞƐƚƵĚLJŽĨĚĞǀĞůŽƉŝŶŐƐƚĂīŚĞĂůƚŚĂŶĚ well-being. 'ůŽďĂů,ĞĂůƚŚWƌŽŵŽƟŽŶ, 12(3-4), 140-141. DĂƐƚĞŶ͕͘^͘;ϮϬϬϵͿ͘KƌĚŝŶĂƌLJDĂŐŝĐ͗>ĞƐƐŽŶƐĨƌŽŵZĞƐĞĂƌĐŚŽŶZĞƐŝůŝĞŶĐĞŝŶ,ƵŵĂŶĞǀĞůŽƉŵĞŶƚ͘ ĚƵĐĂƟŽŶĂŶĂĚĂ, 49(3), 28-32. DĂƩŚĞǁƐ͕'͕͘ĞŝĚŶĞƌ͕D͕͘ΘZŽďĞƌƚƐ͕Z͘͘;ϮϬϬϰͿ͘ŵŽƟŽŶĂů/ŶƚĞůůŝŐĞŶĐĞ͗^ĐŝĞŶĐĞĂŶĚDLJƚŚ. DĂƐƐĂĐŚƵƐĞƩƐ͗D/dWƌĞƐƐ͘ DĂnjnjĂƌ͕<͕͘ΘZŝĐŬǁŽŽĚ͕͘;ϮϬϭϯͿ͘dĞĂĐŚĞƌƐ͛ƌŽůĞďƌĞĂĚƚŚĂŶĚƉĞƌĐĞŝǀĞĚĞĸĐĂĐLJŝŶƐƵƉƉŽƌƟŶŐƐƚƵĚĞŶƚ mental health. Canberra: University of Canberra. DĂnjnjĞƌ͕<͘Z͕͘ΘZŝĐŬǁŽŽĚ͕͘:͘;ϮϬϭϯͿ͘ŽŵŵƵŶŝƚLJͲďĂƐĞĚƌŽůĞƐƉƌŽŵŽƟŶŐLJŽƵƚŚŵĞŶƚĂůŚĞĂůƚŚ͗ ĐŽŵƉĂƌŝŶŐƚŚĞƌŽůĞƐŽĨƚĞĂĐŚĞƌƐĂŶĚĐŽĂĐŚĞƐŝŶƉƌŽŵŽƟŽŶ͕ƉƌĞǀĞŶƟŽŶĂŶĚĞĂƌůLJŝŶƚĞƌǀĞŶƟŽŶ͘ /ŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂůŽĨDĞŶƚĂů,ĞĂůƚŚWƌŽŵŽƟŽŶ, 15(1), 29. Ddz͘;ϮϬϬϴͿ͘DĞůďŽƵƌŶĞĞĐůĂƌĂƟŽŶŽŶĚƵĐĂƟŽŶĂů'ŽĂůƐĨŽƌzŽƵŶŐƵƐƚƌĂůŝĂŶƐ͘ZĞƚƌŝĞǀĞĚ 15 April, 2014, from ŚƩƉ͗ͬͬǁǁǁ͘ŵĐĞĞƚLJĂ͘ĞĚƵ͘ĂƵͬǀĞƌǀĞͬͺƌĞƐŽƵƌĐĞƐͬEĂƟŽŶĂůͺĞĐůĂƌĂƟŽŶͺŽŶͺƚŚĞͺ ĚƵĐĂƟŽŶĂůͺ'ŽĂůƐͺĨŽƌͺzŽƵŶŐͺƵƐƚƌĂůŝĂŶƐ͘ƉĚĨ DĐEĞĞůLJ͕͕͘͘EŽŶŶĞŵĂŬĞƌ͕:͘D͕͘ΘůƵŵ͕Z͘t͘;ϮϬϬϮͿ͘WƌŽŵŽƟŶŐ^ĐŚŽŽůŽŶŶĞĐƚĞĚŶĞƐƐ͗ǀŝĚĞŶĐĞ ĨƌŽŵƚŚĞEĂƟŽŶĂů>ŽŶŐŝƚƵĚŝŶĂů^ƚƵĚLJŽĨĚŽůĞƐĐĞŶƚ,ĞĂůƚŚ͘:ŽƵƌŶĂůŽĨ^ĐŚŽŽů,ĞĂůƚŚ, 72(4), 138. DŝƐƐŝŽŶƵƐƚƌĂůŝĂ͘;ϮϬϭϭͿ͘EĂƟŽŶĂů^ƵƌǀĞLJŽĨzŽƵŶŐƵƐƚƌĂůŝĂŶƐϮϬϭϭ͘^LJĚŶĞLJ͗DŝƐƐŝŽŶƵƐƚƌĂůŝĂ͘ 49 Mission Australia. (2013). Youth Survey 2013. Sydney: Mission Australia. Mission Australia. (2014). Youth Mental Health Youth Mental Health Report, 2014. Sydney: Mission Australia. DŽƌƌŝƐŽŶ͕'͘D͕͘ΘůůĞŶ͕D͘Z͘;ϮϬϬϳͿ͘WƌŽŵŽƟŶŐ^ƚƵĚĞŶƚZĞƐŝůŝĞŶĐĞŝŶ^ĐŚŽŽůŽŶƚĞdžƚƐ͘Theory Into WƌĂĐƟĐĞ, 46(2), 162-169. EĂƟŽŶĂů,ĞĂůƚŚWƌŽŵŽƟŶŐ^ĐŚŽŽůƐ/ŶŝƟĂƟǀĞ͘;ϮϬϬϬͿ͘EĂƟŽŶĂů&ƌĂŵĞǁŽƌŬĨŽƌ,ĞĂůƚŚWƌŽŵŽƟŶŐ Schools 2000-2003. Canberra: Commonwealth Department of Health and Family Services and ƵƐƚƌĂůŝĂŶ,ĞĂůƚŚWƌŽŵŽƟŶŐ^ĐŚŽŽůƐƐƐŽĐŝĂƟŽŶ͘ EĂƟŽŶĂůZĞƐĞĂƌĐŚŽƵŶĐŝůĂŶĚ/ŶƐƟƚƵƚĞŽĨDĞĚŝĐŝŶĞ͘;ϮϬϬϰͿ͘ŶŐĂŐŝŶŐƐĐŚŽŽůƐ͗&ŽƐƚĞƌŝŶŐŚŝŐŚƐĐŚŽŽů ƐƚƵĚĞŶƚƐ͛ŵŽƟǀĂƟŽŶƚŽůĞĂƌŶ͘tĂƐŚŝŶŐƚŽŶ͕͗dŚĞEĂƟŽŶĂůĐĂĚĞŵŝĞƐWƌĞƐƐ͘ EĂƚǀŝŐ͕'͘<͕͘ůďƌĞŬƚƐĞŶ͕'͕͘ΘYǀĂƌŶƐƚƌŽŵ͕h͘;ϮϬϬϯͿ͘DĞƚŚŽĚƐŽĨdĞĂĐŚŝŶŐĂŶĚůĂƐƐWĂƌƟĐŝƉĂƟŽŶ ŝŶZĞůĂƟŽŶƚŽWĞƌĐĞŝǀĞĚ^ŽĐŝĂů^ƵƉƉŽƌƚĂŶĚ^ƚƌĞƐƐ͗DŽĚŝĮĂďůĞ&ĂĐƚŽƌƐĨŽƌ/ŵƉƌŽǀŝŶŐ,ĞĂůƚŚĂŶĚ tĞůůďĞŝŶŐĂŵŽŶŐ^ƚƵĚĞŶƚƐ͘ĚƵĐĂƟŽŶĂůWƐLJĐŚŽůŽŐLJ͗Ŷ/ŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂůŽĨdžƉĞƌŝŵĞŶƚĂů ĚƵĐĂƟŽŶĂůWƐLJĐŚŽůŽŐLJ, 23(3), 261-274. EĞůƐŽŶ͕'͕͘tĞƐƚŚƵĞƐ͕͕͘ΘDĂĐ>ĞŽĚ͕:͘͘;ϮϬϬϯͿ͘ŵĞƚĂͲĂŶĂůLJƐŝƐŽĨůŽŶŐŝƚƵĚŝŶĂůƌĞƐĞĂƌĐŚŽŶ ƉƌĞƐĐŚŽŽůƉƌĞǀĞŶƟŽŶƉƌŽŐƌĂŵƐĨŽƌĐŚŝůĚƌĞŶ͘WƌĞǀĞŶƟŽŶΘdƌĞĂƚŵĞŶƚ, 6(31), 1–35. EŽďůĞ͕d͕͘ΘDĐ'ƌĂƚŚ͕,͘;ϮϬϬϴͿ͘dŚĞƉŽƐŝƟǀĞĞĚƵĐĂƟŽŶĂůƉƌĂĐƟĐĞƐĨƌĂŵĞǁŽƌŬ͗ƚŽŽůĨŽƌĨĂĐŝůŝƚĂƟŶŐ ƚŚĞǁŽƌŬŽĨĞĚƵĐĂƟŽŶĂůƉƐLJĐŚŽůŽŐŝƐƚƐŝŶƉƌŽŵŽƟŶŐƉƵƉŝůǁĞůůďĞŝŶŐ͘ĚƵĐĂƟŽŶĂůĂŶĚĐŚŝůĚƉƐLJĐŚŽůŽŐLJ, 25(2), 119-134. K͛ƌŝĞŶ͕<͕͘͘ΘŽǁůĞƐ͕d͘s͘;ϮϬϭϯͿ͘dŚĞŝŵƉŽƌƚĂŶĐĞŽĨďĞůŽŶŐŝŶŐĨŽƌĂĚŽůĞƐĐĞŶƚƐŝŶƐĞĐŽŶĚĂƌLJƐĐŚŽŽů͘ dŚĞƵƌŽƉĞĂŶ:ŽƵƌŶĂůŽĨ^ŽĐŝĂůΘĞŚĂǀŝŽƵƌĂů^ĐŝĞŶĐĞƐ͘ K͛ĞĂ͕:͘;ϮϬϬϬͿ͘^ĐŚŽŽůͲĂƐĞĚ/ŶƚĞƌǀĞŶƟŽŶƐƚŽWƌĞǀĞŶƚĂƟŶŐWƌŽďůĞŵƐ͗&ŝƌƐƚŽEŽ,Ăƌŵ͘ĂƟŶŐ ŝƐŽƌĚĞƌƐ, 8(2), 123. WĂLJƚŽŶ͕:͘t͕͘tĞŝƐƐďĞƌŐ͕Z͘W͕͘ƵƌůĂŬ͕:͕͘͘LJŵŶŝĐŬŝ͕͕͘͘dĂLJůŽƌ͕Z͕͘͘Θ^ĐŚĞůůŝŶŐĞƌ͕<͘͘;ϮϬϬϴͿ͘dŚĞ ƉŽƐŝƟǀĞŝŵƉĂĐƚŽĨƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůůĞĂƌŶŝŶŐĨŽƌŬŝŶĚĞƌŐĂƌƚĞŶƚŽĞŝŐŚƚŚͲŐƌĂĚĞƐƚƵĚĞŶƚƐ͗&ŝŶĚŝŶŐƐ ĨƌŽŵƚŚƌĞĞƐĐŝĞŶƟĮĐƌĞǀŝĞǁƐ͘ŚŝĐĂŐŽ͗ŽůůĂďŽƌĂƟǀĞĨŽƌĐĂĚĞŵŝĐ͕^ŽĐŝĂů͕ĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐ͘ WĞĂƌĐĞ͕E͕͘ƌŽƐƐ͕͕͘DŽŶŬƐ͕,͕͘tĂƚĞƌƐ͕^͕͘Θ&ĂůĐŽŶĞƌ͕^͘;ϮϬϭϭͿ͘ƵƌƌĞŶƚǀŝĚĞŶĐĞŽĨĞƐƚWƌĂĐƟĐĞŝŶ tŚŽůĞͲ^ĐŚŽŽůƵůůLJŝŶŐ/ŶƚĞƌǀĞŶƟŽŶĂŶĚ/ƚƐWŽƚĞŶƟĂůƚŽ/ŶĨŽƌŵLJďĞƌďƵůůLJŝŶŐ/ŶƚĞƌǀĞŶƟŽŶƐ͘Australian Journal of Guidance and Counselling, 21(1), 1-21. WŽǁĞƌƐ͕:͘͘;ϮϬϭϬͿ͘ĐŽůŽŐŝĐĂůZŝƐŬĂŶĚZĞƐŝůŝĞŶĐĞWĞƌƐƉĞĐƟǀĞ͗dŚĞŽƌĞƟĐĂů&ƌĂŵĞǁŽƌŬ^ƵƉƉŽƌƟŶŐ ǀŝĚĞŶĐĞͲďĂƐĞĚWƌĂĐƟĐĞŝŶ^ĐŚŽŽůƐ͘:ŽƵƌŶĂůŽĨǀŝĚĞŶĐĞͲĂƐĞĚ^ŽĐŝĂůtŽƌŬ, 7(5), 443-451. WƌŝĞƐƚ͕E͕͘͘WĂƌĂĚŝĞƐ͕z͕͘͘'ƵŶƚŚŽƌƉĞ͕t͕͘ĂŝƌŶĞLJ͕^͘:͕͘Θ^ĂLJĞƌƐ͕^͘D͘;ϮϬϭϭͿ͘ZĂĐŝƐŵĂƐĂ ĚĞƚĞƌŵŝŶĂŶƚŽĨƐŽĐŝĂůĂŶĚĞŵŽƟŽŶĂůǁĞůůďĞŝŶŐĨŽƌďŽƌŝŐŝŶĂůƵƐƚƌĂůŝĂŶLJŽƵƚŚ͘MJA, 194(10), 546-550. 50 WƌLJũŵĂĐŚƵŬ͕^͕͘'ƌĂŚĂŵ͕d͕͘,ĂĚĚĂĚ͕D͕͘ΘdLJůĞĞ͕͘;ϮϬϭϮͿ͘^ĐŚŽŽůŶƵƌƐĞƐ͛ƉĞƌƐƉĞĐƟǀĞƐŽŶŵĂŶĂŐŝŶŐ mental health problems in children and young people. Journal of Clinical Nursing͕Ϯϭ;ϱͬϲͿ͕ϴϱϬͲϴϱϵ͘ ZĂŶƐĨŽƌĚ͕͘Z͕͘'ƌĞĞŶďĞƌŐ͕D͘d͕͘ŽŵŝƚƌŽǀŝĐŚ͕͕͘͘^ŵĂůů͕D͕͘Θ:ĂĐŽďƐŽŶ͕>͘;ϮϬϬϵͿ͘dŚĞZŽůĞŽĨ dĞĂĐŚĞƌƐ͛WƐLJĐŚŽůŽŐŝĐĂůdžƉĞƌŝĞŶĐĞƐĂŶĚWĞƌĐĞƉƟŽŶƐŽĨƵƌƌŝĐƵůƵŵ^ƵƉƉŽƌƚƐŽŶƚŚĞ/ŵƉůĞŵĞŶƚĂƟŽŶŽĨ Ă^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů>ĞĂƌŶŝŶŐƵƌƌŝĐƵůƵŵ͘^ĐŚŽŽůWƐLJĐŚŽůŽŐLJZĞǀŝĞǁ͕ 38(4), 510-532. ZĞƐŶŝĐŬ͕D͘͘;ϭϵϵϳͿ͘ůŽƐĞƟĞƐƚŽƉĂƌĞŶƚƐ͕ƐĐŚŽŽůŝŵƉƌŽǀĞĂĚŽůĞƐĐĞŶƚƐ͛ůŝǀĞƐ͘Minnesota Medicine, 80(12), 24-26. ZĞƐŶŝĐŬ͕D͕͘͘ĞĂƌŵĂŶ͕W͕ΘůƵŵ͕Z͘;ϭϵϵϳͿ͘WƌŽƚĞĐƟŶŐĂĚŽůĞƐĐĞŶƚƐĨƌŽŵŚĂƌŵ͗&ŝŶĚŝŶŐƐĨƌŽŵƚŚĞ EĂƟŽŶĂů>ŽŶŐŝƚƵĚŝŶĂů^ƚƵĚLJŽŶĚŽůĞƐĐĞŶƚ,ĞĂůƚŚ͘JAMA, 278(1), 823-832. ZŝĐŬǁŽŽĚ͕͕͘ĞĂŶĞ͕&͘W͕͘ŽƌĂůŝĞ͕:͘t͕͘ΘŝĂƌƌŽĐŚŝ͕:͘;ϮϬϬϱͿ͘zŽƵŶŐƉĞŽƉůĞ͛ƐŚĞůƉͲƐĞĞŬŝŶŐĨŽƌŵĞŶƚĂů health problems.ƵƐƚƌĂůŝĂŶĞͲ:ŽƵƌŶĂůĨŽƌƚŚĞĚǀĂŶĐĞŵĞŶƚŽĨDĞŶƚĂů,ĞĂůƚŚ;Ğ:D,Ϳ͕ϰ;ϯͿ͕ϭͲϯϰ͘ ZŝŐďLJ͕<͘;ϮϬϭϯͿ͘ƵůůLJŝŶŐŝŶƐĐŚŽŽůƐĂŶĚŝƚƐƌĞůĂƟŽŶƚŽƉĂƌĞŶƟŶŐĂŶĚĨĂŵŝůLJůŝĨĞ͘&ĂŵŝůLJDĂƩĞƌƐ(92), 6167. ZŝŐďLJ͕<͕͘Θ^ŵŝƚŚ͕W͘<͘;ϮϬϭϭͿ͘/ƐƐĐŚŽŽůďƵůůLJŝŶŐƌĞĂůůLJŽŶƚŚĞƌŝƐĞ͍^ŽĐŝĂůWƐLJĐŚŽůŽŐLJŽĨĚƵĐĂƟŽŶ, 14, 441-455. ZŝŵŵͲ<ĂƵĨŵĂŶ͕^͕͘͘>ĂƌƐĞŶ͕Z͕͘͘͘ĂƌŽŽĚLJ͕͕͘͘ƵƌďLJ͕d͘t͕͘<Ž͕D͕͘dŚŽŵĂƐ͕:͕͘͘͘͘͘ĞŽƐƚĞƌ͕ :͘;ϮϬϭϰͿ͘ĸĐĂĐLJŽĨƚŚĞZĞƐƉŽŶƐŝǀĞůĂƐƐƌŽŽŵƉƉƌŽĂĐŚ͗ZĞƐƵůƚƐ&ƌŽŵĂϯͲzĞĂƌ͕>ŽŶŐŝƚƵĚŝŶĂů Randomized Controlled Trial.ŵĞƌŝĐĂŶĚƵĐĂƟŽŶĂůZĞƐĞĂƌĐŚ:ŽƵƌŶĂů͕ March 2014. ZŽīĞLJ͕^͘;ϮϬϭϮͿ͘WƵƉŝůtĞůůďĞŝŶŐͲdĞĂĐŚĞƌtĞůůďĞŝŶŐ͗dǁŽƐŝĚĞƐŽĨƚŚĞƐĂŵĞĐŽŝŶ͍ĚƵĐĂƟŽŶĂůΘŚŝůĚ WƐLJĐŚŽůŽŐLJ, 29(4), 8-17. ZƆŶŶŝŶŐ͕:͕͘͘^ŽƵƌĂŶĚĞƌ͕͕͘<ƵŵƉƵůĂŝŶĞŶ͕<͕͘dĂŵŵŝŶĞŶ͕d͕͘EŝĞŵĞůć͕^͕͘DŽŝůĂŶĞŶ͕/͕͘͘͘͘ůŵƋǀŝƐƚ͕ &͘;ϮϬϬϵͿ͘ƌŽƐƐͲŝŶĨŽƌŵĂŶƚĂŐƌĞĞŵĞŶƚĂďŽƵƚďƵůůLJŝŶŐĂŶĚǀŝĐƟŵŝnjĂƟŽŶĂŵŽŶŐĞŝŐŚƚͲLJĞĂƌͲŽůĚƐ͗ǁŚŽƐĞ ŝŶĨŽƌŵĂƟŽŶďĞƐƚƉƌĞĚŝĐƚƐƉƐLJĐŚŝĂƚƌŝĐĐĂƐĞŶĞƐƐϭϬʹϭϱLJĞĂƌƐůĂƚĞƌ͍^ŽĐŝĂůWƐLJĐŚŝĂƚƌLJΘWƐLJĐŚŝĂƚƌŝĐ ƉŝĚĞŵŝŽůŽŐLJ, 44(1), 15-22. ZŽŽƌĚĂ͕͘>͕͘<ŽŽŵĞŶ͕,͘D͘z͕͘^Ɖŝůƚ͕:͘>͕͘ΘKŽƌƚ͕&͘:͘;ϮϬϭϭͿ͘dŚĞ/ŶŇƵĞŶĐĞŽĨīĞĐƟǀĞdĞĂĐŚĞƌͲ^ƚƵĚĞŶƚ ZĞůĂƟŽŶƐŚŝƉƐŽŶ^ƚƵĚĞŶƚƐ͛^ĐŚŽŽůŶŐĂŐĞŵĞŶƚĂŶĚĐŚŝĞǀĞŵĞŶƚ͗DĞƚĂͲŶĂůLJƟĐƉƉƌŽĂĐŚ͘ZĞǀŝĞǁ ŽĨĚƵĐĂƟŽŶĂůZĞƐĞĂƌĐŚ, 81(4), 493-529. ZŽǁĞ͕&͕͘Θ^ƚĞǁĂƌƚ͕͘͘;ϮϬϬϵͿ͘WƌŽŵŽƟŶŐŽŶŶĞĐƚĞĚŶĞƐƐƚŚƌŽƵŐŚtŚŽůĞͲ^ĐŚŽŽůƉƉƌŽĂĐŚĞƐ͗ YƵĂůŝƚĂƟǀĞ^ƚƵĚLJ͘,ĞĂůƚŚĚƵĐĂƟŽŶ, 109(5), 396-413. ZƵŐŚĂŶŝ͕:͕͘ĞĂŶĞ͕&͘W͕͘ΘtŝůƐŽŶ͕͘:͘;ϮϬϭϭͿ͘ZƵƌĂůĂĚŽůĞƐĐĞŶƚƐ͛ŚĞůƉͲƐĞĞŬŝŶŐŝŶƚĞŶƟŽŶƐĨŽƌĞŵŽƟŽŶĂů ƉƌŽďůĞŵƐ͗dŚĞŝŶŇƵĞŶĐĞŽĨƉĞƌĐĞŝǀĞĚďĞŶĞĮƚƐĂŶĚƐƚŽŝĐŝƐŵ͘Australian Journal of Rural Health, 19(2), 64-69. ^ĄŶĐŚĞnj͕͕͘ŽůſŶ͕z͕͘ΘƐƉĂƌnjĂ͕W͘;ϮϬϬϱͿ͘dŚĞƌŽůĞŽĨƐĞŶƐĞŽĨƐĐŚŽŽůďĞůŽŶŐŝŶŐĂŶĚŐĞŶĚĞƌŝŶƚŚĞ ĂĐĂĚĞŵŝĐĂĚũƵƐƚŵĞŶƚŽĨ>ĂƟŶŽĂĚŽůĞƐĐĞŶƚƐ͘ Journal of Youth and Adolescence, 34(6), 619-628. 51 ^ĂǁLJĞƌ͕D͘'͕ƌŶĞLJ͕&͘D͕͘ĂŐŚƵƌƐƚ͕W͕͘͘ůĂƌŬ͕:͘:͕͘'ƌĂĞƚnj͕͘t͕͘<ŽƐŬLJ͕Z͘:͕͘͘͘͘ƵďƌŝĐŬ͕^͘Z͘ (2000). The Mental Health of Young People in Australia: Key Findings from the Child and Adolescent ŽŵƉŽŶĞŶƚŽĨƚŚĞEĂƟŽŶĂů^ƵƌǀĞLJŽĨDĞŶƚĂů,ĞĂůƚŚĂŶĚtĞůůͲĞŝŶŐ͘Australian and New Zealand :ŽƵƌŶĂůŽĨWƐLJĐŚŝĂƚƌLJ, 35(6), 806-814. ^ĞůŝŐŵĂŶ͕D͕͘ΘƐŝŬƐnjĞŶƚŵŝŚĂůLJŝ͕DŝŚĂůLJ͘;ϮϬϬϬͿ͘WŽƐŝƟǀĞƉƐLJĐŚŽůŽŐLJ͗ŶŝŶƚƌŽĚƵĐƟŽŶ͘American WƐLJĐŚŽůŽŐŝƐƚ, 55(1), 5-14. ^ĞůŝŐŵĂŶ͕D͕͘ƌŶƐƚ͕Z͘D͕͘'ŝůůŚĂŵ͕:͕͘ZĞŝǀŝĐŚ͕<͕͘Θ>ŝŶŬŝŶƐ͕D͘;ϮϬϬϵͿ͘WŽƐŝƟǀĞĞĚƵĐĂƟŽŶ͗ƉŽƐŝƟǀĞ ƉƐLJĐŚŽůŽŐLJĂŶĚĐůĂƐƐƌŽŽŵŝŶƚĞƌǀĞŶƟŽŶƐ͘KdžĨŽƌĚZĞǀŝĞǁŽĨĚƵĐĂƟŽŶ, 35(3), 293-311. ^ůĂĚĞ͕d͕͘:ŽŚŶƐƚŽŶ͕͕͘dĞĞƐƐŽŶ͕D͕͘tŚŝƚĞĨŽƌĚ͕,͕͘ƵƌŐĞƐƐ͕W͕͘ΘWŝƌŬŝƐ͕:͘;ϮϬϬϵͿ͘dŚĞŵĞŶƚĂůŚĞĂůƚŚ ŽĨƵƐƚƌĂůŝĂŶƐϮ͗ZĞƉŽƌƚŽŶƚŚĞϮϬϬϳŶĂƟŽŶĂůƐƵƌǀĞLJŽĨŵĞŶƚĂůŚĞĂůƚŚĂŶĚǁĞůůďĞŝŶŐ͘ĂŶďĞƌƌĂ͗ Department of Health and Ageing. ^ŽŽůĞ͕͘t͕͘DĂnjĞƌŽůůĞ͕>͕͘ΘZŽŵďŽƵƚƐ͕^͘;ϮϬϬϴͿ͘^ĐŚŽŽůͲďĂƐĞĚĂĚŽůĞƐĐĞŶƚĚƌƵŐƉƌĞǀĞŶƟŽŶ programs: a review of what works. Australia and New Zealand Journal of Criminology, 41, 259-286. ^ƚĞĂĚ͕D͕͘^ƚƌĂĚůŝŶŐ͕Z͕͘DĂĐŶĞŝů͕D͕͘DĂĐŬŝŶƚŽƐŚ͕͘D͕͘ΘDŝŶƚLJ͕^͘;ϮϬϬϳͿ͘/ŵƉůĞŵĞŶƚĂƟŽŶĞǀĂůƵĂƟŽŶ ŽĨƚŚĞůƵĞƉƌŝŶƚŵƵůƟͲĐŽŵƉŽŶĞŶƚĚƌƵŐƉƌĞǀĞŶƟŽŶƉƌŽŐƌĂŵŵĞ͗ĮĚĞůŝƚLJŽĨƐĐŚŽŽůĐŽŵƉŽŶĞŶƚĚĞůŝǀĞƌLJ͘ ƌƵŐΘůĐŽŚŽůZĞǀŝĞǁ, 26(6), 653-664. dŽůĂŶĚ͕:͕͘ΘĂƌƌŝŐĂŶ͕͘;ϮϬϭϭͿ͘ĚƵĐĂƟŽŶĂůWƐLJĐŚŽůŽŐLJĂŶĚZĞƐŝůŝĞŶĐĞ͗EĞǁŽŶĐĞƉƚ͕EĞǁ KƉƉŽƌƚƵŶŝƟĞƐ͘^ĐŚŽŽůWƐLJĐŚŽůŽŐLJ/ŶƚĞƌŶĂƟŽŶĂů, 32(1), 95-106. hŶŐĂƌ͕D͘;ϮϬϬϰͿ͘ĐŽŶƐƚƌƵĐƟŽŶŝƐƚĚŝƐĐŽƵƌƐĞŽŶƌĞƐŝůŝĞŶĐĞ͗DƵůƟƉůĞĐŽŶƚĞdžƚƐ͕ŵƵůƟƉůĞƌĞĂůŝƟĞƐĂŵŽŶŐ at-risk children and youth. zŽƵƚŚĂŶĚ^ŽĐŝĞƚLJ, 35(3), 341-365. hŶŐĂƌ͕D͘;ϮϬϬϱͿ͘ƚŚŝĐŬĞƌĚĞƐĐƌŝƉƟŽŶŽĨƌĞƐŝůŝĞŶĐĞ͘/ŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂůŽĨEĂƌƌĂƟǀĞdŚĞƌĂƉLJĂŶĚ Community Work, 3, 89-96. ǀĂŶhĚĞŶ͕:͘D͕͘ZŝƚnjĞŶ͕,͕͘ΘWŝĞƚĞƌƐ͕:͘D͘͘;ϮϬϭϰͿ͘ŶŐĂŐŝŶŐƐƚƵĚĞŶƚƐ͗dŚĞƌŽůĞŽĨƚĞĂĐŚĞƌďĞůŝĞĨƐĂŶĚ ŝŶƚĞƌƉĞƌƐŽŶĂůƚĞĂĐŚĞƌďĞŚĂǀŝŽƌŝŶĨŽƐƚĞƌŝŶŐƐƚƵĚĞŶƚĞŶŐĂŐĞŵĞŶƚŝŶǀŽĐĂƟŽŶĂůĞĚƵĐĂƟŽŶ͘Teaching and dĞĂĐŚĞƌĚƵĐĂƟŽŶ, 37, 21-32. sŝĐƚŽƌŝĂŶƋƵĂůKƉƉŽƌƚƵŶŝƚLJĂŶĚ,ƵŵĂŶZŝŐŚƚƐŽŵŵŝƐƐŝŽŶ͘;ϮϬϭϯͿ͘ZĞƉŽƌƟŶŐƌĂĐŝƐŵ͗tŚĂƚLJŽƵƐĂLJ ŵĂƩĞƌƐ͘DĞůďŽƵƌŶĞ͗sŝĐƚŽƌŝĂŶƋƵĂůKƉƉŽƌƚƵŶŝƚLJĂŶĚ,ƵŵĂŶZŝŐŚƚƐŽŵŵŝƐƐŝŽŶ͕͘ tĂƚĞƌƐ͕>͘;ϮϬϭϭͿ͘ZĞǀŝĞǁŽĨ^ĐŚŽŽůͲĂƐĞĚWŽƐŝƟǀĞWƐLJĐŚŽůŽŐLJ/ŶƚĞƌǀĞŶƟŽŶƐ͘ƵƐƚƌĂůŝĂŶĚƵĐĂƟŽŶĂů ĂŶĚĞǀĞůŽƉŵĞŶƚĂůWƐLJĐŚŽůŽŐŝƐƚ͕ 28(2), 75-90. tĂƚĞƌƐ͕>͕͘ĂƌƐŬLJ͕͕͘ZŝĚĚ͕͕͘ΘůůĞŶ͕<͘;ϮϬϭϰͿ͘ŽŶƚĞŵƉůĂƟǀĞĚƵĐĂƟŽŶ͗^LJƐƚĞŵĂƟĐ͕ǀŝĚĞŶĐĞͲ ĂƐĞĚZĞǀŝĞǁŽĨƚŚĞĞīĞĐƚŽĨDĞĚŝƚĂƟŽŶ/ŶƚĞƌǀĞŶƟŽŶƐŝŶ^ĐŚŽŽůƐ͘ĚƵĐWƐLJĐŚŽůZĞǀ, 26(1). tŚŝƟŶŐƚŽŶ͕s͕͘Θ&ůŽLJĚ͕/͘͘;ϮϬϬϵͿ͘&ŽƵƌLJĞĂƌŽůĚƉƌĞƐĐŚŽŽůĞƌƐ͛ĚĞǀĞůŽƉŵĞŶƚŽĨŝŶƚĞƌƐƵďũĞĐƟǀŝƚLJǁŝƚŚ ƚŚĞŝƌƉĞĞƌƐŝŶƐŽĐŝŽĚƌĂŵĂƟĐƉůĂLJ͘ĂƌůLJŚŝůĚĞǀĞůŽƉŵĞŶƚĂŶĚĂƌĞ, 179(2), 143-156. 52 t,K͘;ϭϵϰϴͿ͘WƌĞĂŵďůĞƚŽƚŚĞŽŶƐƟƚƵƟŽŶŽĨƚŚĞtŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝnjĂƟŽŶĂƐĂĚŽƉƚĞĚďLJƚŚĞ /ŶƚĞƌŶĂƟŽŶĂů,ĞĂůƚŚŽŶĨĞƌĞŶĐĞKĸĐŝĂůZĞĐŽƌĚƐŽĨƚŚĞtŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝnjĂƟŽŶ;sŽů͘ϮͿ͘EĞǁzŽƌŬ͗ tŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶ͘ t,K͘;ϮϬϬϮͿ͘ƌŽĂĚĞŶŝŶŐƚŚĞŚŽƌŝnjŽŶ͗ĂůĂŶĐŝŶŐƉƌŽƚĞĐƟŽŶĂŶĚƌŝƐŬĨŽƌĂĚŽůĞƐĐĞŶƚƐ͘'ĞŶĞǀĂ͗tŽƌůĚ ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶ͘ t,K͘;ϮϬϬϯͿ͘^ŬŝůůƐĨŽƌ,ĞĂůƚŚ͕^ŬŝůůƐͲďĂƐĞĚŚĞĂůƚŚĞĚƵĐĂƟŽŶŝŶĐůƵĚŝŶŐůŝĨĞƐŬŝůůƐ͗ŶŝŵƉŽƌƚĂŶƚ ĐŽŵƉŽŶĞŶƚŽĨĂŚŝůĚͲ&ƌŝĞŶĚůLJͬ,ĞĂůƚŚͲWƌŽŵŽƟŶŐ^ĐŚŽŽůt,K/ŶĨŽƌŵĂƟŽŶ^ĞƌŝĞƐŽŶ^ĐŚŽŽů,ĞĂůƚŚ 'ĞŶĞǀĂ͗tŽƌůĚ,ĞĂůƚŚKƌŐĂŶŝƐĂƟŽŶ͘ t,K͘;ϮϬϭϯͿ͘DĞŶƚĂůŚĞĂůƚŚ͗ĂƐƚĂƚĞŽĨǁĞůůͲďĞŝŶŐ͘ZĞƚƌŝĞǀĞĚϳƉƌŝů͕ϮϬϭϰ͕ĨƌŽŵŚƩƉ͗ͬͬǁǁǁ͘ǁŚŽ͘ŝŶƚͬ ĨĞĂƚƵƌĞƐͬĨĂĐƞŝůĞƐͬŵĞŶƚĂůͺŚĞĂůƚŚͬĞŶͬ t,K͘;ϮϬϭϰͿ͘tŚĂƚŝƐĂŚĞĂůƚŚƉƌŽŵŽƟŶŐƐĐŚŽŽů͍^ĐŚŽŽůĂŶĚLJŽƵƚŚŚĞĂůƚŚ͘ZĞƚƌŝĞǀĞĚϮϰ&ĞďƌƵĂƌLJ͕ 2014, from ŚƩƉ͗ͬͬǁǁǁ͘ǁŚŽ͘ŝŶƚͬƐĐŚŽŽůͺLJŽƵƚŚͺŚĞĂůƚŚͬŐƐŚŝͬŚƉƐͬĞŶͬ tŝůƐŽŶ͕͘:͕͘ĞĂŶĞ͕&͘W͕͘ΘŝĂƌƌŽĐŚŝ͕:͘;ϮϬϬϱͿ͘DĞĂƐƵƌŝŶŐ,ĞůƉͲ^ĞĞŬŝŶŐ/ŶƚĞŶƟŽŶƐ͗WƌŽƉĞƌƟĞƐŽĨƚŚĞ 'ĞŶĞƌĂů,ĞůƉͲ^ĞĞŬŝŶŐYƵĞƐƟŽŶŶĂŝƌĞ͘ĂŶĂĚŝĂŶ:ŽƵƌŶĂůŽĨŽƵŶƐĞůůŝŶŐ͕ϯϵ;ϭͿ͕ϭϱͲϮϴ͘ tŽŽůĨ͕͘D͘;ϮϬϭϯͿ͘^ŽĐŝĂůĂŶĚŵŽƟŽŶĂůƐƉĞĐƚƐŽĨ>ĞĂƌŶŝŶŐ͗dĞĂĐŚŝŶŐĂŶĚůĞĂƌŶŝŶŐŽƌƉůĂLJŝŶŐĂŶĚ ďĞĐŽŵŝŶŐ͍WĂƐƚŽƌĂůĂƌĞŝŶĚƵĐĂƟŽŶ͗Ŷ/ŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂůŽĨWĞƌƐŽŶĂů͕^ŽĐŝĂůĂŶĚŵŽƟŽŶĂů ĞǀĞůŽƉŵĞŶƚ, 31(1), 28-42. tLJŶ͕:͕ĂŚŝůů͕,͕,ŽůĚƐǁŽƌƚŚ͕Z͕ZŽǁůŝŶŐ͕>͕ΘĂƌƐŽŶ͕^͘;ϮϬϬϬͿ͘DŝŶĚDĂƩĞƌƐ͕ĂǁŚŽůĞͲƐĐŚŽŽů ĂƉƉƌŽĂĐŚƉƌŽŵŽƟŶŐŵĞŶƚĂůŚĞĂůƚŚĂŶĚǁĞůůďĞŝŶŐ͘ƵƐƚƌĂůŝĂŶĂŶĚEĞǁĞĂůĂŶĚ:ŽƵƌŶĂůŽĨWƐLJĐŚŝĂƚƌLJ, 34, 594-601. 53 DĞůďŽƵƌŶĞ'ƌĂĚƵĂƚĞ^ĐŚŽŽůŽĨĚƵĐĂƟŽŶ ϮϯϰYƵĞĞŶƐďĞƌƌLJ^ƚƌĞĞƚ The University of Melbourne sŝĐƚŽƌŝĂϯϬϭϬƵƐƚƌĂůŝĂ Telephone: +61 3 8344 3357 Facsimile: +61 3 8344 8529 ǁǁǁ͘ĞĚƵĐĂƟŽŶ͘ƵŶŝŵĞůď͘ĞĚƵ͘ĂƵ
© Copyright 2026 Paperzz