Overview
Alignment with Be You Domains
-
Mentally Healthy Communities
-
Family Partnerships
-
Early Support
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
Target groups
- Whole class
- Whole school
Aims
Butterfly Body Bright aims to create appearance-inclusive primary school environments for children to develop positive and healthy attitudes and behaviours towards the body, eating, and physical activity. The aim is to reduce the influence of modifiable risk factors and strengthen protective factors that underpin the development of children’s body image.Program theory
Body image starts developing during childhood and impacts children's everyday mental and physical wellbeing, eating, physical activity, hobbies, and engagement in social relationships and school life. It is also a leading risk factor for eating disorders. Sociocultural theories of body image development highlighted the key risk and protective factors that the program should address, including peer, media and family influences. Butterfly Body Bright's whole-school approach aims to prevent the later development of body dissatisfaction and eating disorders in Australian youth. The program was also informed by a policy strategy study and lived experience from a survey with 165 Australian adults aged 19-65 who developed either body image or eating concerns, or both, during primary school.Topics
Butterfly Body Bright addresses the risk and protective factors for children’s body image within six themes: Brave against appearance teasing; Resilient to unhelpful media messaging; Inclusive of all bodies; Grateful through body appreciation; Happy from joyful physical activity; Thoughtful relationships with eating.Cost
Program structure
Registered primary schools can flexibly implement Butterfly Body Bright. The program includes: - 50 curriculum-aligned lessons over the six BRIGHT themes that are age and developmentally appropriate across Foundation to Year 6, including downloadable digital materials and worksheets. The introductory lesson is one hour. Subsequent BRIGHT theme lessons range from 20 to 60 minutes. Educators can decide which lessons they deliver and when. - 17 School Culture Guidelines for being a Butterfly Body Bright school.Instructor
Not provided
Instructor training
Staff are required to have completed the Body Bright Staff Training before gaining access to the lesson plans. Training includes approximately 4 hours of comprehensive and interactive online training across 5 compulsory modules and one optional staff-support module. Training is self-paced, allowing all staff to complete the training as convenient.Supporting resources or materials available with program
Not provided
Other materials
All lesson plans and classroom materials are available for download at the end of the Body Bright Staff Training. Educators can download six themed fact sheets, a staff room poster, an early identification and intervention toolkit, and a checklist for classroom delivery. They can also access templates and inserts for school newsletters to share Body Bright messaging and resources with families.Ongoing support
Educators have access to the online training materials for as long as their school's registration is active. Staff who complete Body Bright Staff Training are eligible for refresher courses after their first year of registration. Free ongoing support is available from the Body Bright Team relating to content or implementation of any aspect of the program.Parent involvement
- Attend information sessions
- Follow-up information provided after program
- Written information provided to parents
- Online resources
Origin of program
Australia
Butterfly Foundation
Program authors
Butterfly Foundation
- 103 Alexander Street,Crows Nest NSW 2065 Australia
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
---|---|
Link between program description and theory of change
Theory of change refers to whether there was a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. |
Some links |
Study design
Type of study design reported. |
Pre-post cohort |
Independence
The degree to which the program authors were involved in the research. |
Semi |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
No |
---|---|
Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
Yes |
Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
Training provided during study
The model of training provided. |
Web based |
Ongoing instructor support provided during study
Whether ongoing support is provided. |
Yes |
Context
This is a summary of the context in which the evidence for the program was established.
Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Primary school |
---|---|
Country of Study/s
The location in which the evidence or research was conducted. |
Australia |
Location of Study/s in Australia
The state (or states) the program was assessed in Australia. |
VIC |
Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
No |
Evaluation of program in Aboriginal and Torres Strait Islander children and young people
Provider has included Aboriginal and Torres Strait Islander peoples when assessing the program. |
No |
Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
Evaluation of program in children and young people with disability and/or learning difference
Provider has included participants with a disability or learning difference when assessing the program. |
No |
Last updated: 4 April 2024