Overview
Alignment with Be You Domains
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Mentally Healthy Communities
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Family Partnerships
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Learning Resilience
Alignment with Australian Curriculum
- Health and PE
- Humanities and Social Sciences
Target audience
- Primary school
Target groups
- Whole class
- Whole school
Aims
Skills for Growing aims to engage students, families, school and community members in creating a learning environment that is based on caring relationships, high expectations and meaningful involvement. The program provides opportunities for students to learn the social and emotional skills needed to lead healthy and productive lives, and to celebrate diversity and encourage respect for others. It also supports students to practice good citizenship through cooperation and service to others and strengthens students' commitment to their families, peers, school and community.Program theory
The program was developed based on the information-rational model, social bonding theory, social learning theory, the social development model and the self-derogation theory. Since then, the model has been expanded to include the scientific basis of social and emotional learning, strengths-based prevention, evidence-based character education, service-learning, and assets and the impact of thriving. The framework describes how a nurturing external environment in which children learn critical life skills influences and supports the internal conditions that encourage their positive social behaviours and commitments, and reduces their risk for behaviours such as substance abuse and violence. The six units of the program curriculum link to CASEL's social and emotional learning (SEL) model and complement the Australian Curriculum for Foundation to Year 6, including the Personal and Social Capability.Topics
The classroom curriculum covers six units that are consistent across the grades from Foundation to Year 6: positive learning community; personal development; social development; health, safety and wellbeing; leadership and service; reflection and closure.Cost
Program structure
Training is provided to help teachers prepare for classroom or whole-school implementation of the program. The six units of the Skills for Growing classroom curriculum supports skills-building in each of the five social and emotional learning core competencies: self- awareness, self-management, social awareness, relationship skills, and responsible decision making. The lessons in each of these units include age-appropriate content that develops sequentially by topic. School-wide implementation achieves the benefits of common dialogue, skills progression from grade to grade, shared projects and positive school climate.Instructor
- Educator
Instructor training
One-day face-to-face in person (6 hours) or face-to-face online (2 hours) plus pre-workshop assignment.Supporting resources or materials available with program
- Manual
- Online webinars
- Workbook
Other materials
Digital resources USB drive.Ongoing support
Follow-up resources on the website.Parent involvement
- Attend information sessions
- Follow-up information provided after program
- Homework
- Written information provided to parents
Origin of program
International
Lions Quest - a project of the Australian Lions Wellbeing Foundation
Program authors
Donna Munro (Lions Clubs International Foundation, Australian Edition)
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
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Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
|---|---|
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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. |
Comprehensive |
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Study design
Type of study design reported. |
Quasi-experimental |
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Independence
The degree to which the program authors were involved in the research. |
Completely |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
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Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
No |
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Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
Yes |
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Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
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Training provided during study
The model of training provided. |
Face to face, all instructors, in person |
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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.
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Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Primary school |
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Country of Study/s
The location in which the evidence or research was conducted. |
International |
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Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
Yes |
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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 |
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Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
Yes |
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Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
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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: 13 August 2021