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
Target audience
- Primary school
Target groups
- Whole class
- Whole school
Program delivery
In the Strong Minds package, character strengths are taught both implicitly and explicitly. Students, teachers and parents learn how to recognise strengths in themselves, as well as in others. Strong Minds train 2 staff members who then train the rest of the team. Teachers deliver the lessons to the students as a whole class. All staff adopt a strengths-based approach across the whole school. Strength-spotting in the classroom, playground, staff room and home helps to build a positive environment that supports pro-social behaviour. Embedding suggestions are provided for all domains.Aims
Strong Minds aims to enhance a school's wellbeing culture and climate by promoting inclusion. The Strong Minds wellbeing package increases students' sense of belonging (which can contribute to psychological wellbeing and academic outcomes) and enhances positive relationships (which impacts student engagement). Strong Minds promotes collaboration with families. The program helps students, teachers and parents to identify and grow their own strengths, and to recognise and appreciate strengths in others. This creates a positive environment, building wellbeing and resilience.Program theory
Strong Minds is based on the theoretical principals that underpin positive psychology and cognitive behavioural therapy. It uses the VIA classification of character strengths developed by Peterson and Seligman and is based on on an applied model for positive education developed by Geelong Grammar School. This model outlines the need to ‘learn it, live it, teach it and embed it’, which means staff experience character strengths for themselves, aiming to enhance staff wellbeing, then teach it to students and finally ingrain it within the school culture. Lessons are taught in circles based on pedagogy by Professor Sue Roffey. Other influential theories incorporated into Strong Minds are self determination theory (SDT); broaden and build theory, hope theory and PERMA-H.Topics
Strong Minds is based on the VIA classification of character strengths and virtues, namely 24 character strengths categorised under 6 virtues: wisdom, courage, kindness, community, self control and meaning.Cost
Program structure
The Strong Minds structure comprises staff professional development: staff complete the VIA survey, 2 staff attend a one-day ambassador training course, then all staff attend a 2-hour Strong Minds character strength workshop delivered by their school's ambassadors and complete an 8-week wellbeing plan. There are 56 lessons for students across Foundation to Year 6. Lessons are flexible and delivered once a week as an 8-week program, or across the school year focusing on specific virtues. The Psychological Sense of School Membership, which evaluates students' sense of belonging in school, is administered to stage 2 to 3 students. Schools receive character strength resources and access to a members portal. Parents receive access to the family section of the members portal and schools may choose to provide an information session for parents, using the video resources in the portal. Newsletter handouts are provided on each strength so as families can support what students are learning at school.Instructor
- Educator
Instructor training
There is one-day online training (9 am to 3 pm) to 2 staff members from a school to become Strong Minds ambassadors. Training includes the three primary theories of positive psychology and Seligman’s PERMA-H theory of wellbeing; the Strong Minds character strength workshop and how to implement Strong Minds. These 2 ambassadors then train the rest of the school staff via a video workshop incorporating 6 activities. Staff learn how to identify, develop and spot character strengths in themselves, colleagues and students, and become familiar with implementing positive strengths-based language.Supporting resources or materials available with program
- Manual
- Workbook
Other materials
All staff at the school gain access to the members portal, which has extensive training resources for the whole school community. These resources support schools to embed character strengths over several years, and include videos for new staff and parents to be trained in the school's strengths-based approach.Ongoing support
The school's Strong Minds ambassadors are supported with phone consultations each term during the first year of implementation. For schools in Sydney, an on-site visit is also available in the first year, while schools in other regions receive an online consult via Zoom.Parent involvement
- Written information provided to parents
- Online resources
Origin of program
Australia
Growing Strong Minds
Program authors
Nicole Nossiter BA MSc BTeach, Wendy Madden BEd MApplSc
- PO Box 3023,Marrickville Metro NSW 2204 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.
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Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
No |
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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. |
None |
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Study design
Type of study design reported. |
Pre-post cohort |
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Independence
The degree to which the program authors were involved in the research. |
None |
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. |
Australia |
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Location of Study/s in Australia
The state (or states) the program was assessed in Australia. |
NSW |
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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. |
No |
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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. |
No |
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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: 19 November 2021