Overview

Alignment with Be You Domains

Mentally Healthy Communities
Family Partnerships
Learning Resilience
Early Support
Responding Together

Alignment with Early Years Learning Framework (EYLF)

Children are confident and involved learners
Children are connected with and contribute to their world
Children are effective communicators
Children have a strong sense of identity
Children have a strong sense of wellbeing

Alignment with Australian Curriculum

English
Health and PE
Humanities and Social Sciences
The Arts

Target audience

Early learning
Primary school

Target groups

Whole class

Aims

Think Equal teaches and promotes empathy, emotional literacy, resilience, self-regulation, critical thinking, gender equality, environmental stewardship, peaceful conflict resolution and self-esteem. What distinguishes it from other SEL programs, is its learning for social justice and that it provides a foundation for positive life outcomes. The implementation of Think Equal in the early years aims to enhance and ensure children’s prosocial development while their brains are still developing and their attitudes and behaviours are taking root.

Program theory

The global Think Equal program was designed, with the input of experts in the field of social and emotional learning, psychology, neuroscience, human rights, and education. It is structured to deliver experiential learning which is scaffolded, repeated and rehearsed, and is founded on educational theories including Howard Gardner's Theory of Multiple Intelligences, Lev Vygotsky's Social Development Theory and the principles underlying the Montessori approach. Think Equal includes the Yale Centre for Emotional Intelligence’s RULER program to develop the child's emotional intelligence and includes the Kindness Curriculum of the Centre for Healthy Minds, and SEE Learning of Emory University.

Topics

At the core of the Think Equal program are the 25 key social-emotional learning outcomes, which serve as the foundation of the program’s lessons, narrative books and resources. These outcomes are empathy; collaboration; self-awareness; resilience; emotional literacy; perspective-taking; self-esteem; relationship-building skills; self-regulation; inclusion; self-confidence; kindness; gender equality; being an advocate for others – an ‘up-stander’; problem-solving; moral and ethical values; communication skills; global citizenship; critical thinking; peaceful conflict resolution; mindfulness; environmental awareness and action; creativity; a celebration of diversity; goal setting.

Cost

A one-off cost of $487, which includes educator training (self-directed, self-paced) and program resources.

Program structure

The program is designed to be taught over 30 weeks of the school year. There are three lessons per week, of 30 minutes duration. Each week of learning begins with a narrative picture book, which explores the themes and outcomes of that week. There are resources, exercises and tools throughout the lessons, equating to 1.5 hours of social and emotional learning per week.

Instructor

Educator
Wellbeing leader

Instructor training

Self paced and self-directed online 15 x 20 minute videos = total 5 hours. Additionally, teachers are asked to attend at least a 30 minute face to face digital call, to meet their master trainer who will support them through the year if/when required. Any teachers who wish for more training will be supported in this. Think Equal is happy to customise its training and support to the needs of individual teachers/practitioners.

Supporting resources or materials available with program

Manual
Online webinars
Workbook

Other materials

A set of 23 narrative picture books, self-paced online teacher training videos, a parent digital guide video to encourage parental engagement, parent access to 90 supportive and supplemental digital home-based activities and educator support for a year.

Ongoing support

Facilitators are available to answer questions from educators via phone or webchat. There are also moderated online forums for educators to share experiences and ideas. Educators are invited to join focus groups twice a year to discuss challenges and successes.

Parent involvement

Written information provided to parents
Online resources

Origin of program

Australia

Think Equal

Program authors

Co-directors of the Yale Center for Emotional Intelligence Sir Ken Robinson, Dr Marc Brackett and Dr Robin Stern, President of Montessori UK Barbara Isaacs, Dr Urvashi Sahni, Vicki Colbert and Center for Healthy Minds founder Professor Richard Davidson

: 74 Holland Park,London W11 3SL United Kingdom (UK)

: +61 410 443 457

: emma.welsh@thinkequal.org

: Visit website

Ratings

4/4 Evidence

4/4 Implementation

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?	Yes
Link between program description and theory of change	None
Study design	Randomised control trial
Independence	Completely

Summary of implementation factors

This is a summary of the program’s characteristics that contribute to its implementation rating.

Feedback sought from participants	Yes
Feedback sought from instructors	Yes
Groups program is not suitable for	Assessed and reported
Training provided during study	Face to face, all instructors, in person
Ongoing instructor support provided during study	Yes

Context

This is a summary of the context in which the evidence for the program was established.

Study Participants	Early learning
Country of Study/s	Australia
Location of Study/s in Australia	VIC QLD
Evaluation of program in culturally and linguistically diverse populations	Yes
Evaluation of program in Aboriginal and Torres Strait Islander children and young people	No
Evaluation of program in low socioeconomic groups	Yes
Developmental based adaptations to program design and delivery	No
Evaluation of program in children and young people with disability and/or learning difference	Yes

Last updated: 10 December 2024