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
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Early Support
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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
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)
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. |
None |
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Study design
Type of study design reported. |
Randomised control trial |
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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. |
Yes |
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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. |
Assessed and reported |
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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). |
Early learning |
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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. |
VIC QLD |
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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. |
Yes |
Last updated: 10 December 2024