Overview
Alignment with Be You Domains
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Mentally Healthy Communities
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Learning Resilience
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Early Support
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Responding Together
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
- Secondary school
Target groups
- Individual
- Small group
- Whole class
- Whole school
Aims
There are three Wayfinder programs aimed at different age groups: Foundations (suggested F-6) is designed for primary school children to build a strong foundation to develop self-awareness, high self-esteem, emotional regulation, and healthy relationship skills. Belonging (suggested year 7-9) is the foundation of healthy relationships and living a purposeful life. Wayfinder’s secondary school curriculum supports students in exploring their identities and building compassionate relationships with themselves, their communities and the wider world. Purpose (suggested years 10-12) is the desire to accomplish something that’s fulfilling and meaningful to you, and that improves the world around you. Wayfinder’s high school social and emotional learning and Future-Ready Skills curriculum prepare students to tackle life’s challenges with intention and purpose.Program theory
Wayfinder uses the latest child and adolescent research from Stanford University Professor Bill Damon and other leaders in the field. The program has been committed to helping schools become sites of meaningful learning and development. Everything that has been created in this program is evidence-based, research-backed, and grounded in human-centred design.Topics
Foundations topics: Understanding emotions, Body awareness, Care for self, others, world; Social awareness, Empathy, Listening; Adaptability, Friendship, Feelings; Generosity, Managing Emotions, Collaboration, Listening; Confidence, Ownership, Values, Belonging; Leadership, Boundaries, Well-being, Purpose. Belonging topics: Self-Identity and Storytelling, Emotions and Bodies, Goals and Habits, Pressures and Challenges; Community - Place and The Natural World, Relationships and Support, Identity and Connection, Inclusion and Empathy; Action - Strengths and Growth, Self-Care and Social Support, Inclusivity and Action, Interconnection and Humanity. Purpose topics: Self - Experiences and Stories, Joy and Values, Strengths and Gifts, Growth and Wisdom; Community - You and Beyond, Impact and Influence, Needs and Sparks, Gifts and Contributions; Action - Purpose and Orientation, Belonging and Collaboration, Tools and Provisions, Behind and Ahead.Cost
Program structure
Wayfinder Core (including Foundations, Belonging and Purpose programs, as well as the Wayfinder Activity Library and the Waypoints assessment tool). This is a comprehensive program for schools with 20+ minutes each week for social and emotional learning. Wayfinder Essentials (includes the Wayfinder Activity Library and the Waypoints assessment tool). This is a less intensive program for schools with 5-10+ minute slots each week for social and emotional learning.Instructor
- External facilitator
- Educator
Instructor training
Schools and educators can do the training in-person or online. Once training has been completed, schools can implement the curriculum with the relevant groups. Depending on your implementation goals, training is 1 to 3 hours.Supporting resources or materials available with program
- Other (please specify)
Other materials
All teaching, education and facilitation materials can be found on the intuitive online platform. This includes facilitation guides, slide decks, resources and technical support. Schools can choose to use the online platform or 'toolkits' (or a combination of both) to deliver the core program to students.Ongoing support
Educators/instructors become part of a Wayfinder community after they have completed training. Here they are able to connect online with others who have completed the training and are implementing in schools.Parent involvement
- Written information provided to parents
Origin of program
International
Independent Schools Victoria
Program authors
Patrick Cook-Deegan
- 40 Rosslyn Street,West Melbourne VIC 3003 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. |
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. |
Some links |
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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. |
Semi |
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. |
No |
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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. |
No |
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). |
Secondary 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. |
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. |
Yes |
Last updated: 11 August 2022