School Wellbeing Project

Our School Wellbeing Project takes our programs to a whole new level!

A School Wellbeing Project involves Uplifting Australia working in partnership with a school over a 12 month period to deliver a range of services that integrate our strategies into day-to-day school and family life.

The Project benefits the whole school community – including all school children, their families and teachers – providing a highly impactful and cost-effective way to deliver generational change from within a community. By engaging and training teachers the Project can also continue to be delivered by the school independently in future years, making it self-sustaining.

Each School Wellbeing Project is overseen by a local Board and administered by a dedicated Project Coordinator, appointed by Uplifting Australia.

School Wellbeing Project Inclusions

The delivery of services is a collaborative effort and each school’s specific needs are always taken into consideration, however the project typically includes the following:


Targeted programs
  • 3 x HangOut with Kids programs (up to 100 families at each event)
  • 2 x CampOut with Kids programs (up to 50 families per event)
  • 1 x kindergarten picnic event for parents and children
  • 1 x BOSTES accredited Uplifting School Wellbeing Teacher Training for all teachers
  • 3 x follow-up reflection workshops for all teachers
  • 3 x parent engagement talks
School community events
  • 4 x school community events
  • A whole-of-school Family Challenge
  • Communications materials to keep families informed
Project Coordinator
  • Project Coordinator resourced at 1.5 days per week to manage the Project and facilitate programs
Governance and evaluation
  • Project delivery overseen by a Board that includes the school, Uplifting Australia and other representatives as agreed
  • Evaluation of project outcomes provided by Uplifting Australia

School Wellbeing Project Outcomes

The School Wellbeing Project delivers outcomes for everyone involved:


  • Learn strategies and techniques to strengthen the classroom environment
  • Learn strength-based behaviour management techniques
  • Develop a more productive relationship with students
  • Develop an improved relationship with students
  • Be supported in their teaching practice
  • Attain BOSTES professional development hours


  • Experience fun events and activities
  • Improved emotional wellbeing
  • Improved resilience
  • Improved behaviour
  • Improved communication
  • Improved learning
  • Improved relationships with teachers and parents


  • Increase their knowledge of their child’s development needs
  • Improved parenting skills, to support their child’s development
  • Experience strong emotional connection with their child
  • Find it easier to interact with and support their children
  • Improve productivity of interaction with their children
  • Non-judgmental and accessible parenting support
  • Improve their relationship with their child
  • Build a network with other parents and teachers


  • Improved student performance and behavioural outcomes
  • Improved teacher effectiveness
  • Build capacity to implement and sustain social and emotional wellbeing programs
  • Develop the character of students
  • More engaged parents and school community

school wellbeing project

“It is widely accepted that the development of social and emotional skills in early childhood benefits all aspects of children’s learning, development, mental health and wellbeing.”

Department of Education Employment & Workplace Relations. “Belonging, Being & Becoming: 
The Early Years Learning Framework for Australia. Barton ACT: Commonwealth of Australia: 2009a