Social Emotional Learning has a major role in our lives.
Our Great Impact Program can help.

ATC framework provides a process to develop a SEL skill set and foundation in order to build positive tools for successful relationships and a process for resolving conflict, solving problems and self-advocating.

Today’s educators and students carry so much on their shoulders. Meeting academic and social expectations – and simply growing up and developing a sense of self and belonging – can be tough. Yet the pressures in today’s educational environment reach far beyond these basics. Our world is moving and changing faster than ever.

Anxiety-  Nearly 1 in 3 adolescents will meet criteria for an anxiety disorder by the age of 18. 
Trauma-  46% of all children have experienced at least one adverse childhood experience (ACE). 
 Distraction- On average, teens spend 5 hours a day on digital entertainment, excluding school work. 
Isolation- Nearly 40% of high school seniors report that they often feel lonely and left out.

Our Educators 
Stress- 61% of teachers report being stressed out.
Mental Health-This is an increasing issue in schools today
Burnout- Public school educators are quitting their jobs at the highest rate on record.


Effective teaching of mindfulness is critical to the future of young Australians. Research shows that mindfulness has a profound effect on student and staff well being.

Leadership Qualitiies

Clarifying setting, and reaffirming intentions.


Cultivating a witnessing awareness


Strengthening self-regulation


Stabilising attention


Practicing loving-kindness

Core Competencies

  • The Five Core Skills of mindfulness—setting intentions, cultivating awareness, stabilising attention, self-regulation, nurturing loving kindness—that form the foundation of transformative mindfulness practices
    Key neuroscience insights such as the effective drivers of neuroplasticity and implicit memory that are critical to changing the brain
    How to identify and transform clients’ unhealthy core negative beliefs and patterns by teaching an accessible brain-changing mindfulness practice

"A growing body of science, including the work of Harvard University’s Center for the Developing Child, has found that toxic stress can impede healthy development, literally changing children’s brains and affecting their capacity to absorb even the best instruction."

Dr Robert Block

“When you work with children, it’s really easy to ignore our own needs,” said Brown. “Mindfulness has given me a greater sense of balance and calm, which is a benefit to the other people around me.”

Alan Brown

“My practice is always evolving, and the kids I work with know that sometimes I need to stop and take a minute for myself,” said Waugh. While it’s a little trickier teaching high school kids, Waugh says they are respectful and know they don’t have to participate but they need to cooperate. “They’ll tell me they know it helps them, on the sports field or remembering lines in a play, and I’m glad they have a skill for when they just want to have a little space.”

Rosie Waugh


SOCIAL AND EMOTIONAL WELLNESS
GRIPP PROGRAM

Emotional wellness, social skills, and life skills are important tools for everyone to develop as they transition from childhood to adulthood. Individuals who are well socially and emotionally tend to get along better with others, accomplish more, and generally are more happy. They’ve learned how to view themselves positively, evaluate challenges, interact with others, and choose appropriate responses – especially in times of stress or other challenges.

Individuals who don’t get the support they need to develop socially and emotionally are at increased risk for:

Behavioural issues
Controlling disappointment, anger and aggression
Depression and Anxiety
Poor self-image
Lack of confidence
Bullying/Cyberbullying
Poor academic performance
Poor athletic performance
Self-destructive behaviour
Alcohol, vaping and drug use as a teenager and young adult
Self-Harm and Suicide


WHAT DO WE DO?

21st Century Issues
Anxiety
Stress
Anger towards others
Being mad at ourselves
Feeling alone
How to be happy
Boyfriends/girlfriends
Parental Pressure
Friends
Sports we play/teams we are on
Academic Pressure
Getting and staying motivated
Thoughts/Actions
Trust


What We Can Do

ATC's mission is to provide educators, parents, and community members with the framework and the resources to teach social and emotional intelligence in the 21st Century Learning Environment.

We will equip adults with a system of routines, practices, learning activities, and
discussion topics to guide and support students as they face challenges, work to resolve conflicts, and celebrate success. Through this framework educators, coaches and youth workers are provided with the necessary training, lesson plans, and a system to train the trainer and develop a mentor program. Our framework provides the educator with a road map to equip their students with the skills they need to:

Manage emotions
Effectively communicate
Build relationships
Solve problems
Resolve conflict
Self-advocate.


This systematic approach will provide adults with 21st Century strategies and techniques to make personal connections with their students, in order to best support them in social, emotional, and academic challenges.


Our framework provides a process to develop a SEL skill set and foundation in order to set young adults up for successful relationships and a process for resolving conflict, solving problems and self-advocating.

By implementing the framework in the learning environment, participants will be exposed to daily routines and practices, and thinking patterns in order to develop the muscle memory needed to employ these skills in real life situations.

Module 1 — Mindfulness and Well-Being
Module 2 — Growth Mindset 
Module 3 — Empathy, Compassion, and Trust
Module 4 — Brain Training
Module 5 — Building Agency and Collaboration
Module 6 — Building Self Mastery


Until participants have mastered these skills, it will be impossible to have successful relationships, resolve conflict, solve problems, and self-advocate.

LET'S FIX THIS!

What is Social Emotional Learning?

“Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

​SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.” (CASEL.org)​

The Collaborative for Academic, Social and Emotional Learning (CASEL) believes it is extremely important for children and adults alike to be successful and mentally healthy.

CASEL also suggests that many risky behaviours can be alleviated through an integrated approach to learning social and emotional management skills in schools.

CASEL Outlines 5 Core competencies for Social-Emotional Learning:

​​Self-development: Know your strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

​Self-management: Effectively manage stress, control impulses, and motivate yourself to set and achieve goals.

Social awareness: Understand the perspectives of others and empathise with them, including those from diverse backgrounds and cultures.

Relationship skills: Communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Responsible decision-making: Make constructive choices about personal behavior and social interactions based on ethical standards, safety, and social norms.


4Rs (Reading, Writing, Respect, and Resolution)

Elementary Select Program
Program Design and Implementation Support
The 4Rs program (Reading, Writing, Respect, and Resolution) provides read-alouds, book talks, and sequential, interactive skills lessons to develop social and emotional skills related to understanding and managing feelings, listening and developing empathy, being assertive, solving conflict creatively and nonviolently, honoring diversity, and standing up to teasing and bullying. 4Rs is a grade-specific program available for students in prekindergarten through eighth grade. Divided into seven units, each grade has approximately 35 lessons — one a week throughout the year. Units also include extension activities, infusion ideas, recommendations of other books, and 4Rs Activity Sheets to reinforce students’ understanding. The 4Rs program reinforces skills and concepts covered in each unit with a Family Connection activity that students take home to complete with their caregivers and 4Rs “Family Connections” parent workshops. Peer Mediation and Peace Helper programs are also available to support classroom- and school-wide programming. All 4Rs stories incorporate a variety of cultures, ethnicities, and backgrounds. Initial training for the 4Rs program typically lasts 25-30 hours and is required. 4Rs offers a train-the-trainer system to support sustainability.

What Does a SEL Curriculum Include?

Depending on the specific school and the program they choose, the curriculum may include information on important concepts and definitions (e.g., awareness, acceptance, mindfulness, meditation), exercises (e.g., the body scan, mindful breathing, mindful awareness of the senses), and other mindfulness content that can be used by students in class or at home (e.g., guided meditations, relaxation imagery, written instructions, videos).

Why teach this in your school?
1) Kids are stressed.

1 in 4 children suffer from Anxiety Disorders. (National Institutes of Health)
1 in 5 children suffers from a mental health or learning disorder, and 80% of chronic mental disorders begin in childhood. (Child Mind Institute)
2) Teachers are stressed.

According to research, most teachers experience job stress at least two to four times a day, with more than 75% of teachers’ health problems attributed to stress. (National Education Association)


The Benefits of mindfulness

Start with teachers. Teachers are the vehicle for integrating change into a school’s culture. Is there a teacher who already has a mindfulness practice, and is willing to champion the effort to bring mindfulness into your child’s school? If not, are there teachers willing to learn more about the benefits of mindfulness for themselves, as well as their students?
Know the science. The research on teaching mindfulness to children is only in its beginning stages, yet there are studies that show its impact on both the body and the brain. Scientific evidence is an important component for bringing administrators and faculty to embrace your plan.
A few key studies:


A 2016 study in Frontiers in Psychology measured emotional well-being of 7- to 9-year-olds and found that a school-based program improves higher-order thinking, and helps students become more engaged, positive learners.
A randomised controlled study in the Journal of School Psychology on more than 100 6th grade students found those who completed classroom-based, teacher-implemented mindfulness meditation were significantly less likely to develop suicidal ideation or thoughts of self-harm than the control groups.
A study of 4th and 5th graders published in Developmental Psychology found that students who received mindfulness training improved their cognitive ability and stress physiology, reported greater empathy, perspective-taking, emotional control, and optimism, showed greater decreases in self-reported symptoms of depression and peer-rated aggression, and were more popular.

For specific ideas on what to include in a SEL curriculum, speak to one of our reps: 1300 122 804