KidsMatter Primary is divided into four components as a way of making the task of improving student mental health and wellbeing more manageable. Each of the four KidsMatter components has specific, evidence-based target areas and goals.

Component 1

The following target areas and goals assist schools in developing policies and practices that promote a positive school community.

Target areas and associated goals

Target areas

Goals

 

A school community that promotes mental health and

wellbeing

 

 

 

a) School staff understand the importance of mental health and wellbeing, its impact on learning, and the significant contributions schools can make to improving student mental health.

 

b) School staff have an understanding of their school community.

 

Respectful relationships,

belonging and inclusion

 

a) School staff expect and model respectful and responsive

relationships within the school community.

 

b) Belonging and inclusion for all school community members

is specifically addressed in school strategic planning, policies

and practices.

 

c) The school environment and communication reflects the diversity of the school community.

 

d) School leadership and staff create opportunities for students, staff, families and the wider community to be involved in a range of school activities and contribute to school planning.

 

 

Component 2

 

The following target areas and their associated goals, will assist schools to provide effective social and emotional learning for students.

Target areas and associated goals

Target areas

Goals

Effective social and emotional learning (SEL) curriculum for all students

  1. School staff understand the inter-relationship between social, emotional and academic learning
  2.  Teachers understand the core social and emotional competencies of:
  • Self-awareness
  • Self-management
  • Social awareness
  • Relationship skills
  • Responsible decision making.
  1. SEL curriculum is:
  • taught in ways that cover the core social and emotional competencies
  • underpinned by research evidence of effectiveness or by a sound theoretical framework
  • taught effectively, formally and regularly in a co-ordinated and supported way throughout the school.

Opportunities for students to practise and transfer their social and emotional skills

 

  1. School staff use their daily interactions with students to support the development of students’ SEL skills, in and out of the classroom
  2. Students are provided with regular opportunities to practise and adapt their social and emotional skills to new situations in the classroom, school and wider community
  3. School staff provide information to parents about the school’s social and emotional curriculum and work collaboratively with parents to assist students’ development of social and emotional skills.

 

 

 

Target Areas and Goals [13KB] [Word]

 

Component 3

 

The following target areas and goals assist schools in developing policies and practices that promote engagement with parents and carers.

Target areas and associated goals

Target areas

Goals

Collaborative working relationships with parents and carers 

  1. School planning, policies and practices support collaborative working relationships with parents and carers.
  2. School staff implement strategies to proactively develop collaborative working relationships with parents and carers to promote children’s mental health, wellbeing and learning.

Support for parenting

  1. School staff have knowledge and skills to communicate effectively with parents about their children in areas related to child development, learning and mental health and  wellbeing.
  2. School staff communicate effectively with parents and carers about child development, learning, and mental health and  wellbeing.
  3. The school has policies and practices to support staff to identify and, where appropriate, facilitate access for parents to resources and services that support parenting.

Parent and carer support networks

  1. The school provides opportunities for parents and carers to connect with each other and develop support networks, and actively seeks to minimise barriers to participation.
  2. The school identifies and promotes community groups which may act as a source of support for parents and carers.

 

 

Component 4

 

The following target areas and goals assist schools in developing policies and practices that help children experiencing mental health difficulties.

Target areas and associated goals.
 

Target areas

Goals


Understanding mental health difficulties and improving help-seeking

 

  1. School staff have an understanding of childhood mental health difficulties including common signs and symptoms, the impact on children and families, and factors that put children at risk.
  2. School staff understand that getting help and support early is important for students and families experiencing difficulties.
  3. The school provides an inclusive and accepting environment for community members who may be experiencing difficulties with their mental health.
  4. The school has policies and practices that support students and families to seek help for mental health difficulties.

Responding to students experiencing mental health difficulties

 

  1. School staff have a shared understanding of their role, and its boundaries, in addressing the needs of students experiencing mental health difficulties.
  2. The school has protocols and processes for recognising and responding to students experiencing mental health difficulties, including helping students to remain engaged in their education.
  3. School staff have knowledge and skills for recognising and supporting students experiencing mental health difficulties, including how to access support and make appropriate referrals.
  4. The school has effective working relationships and clear referral pathways with services, and supports families to access these services.
  5. The school works together with families and professionals who are involved in caring for their students’ mental health and learning.

C4 Target Areas and Goals [13KB] [Word]