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Age From: 


Age To: 


Delivered To: 

  • Children/Students


  • Component 2 : Social and emotional learning for students


The program is written for teachers in primary and secondary schools or psychologists/counsellors in schools and mental health settings who want to enhance student wellbeing and teach resilience skills.

The three Bounce Back books are:

  • Lower primary (K-2)
  • Middle primary (years 3-4)
  • Upper primary and junior secondary (years 5-9)


The BOUNCE BACK! Wellbeing & Resilience Program addresses the environmental building blocks and the personal skills for fostering resilience in children and young people. The program focuses mainly on the teaching of coping skills to help children and young people respond positively to the complexity of their everyday lives. In other words, children are taught how to ‘bounce back’ after experiencing sadness, difficulties, frustrations and hard times.



Program content and components:

The Teacher’s Handbook explores the theoretical constructs, rationale and research underpinning the program and outlines whole school and whole class protective practices. These include evidence based teaching and learning strategies for connecting children and young people to school, engaging students in learning and for teaching the skills of resilience.


The core of the program is the BOUNCE BACK acronym. This acronym helps children and young people to memorise and recall 10 basic coping statements based around positive self-talk. The three Teacher Resource Books contain nine curriculum units (plus an additional online unit Elasticity) allow teachers to revisit the key concepts of resilience and wellbeing each school year with age appropriate content in the following areas:



  • Courage – developing the skills and perceptions that lead to being more courageous in many areas of one’s life
  • Optimism (Look on the Bright Side) – having confidence in one’s own ability to solve problems and take positive action and developing skills in focusing on the positives, even in difficult situations
  • Success (STAR, CHAMP, WINNERS) – identifying one’s own relative character and ability strengths and limitations, setting and achieving goals, being organised and persisting, becoming self-disciplined and being resourceful in solving problems

Social awareness

  • Core values – acting on important pro-social beliefs about how one should behave towards others
  • Emotions – skills for responding with empathy to the feelings of others and recognising the feelings and intentions of others
  • Relationships – skills for successfully interacting with others, making and keeping friends and avoiding and managing conflict
  • Bullying – activities that encourage awareness of the harm that is caused by bullying and developing skills and attitudes that enables bystanders to support individuals being bullied


  • Emotions – recognising and managing one’s own negative emotions such as anger, sadness and worry etc and recognising and enjoying and amplifying one’s own positive emotions such as happiness, pride and excitement, changing a bad mood into a good mood
  • Helpful thinking – using rational and helpful thinking and positive self-talk to cope with negative events and feelings in one’s life
  • Humour – learning how humour can be used to assist with coping in hard times as well as supporting others.



Program Structure / Methods of Delivery: 

The program is not fixed or scripted but rather is based on a ‘smorgasbord model’, where it is assumed that specific curriculum units or components will be selected and integrated with whatever is already happening within that school or setting. The program is literature-based so it can be incorporated in English lessons/Language Blocks and can be linked to other key learning areas such as Society and the Environment, Health & Physical Education, Maths and Science and Technology. There is a strong focus on circle time, cooperative learning approaches & educational games to build positive relationships, positive emotions and teach social-emotional skills.

Some units can be taught in a dedicated weekly session (e.g., entitled Personal Development, Life Skills or Pastoral Care). The program can be taught as a whole school or whole class program. Components and units can also be selected and taught in a small group structure either within a school or mental health setting.

The online component includes:

  • over 170 IWB activities and games;
  • extensive resource lists featuring current children’s literature, songs, websites and movies,
  • Bounce Back! parenting notes for each curriculum topic
  • Elasticity: an additional curriculum unit
  • Assessment tools and
  • More than 200 blackline masters


For information about current Program pricing, visit 


Program Specific Audience: 


Structured Sessions: 


Student Assessment Measures: 


Professional Learning: 

  • Professional Learning Available

Professional Learning Compulsory: 


Formal Parent/Carer Component Provided: 

Evidence of Effectiveness

Evidence of Effectiveness Rating: 


Evidence of Effectiveness Description: 

A single study finds positive behavioural impacts at a follow-up at least one year after the intervention ended.

Competency 1 : Self Awareness: 


Competency 3 : Self-management: 


Competency 4 : Responsible decision-making: 


Competency 5 : Relationship skills: 


Identified Theoretical Framework: 


Identified Theoretical Framework Description: 

The program utlises the principles of cognitive behavioural therapy and counselling such as normalising and self-disclosing. It also draws on the therapeutic principles that underpin positive psychology /positive education such as the role of positive emotions and emotional literacy, positive and optimistic thinking, positive relationships, helping students develop a sense of meaning and purpose and the adoption of strengths-based approaches that contribute to optimal functioning. 

Survey/Audit Tools Available: 



Helen McGrath and Toni Noble

About the Author(s): 

Dr. Helen McGrath and Dr. Toni Noble are both former classroom teachers who are currently Adjunct Professors in Psychology and Education. Dr. Helen McGrath is at Deakin University & RMIT in Melbourne and Dr. Toni Noble is at the Australian Catholic University in Sydney. Both authors are members of the Australian Psychological Society and registered psychologists. Dr Helen McGrath also has a private psychology practice. They were both researchers for the Australian Government’s Scoping Study on Approaches to Student Wellbeing, The National Safe Schools Framework and resourcing the Safe Schools Hub.

Contact Information: 

To get in contact about the Program, please visit the Contact Us section of the website at