1. Successful schools start with healthy minds
About this presentation
The slides in this presentation are described as either core or optional. We highly recommend that core slides are included in all presentations. Optional slides can be hidden and used at your discretion.
There are a number of slides with photographs. You are welcome to replace these with photographs that relate to your context.
Where possible organise online connection to the KidsMatter website to demonstrate what is available.
The following slide is an embedded video ‘Introduction to KidsMatter’. It takes about 15 minutes. If you decide to use it make sure that you have good quality sound. Think about where the video would best fit into your presentation.
Presentation ideas
Welcome and introductions.
At the start of this session take a minute to ask if anyone knows about KidsMatter or has had any connection with a school implementing KidsMatter? What are they hoping to find out at today’s session?
Show a few examples of social and emotional curriculum identified in the KidsMatter Programs Guide to demonstrate that they are already available for school use.
Ensure all participants have the Briefing Pack, and refer to the contents as appropriate throughout this presentation.
Consider organising a couple of interactive activities to break up the session if too long, such as a quick quiz or using the guiding principles for a ‘move places if you agree with this statement’ activity.
Successful schools start with healthy minds

2. Click to play OPTIONAL About this slide
This is a 15 minute video ‘Introduction to KidsMatter’. It was made in 2012.

3. Acknowledgement of Country
I would like to acknowledge the traditional custodians of this land and pay my respects to Elders past, present and future, for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander Australians.
CORE
About this slide
Acknowledgement of Country is a way that the wider community can demonstrate respect for the traditional custodians of the land where the gathering is being conducted. It can be performed by Aboriginal or non-Aboriginal people, and personalised to make it authentic.

4. Session outline OPTIONAL
About this slide
Some of the questions covered in this session include:
What is KidsMatter and why was it developed?
How is KidsMatter different from other initiatives?
What are the benefits for my school?
What impact does KidsMatter have?
What will KidsMatter provide to our school when we travel the KidsMatter journey?
Will KidsMatter support things we already do?
What do we invest and how do we get started?

5. Why it matters Does it matter that my school believes in me?
Does it matter that I feel I belong at school?
Does it matter that I have friends and can share my feelings?
Does it matter that I have people who support and understand me?
Does it matter that I have someone I can turn to?
OPTIONAL
About this slide
These questions are taken from one of the KidsMatter postcards. The first question refers to KidsMatter in general, while the remaining four relate to each of the four components in order.
Presentation ideas
There is no need for you to answer these questions; they speak for themselves. We begin by engaging through empathy. What really matters?

6. OPTIONAL
About this slide
This is one of the KidsMatter postcards in the briefing pack. You may notice that the website on the postcard is different from that shown on later slides. Both URLs will take you to the website. The preferred URL is kidsmatter.edu.au/primary.

7. The aims
A whole-school approach to mental health and wellbeing that aims to contribute to:
CORE
About this slide
These are the official KidsMatter aims; for KidsMatter Primary and KidsMatter Early Childhood.

8. The goals OPTIONAL About this slide
These goals are also the KidsMatter ‘target areas’. The professional learning, surveys and planning are all constructed around these target areas.
They are important because they make it really clear where a school is heading when it decides to begin the KidsMatter journey.
This is one of the KidsMatter postcards in the briefing pack

9. Thinking about wellbeing
What do you think of when you hear the terms…
Physical health?
Mental health?
OPTIONAL
Presentation ideas
Ask participants :
What different words come to mind when you hear the phrases ‘mental health’ and ‘physical health’?
Why do we have so many words relating to mental illness when we talk about mental health?
Why are there so many more slang words or words with a negative connotation when talking about mental health than with physical health?
What impact does this have on us and on kids’ educational outcomes?
Is caring for our mental health as important as caring for our physical health?
Point out the stigma that can result from a lack of knowledge around mental health and its integral connection to thriving and wellbeing.

10. Thinking about mental health
Mental health is not mental illness
Skills to build mental health and wellbeing can be learned
OPTIONAL
About this slide
Most children experience good mental health.  Everyone experiences occasional difficulties, but for some the difficulties are more frequent and severe. When difficulties are severe and interfere with many aspects of a child's life they may warrant diagnosis as a mental health disorder. Mental health, mental health difficulties and mental health disorders are best represented as a continuum rather than as separate categories. Good mental health is clearly not just the absence of a mental health disorder. The mental health continuum diagram reflects a population-level view of mental health ie. a snapshot of children at any given time.  It is most accurate to talk about proportions of the population, while acknowledging that people have relative strengths and difficulties across many dimensions of mental health. Focus with KidsMatter is on children but staff/parents/carers etc experience the same and also benefit from KidsMatter.
Most children are in good mental health. Children are less likely than adults to have a mental disorder.

11. Defining mental health and wellbeing
“A state of wellbeing in which an individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community.”
“There is no health without mental health.” World Health Organization (2007)
CORE
About this slide
This definition comes from the World Health Organisation 2007.
This definition clearly demonstrates why mental health is so closely connected to wellbeing. Nutrition, exercise, relationships and environment all are connected to our health.
Presentation ideas
It might be worth mentioning mental health in the context of childhood. This is how Beverley Raphael describes it: “The capacity to enjoy and benefit from satisfying family life, relationships, and educational opportunities, and to contribute to society in a number of age appropriate ways. It also includes freedom from problems with emotions, behaviours or social relationships that are sufficiently marked or prolonged to lead to suffering or risk to optimal development in the child, or to distress or disturbance in the family”
Raphael (2000).

12. Children’s mental health and wellbeing
Mental health across the lifespan has been identified as a national priority
Estimates suggest mental health difficulties affect 1 in 7 Australian primary school children.
CORE
About this slide
This statistic is quoted in Australia’s National Mental Health Plan ( )
It is the basis for developing KidsMatter
It is population-based model that addresses a range of psychosocial and environmental determinants of mental health and wellbeing.
Presentation ideas
Explain that this statistic means that there are children in every classroom and in every school experiencing mental health difficulties.
National Child Mental Health Survey (Sawyer et al., 2000) Australian Health Ministers (2003)

13. A national priority
Only 1 in 4 children with a mental health difficulty receive help.
CORE
About this slide
Only 5% of children with mental health difficulties attend any specific mental health services and children who do attend are more likely to be those with very severe problems (Sawyer et al., 2001).
This means that in a school of 100 children, approximately 14 will be experiencing mental health difficulties and of these ten will not receive any help.
Presentation ideas
Ask the question:
For these ten students, what is the impact of the mental health difficulties upon their school attendance, behaviour, school work, ability to maintain friendships, their childhood development?
National Child Mental Health Survey (Sawyer et al., 2000) Australian Health Ministers (2003)

14. An educational priority
“The vast majority of principals (80%) believe that mental health and wellbeing are “very important” for academic achievement.”
International Association of Child and Adolescent Mental Health and Schools (Intercamhs) with the International Confederation of Principals (ICP) 2010.
CORE
About this slide
The relationship between the mental health and wellbeing of students and academic achievement and educational outcomes in schools is acknowledged internationally.

15. Benefits linked to quality
Schools with the best outcomes implemented KidsMatter as follows:
Adhered to the KidsMatter prescribed steps
Had active involvement of the school leadership team and whole staff in planning
Encouraged parental involvement
CORE
About this slide
As part of the evaluation of KidsMatter, quality implementation was identified as critical in achieving the best outcomes in schools.
Additional factors were identified as contributing to quality implementation:
Action Team leads initiative
Evidence based foundation
Professional learning for all school staff
High quality resources
Leadership commitment to KidsMatter Primary whole school change
Step by step planning process
External support
Dix et al, 2011, Children & Adolescent Mental Health Journal

16. Benefits of KidsMatter: students
Benefits for students included:
Increased positive mental health (eg optimism and coping)
Reduced mental health difficulties (eg emotional symptoms, hyperactivity, conduct problems and peer difficulties)
Improvements in behaviour and motivation for students already experiencing mental health challenges
CORE
About this slide
The KidsMatter Evaluation 2009 Flinders University found that “KidsMatter was associated with statistically and practically significant improvements in students’ mental health, in terms of reduced mental health difficulties and increased mental health strengths”.
The improvements in behaviour and student motivation had a real impact both in and outside the classroom.
KidsMatter Primary pilot evaluation, Flinders University 2009

17. Improved academic results
NAPLAN – positive results over a two year trial period … “…KidsMatter appears to be positively associated with the level of student academic achievement, equivalent to 6 months more schooling by Year 7, over and above any influence of socio-economic background.”
CORE
About this slide
This NAPLAN research paper is available on the KidsMatter website and was related to the quality implementation of KidsMatter.
(Quote from evaluation – 92% of teachers agreed that “students who are socially and emotionally more competent learn more at school”)
Worth noting that there are major meta analysis studies available on the Collaborative for Academic Social and Emotional Learning (CASEL) website that demonstrate that schools that undertake a comprehensive social and emotional program embedded into the curriculum across all years see an academic improvement of 11% in student test scores.
Dix et al, 2011, Child & Adolescent Mental Health Journal

18. Benefits: Staff Benefits for staff included:
Increased staff satisfaction
Professional learning opportunities
Improved student learning and behaviour
CORE
About this slide
There are direct benefits for staff in teaching social and emotional learning. It enhances individual relationships and group dynamics, and has a flow-on effect on their own growth and skills in the area.
All school staff are involved in KidsMatter. They participate in the professional learning and are consulted throughout the cycle of implementation.

19. Benefits: schools and community
KidsMatter Primary provides:
An umbrella for bringing together existing wellbeing policies and practices
Processes for building a school mental health and wellbeing strategic plan
A common language for the whole community
Stronger parent engagement and parenting capacity
More effective partnerships with community
Improved student educational outcomes
CORE
About this slide
The four component plans developed by the Action Team join together to form the school mental health and wellbeing strategic plan. This can then sit within the school’s broader strategic plan.
KidsMatter Primary pilot evaluation, 2009, Flinders University

20. An integrated ‘whole-child’ approach
“Schools will be most successful in their educational mission when they integrate efforts to promote children’s academic, social, and emotional learning.”
Zins et al., 2004
OPTIONAL
Presentation ideas
Do you agree with this statement?

21. What’s different about KidsMatter?
A focus on mental health and wellbeing improves learning
Unique partnership between education, health, families and community
Framework links wellbeing policies and practices
Not a program; a sustainable process
Builds school evidence alongside international evidence, theory and practice
OPTIONAL
About this slide
How is KidsMatter different to other whole school initiatives? There is substantial evidence that by promoting mental health and wellbeing, academic and educational outcomes improve.
KidsMatter is not something new but rather builds upon the good practice schools are already doing. It also provides schools with tools and resources to audit their mental health and wellbeing existing practice.
KidsMatter is a flexible initiative that draws together health and education sectors, all members of the school and broader community.
KidsMatter provides a framework for bringing all existing mental health and wellbeing policies and practices under one umbrella.

22. Education and health together
CORE
About his slide
KidsMatter is education and health working together - at a national level and at a school level.
Its pedigree is highly respected. It was developed with funding from the Australian Government Department of Health and Ageing and beyondblue. The Principals Australia Institute , the Australian Psychological Society and beyondblue collaborate in the ongoing development and implementation.

23. KidsMatter provides CORE
This slide is unpacked in the following few slides

24. Implementation resources
Schools receive:
A guided implementation and planning process
Essential reading
Action Team Handbook
Survey and planning tools
E-newsletters
OPTIONAL
About this slide
The list on the slide is simply a summary. The resources include a dedicated website: resources for parents and carers, e-newsletter, Action Team handbook to guide the journey, school survey tools, briefing packages, professional learning resources, 1800 helpline, programs guides, tip-sheets for parents …. to name a few.

25. Professional development
It’s easy to sign-up for KidsMatter professional development through the online registration process.
OPTIONAL
About this slide
All of the KidsMatter professional learning events can be found on the website. All of this is provided at no cost. Professional learning for all staff enables the building of shared understanding and practices.
Presentation ideas
If your people have Briefing packs have a look at the What works best document. This describes the events provided and the intended audiences.

26. Support, guidance and networks
KidsMatter provides:
State and territory staff
Ongoing series of network and support meetings
School newsletters
National ‘front-desk’ enquiry line
Website
OPTIONAL
About this slide
The Leading and Driving KidsMatter and What works best are the two documents in the Briefing pack that detail supports that are available.
Presentation ideas
Encourage participants to visit the KidsMatter Primary website after the event to see what resources and supports are available, such as parent and teacher tip sheets that can be used immediately. Tell them that they are always welcome to contact their local KidsMatter staff.

27. Potential external supporters
Schools can receive support from:
Education sectors
School support services
Mental health providers
Health and community agencies
Family and cultural support services
Other KidsMatter schools
OPTIONAL
About this slide
KidsMatter helps build a community of support around a school and its community members. Acknowledging that when we can get students, staff and parents all working together with the similar goal of promoting mental health and wellbeing to students, the benefits for the child will be maximized. There also are ripple-on benefits for staff, families and the broader community both with their own mental health and wellbeing but also educationally.
Often the phrase ‘It takes a village to raise a child’ is referred to by those involved with the implementation and ongoing cycle of KidsMatter.

28. The KidsMatter Primary framework
CORE
About this slide
KidsMatter provides schools with a comprehensive framework that has three distinct elements.
The guiding principles provide the foundations to help the school navigate on the KidsMatters journey. They are based in evidence and practice (ref: the KidsMatter evaluation and the World Health Organisation’s health promoting schools).
The four components make up the content (areas of learning, monitoring, planning and action) provided to help schools systematically address mental health and wellbeing.
The whole school approach addresses key processes of school function.
Presentation ideas
Use the postcard of the framework that is in the briefing pack.

29. The guiding principles
OPTIONAL
About this slide
These principles are not only foundational but provide checking points for schools to review their progress and for making decisions throughout implementation. In this way they serve as a navigation aid during the KidsMatter journey.
These guiding principles align closely with those of the World Health Organization’s Health Promoting Schools.
Achieving Health Promoting Schools International Union for Health Promotion and Education
Presentation ideas
How many of these principles align with your school values? How do they align with core educational business?

30. Theoretical underpinnings
Model for mental health promotion, prevention and early intervention in schools World Health Organization 1994
Socio-ecological model (schools and families together) Bronfenbrenner Ecological Systems theory 1977
Risk and protective factors model Commonwealth Dep’t of Health and Aged Care 2000
Whole school approach Health Promoting Schools, World Health Organization 1986
CORE
About this slide
There are a number of models from Australia and overseas which contribute to the theoretical underpinnings of KidsMatter.
The ‘Model for mental health promotion, prevention and early intervention in schools’ has been adapted from the World Health Organisation’s (WHO) ‘Model for school mental health promotion’.
The socio ecological model identifies the key factors that influence the child. The most critical according to Bronfennbrenner are the family, school and peers. Then there are the broader influences of the community, media etc.
The ‘Risk and protective factors model’ underpins KidsMatter theory and practice.
The ‘whole school approach’ draws on WHO’s work in Health Promoting Schools.
These models are highlighted on the following slides.

31. Promotion, prevention, early intervention
Whole-school community
All students
Students experiencing mental health difficulties
Works with the whole community and provides support and information to staff, parents and carers
Through the curriculum, creates opportunities to practise skills and engages parents and carers
Supports children in school and develops clear processes and referral pathways (by working with parents and carers and health and community agencies)
OPTIONAL
About this slide
KidsMatter Primary builds on the work schools are already doing in relation to addressing the mental health and wellbeing of their students. KidsMatter adapted this model ( WHO 1994) from a comprehensive model for school mental health promotion that involves the entire school community. It was adapted to include the influence of parents and carers at each level.
It considers all the aspects of school life – the school climate, policies, practices, events, teaching and learning. This whole school approach also involves the people who have a significant influence on the lives of children including parents and carers, families and community groups.
In addition, it recognises the needs of those children showing signs of mental health difficulties and in collaboration with parents and carers provides support, including referrals to appropriate mental health professionals.
The greatest amount of work needs to occur in the widest section of the inverted pyramid at the top of the diagram. The more work that occurs in this area, the less work is required in the bottom, pointy end.
Adapted from World Health Organization (1994)

32. Risk and protective factors
OPTIONAL
About this slide
This model underpins the theory and practice of KidsMatter. It is about strengthening students coping strategies for getting through difficult situations, without turning to negative coping strategies such as acting out physically or verbally, drug and alcohol use, self harming behaviours, etc.
The presence of risk factors does not mean a given child will experience mental health difficulties. Risk factors on one side are not necessarily related to protective factors. The same factors may affect people throughout the lifespan.
Dividing factors into the child/family/school/etc. categories is more for giving examples and not helpful in practice as a lot of the points go across multiple categories. For example a significant adult can be a major protective factor that compensates for multiple risk factors in many categories.
Research into prevention of mental health difficulties has identified a range of risk factors that are likely to increase the chances of children experiencing poor mental health and wellbeing. There are also protective factors, characteristics or conditions that can improve children’s resistance to risk factors. Protective factors act to strengthen children’s mental health and wellbeing, making it less likely they will develop mental health problems, or should problems develop they will be less severe.
(adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996)

33. Socio-ecological OPTIONAL About this slide
This model recognises that there are multiple influences on children’s mental health and wellbeing.
Children develop within the context of family, school, peers, community and broader societal factors.
Schools are the most significant developmental context after families for primary aged children. This model highlights how significant it is for the child when schools and families work together.
Adapted from Bronfenbrenner Ecological Systems theory 1977

34. The whole school approach
OPTIONAL
About this slide
This is how KidsMatter describes a whole school approach. This slide draws together the findings from the pilot evaluation about the factors for successful KidsMatter implementation, and the elements of the World Health Organisation’s Health Promoting Schools framework which had its origins back in 1986.
Systemic school culture change is needed for any major new initiative to become established and sustainable. This is what the whole school approach captures.

35. The four components OPTIONAL About this slide
The four components make up the core content of KidsMatter professional learning, planning and action. It is recommended that they are undertaken sequentially. It is particularly important to start with Component One as ‘a positive school community’ lays a strong foundation for the remaining three.
KidsMatter identifies target areas and goals for each component.

36. Positive school community1
Positive school community
COMPONENT
Encourages a shared understanding of mental health and wellbeing for the whole school community and respectful relationships that promote
A sense of belonging and inclusion
A welcoming school environment that reflects diversity in the community
Active involvement of students, staff, families and community
OPTIONAL
About this slide
This component is the most critical. It is particularly important to start with Component One as ‘a positive school community’ lays a strong foundation for the remaining three. A positive school community which is welcoming and inclusive will encourage families and the community to participate and contribute to school life. It will also promote mental health and wellbeing through ensuring school community members feel safe, included and develop a sense of belonging and participate within the school.
It is important that schools take the time to reflect on each of the target areas and goals in this component and thoroughly discuss this with all members of their school community.

37. Whole school celebrations1
Whole school celebrations
COMPONENT
OPTIONAL
About this slide
This is an example of a school in Devonport, Tasmania, who were celebrating their work with KidsMatter and how every face has a place in their school community.
All students and staff wore a red shirt on the last day of term to celebrate their work with Component 1

38. Social and emotional learning (SEL)2
Social and emotional learning (SEL)
COMPONENT
Social and emotional learning in the classroom:
Promotes the five core social and emotional competencies for children’s social and emotional development
Encourages schools to embed these in the curriculum, while providing opportunities for students to practice and transfer their skills (beyond the classroom)
OPTIONAL
About the slide
Social and emotional learning (SEL) is linked to increased academic motivation and achievement, increased engagement with learning, reductions in problem behaviour and increases in pro-social behaviour.
Research has shown that SEL is fundamental to children’s mental health and wellbeing, academic learning, moral development and motivation to cooperate and achieve.
The Collaborative for Social and Emotional Learning (CASEL) has also compiled a major meta analysis of research that demonstrated schools that comprehensively implemented a whole of school SEL program had an 11% increase in academic test scores.
KidsMatter provides schools with a programs guide to help them make an informed choice about which SEL programs are right for their context. These are ‘ready to use’ so that a school does not have to create its own program.

39. 2 SEL competencies CASEL (2006) COMPONENT OPTIONAL About this slide
The Collaborative for Social and Emotional Learning (CASEL) in 2003 have clustered the social and emotional competencies children need into five core domains. It involves developing the ability to recognise and manage emotions, promoting caring and concern for others, making responsible decisions, establishing positive relationships and handling challenging situations effectively.
Teaching SEL to all students explicitly in a coordinated way is linked to best results, as is using evidence based programs.
SEL implementation is most effective when instruction is:
Explicit, integrated and coordinated (Zins & Elias, 2006)
Sequenced, ongoing, developmentally appropriate (CASEL, 2006; WHO, 2006)
Evidence-based (CASEL, 2003)
Delivered with fidelity (Kress & Elias, 2006; Payton et al., 2000)
Delivered by staff trained in SEL (Payton et al., 2000)
Provided at a universal level (Barry, 2007)
CASEL (2006)

40. SEL beyond the classroom2
SEL beyond the classroom
COMPONENT
OPTIONAL
About this slide
This is an example of parents supporting social and emotional learning beyond the classroom. Lauderdale Primary school in Tasmania had their library organising bags of books which included KidsMatter tip sheets for parents to borrow to read with their children.
Presentation ideas
Can you think of any ways your school incorporates SEL ‘beyond the classroom’?
These bags are available in a range of topics from the school library for parents to borrow. They include picture books to read with children and KidsMatter Tip Sheets

41. Working with parents and carers3
Working with parents and carers
COMPONENT
Connecting with the school community:
Promotes collaborative working relationships between school staff and parents and carers
Encourages schools to facilitate access to information and services that support parenting
Provides opportunities for families to extend their social and support networks
OPTIONAL
About this slide
The family is central to children’s mental health and wellbeing. Schools, through their regular contact with families, are an ideal access point for families to learn about parenting, child development , mental health and wellbeing.
Fostering positive family (or carer) and staff relationships will support children’s mental health , wellbeing and learning.
KidsMatter provides a wide range of information tip sheets for parents and teachers.
International research into the most effective schools all had parent and community involvement.
Brian Caldwell Why not the best schools
ACER.

42. Welcoming and resourcing parents3
Welcoming and resourcing parents
COMPONENT
Some schools provide a parent space where information is shared and parents feel welcome
OPTIONAL
About this slide
This is an example of how some KidsMatter schools welcome parents and provide opportunities for them to gain information and relax and talk with other parents in a space created for this purpose.
Other schools provide opportunities for parents to support programs outside class time, work in classrooms, contribute to the school environment or become involved in school functions or decision making bodies. Asking parents how they would like to contribute each year to the school is more successful than telling them how they can contribute.

43. Helping children experiencing mental health difficulties4
Helping children experiencing mental health difficulties
COMPONENT
Within the boundaries of their role, teachers and schools can help by:
recognising signs of difficulties
supporting these students by referring them for assistance
working closely with families and support services
helping them to remain engaged in education
OPTIONAL
About this slide
Schools are not expected to diagnose or treat mental health problems.
Schools, particularly primary schools, are in a position to identify and assist students who have early signs of mental health difficulties due to their extensive and regular contact with students and their families.
KidsMatter helps schools and teachers understand how to provide, within the boundaries of their roles, early intervention for theses students. This includes the development of policies and procedures with clearly identified referral pathways to support services, and roles and responsibilities for supporting students with mental health difficulties and their families.
Early intervention can make a significant difference to reducing mental health difficulties in children and can result in dramatic, practical benefits that are sustained over time (Durlack, 1998). Introducing effective support early means mental health issues can be resolved before they become entrenched.
Poor mental health reduces children’s ability to learn which can have lasting consequences limiting future success. Currently only 25 – 33% of children with a mental health problem receive professional help (Sawyer et al., 2001). This means that the chances of receiving effective help are quite low, even for children who are identified, resulting in many children going on to develop serious mental health difficulties.

44. KidsMatter brings people together
OPTIONAL
About this slide
THIS SLIDE IS ANIMATED. IT CONSISTS OF FIVE PICTURES THAT WILL APPEAR INDIVIDUALLY ON A CLICK.
The ripple benefits of KidsMatter extend beyond the school gate into homes and across the community.

45. KidsMatter supports schools business
Melbourne Declaration - Educational Goals for young Australians (MCEETYA 2008)
General Capabilities in the Australian Curriculum – “Personal & Social Capability” (ACARA 2012)
National Safe Schools Framework (2010)
National Mental Health Strategy (Department of Health and Ageing 2009)
School vision, strategic plan and other whole school initiatives eg Positive Behaviour Support
CORE
About this slide
KidsMatter helps schools to deliver on a number of differing agendas and accountabilities.
The Melbourne Declaration states that all young Australians will be successful learners, confident and creative individuals, and active and informed citizens. KidsMatter aligns and supports these goals.
The general capabilities of the national curriculum align with the CASEL social and emotional learning competencies. Mental health and wellbeing will fit into the health and physical education learning area.
KidsMatter clearly maps to the National Safe Schools Framework. Do KidsMatter and schools will also be doing 90% of the NSSF.

46. The starting point OPTIONAL About this slide
We have explored where the KidsMatter journey will take you, and given you an idea of what it might be like. How does a school know it is ready to start the journey? This slide describes what are the real essentials.

47. For a school, this means…
Commitment – with community support – to:
An 18 month to three year initial process
A minimum of 12 hours of professional learning for all school staff over this period
Four days of training for selected staff member/s to facilitate this professional learning
Establishing, supporting and resourcing a School Action Team to drive and lead the process
CORE
Presentation ideas
Talk about
How to get further information on what is involved in making a commitment, such as through the KidsMatter website, contacting your state or territory KidsMatter staff or calling
Getting started as part of the implementation of KidsMatter.
The contents of the Briefing packs. Go to Leading and Driving KidsMatter. Give them time to read this.

48. Recommended next steps
Here are the steps schools can take:
Gain support from school community  share the Introduction to KidsMatter Primary CD
When you have school support, sign and submit The Statement of our Commitment
Establish your School Action Team  read Leading and driving KidsMatter
Register your Action Team on KidsMatter website to attend Getting Started training  read What works best
CORE
Presentation ideas
Allow enough time for people to find and look at the above mentioned resources in the packs, and ask any questions.
Mention when the next Getting Started events are scheduled.

49. Thank you Name: Email: Phone number:
KidsMatter website:
Evaluation Website: caef.flinders.edu.au/kidsmatter/
OPTIONAL
About this slide
Please personalise this slide with your contact details.