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Inside Out 4 Kids

Launceston City Mission

Inside Out 4 Kids delivers early emotional support programs to primary students, trains school staff to run these programs in their own schools, and offers parent sessions or webinars. The programs aim to build emotional awareness and strengthen support for children.

  • Online
  • Tas

Availability is confined to specific regions. Contact the provider to check availability in your region.

Pricing: Free, Paid

Origin: Developed in Australia for Australian schooling contexts

Affiliations: Quality Innovation Performance QIP

Product type: Program; Posters; Online resources (e.g. videos, games, tools, readings); Activity sheets; Student activities; Professional learning; Presentation by an expert or speaker ; Learning modules; Class lesson plans

Contact details

Launceston City Mission
ABN: 77 205 956 084

https://www.insideout4kids.org.au/

info@insideout4kids.org.au

Focus areas

  • Positive relationships

  • Belonging and inclusion

  • Mental health literacy and life skills

  • Self-regulation and engagement

  • Resilience and optimism

  • Grief and loss

Curriculum alignment

  • Health and PE

Prospective users

Audience: Whole class universal (Tier 1), Targeted small group early intervention (Tier 2), Intensive individualised approach (Tier 3)

Context: School or centre-based, E-schools

Main beneficiaries: Foundation/Prep, Year 1, Year 2, Year 3, Year 4, Year 5, Year 6

Delivery style: Classroom teacher is trained; Delivered by program staff

Aims & approach

Inside Out 4 Kids (IO4K) offer a suite of four emotional wellbeing programs for students, training for support staff to facilitate programs in their own local schools, and parent information sessions or webinars:

  • Early Childhood Emotional Literacy: 5-session class group program for Kinder - Grade 2 to help children recognise different feelings in their bodies, learn wellbeing language and explore some safe strategies to express emotions.
  • Primary Emotional Literacy: 5-session class group program for Grades 3-6 (ideal for Grade 3-4) to help children recognise the role of different emotions, learn how the brain and body are connected, and explore safely managing emotional energy and the stress response.
  • Change, Grief and Loss Support Program: 7-session peer support program for small groups of children from ages 7-12 to discover how big life changes influence how we feel, to tell our stories of change and loss and to reconnect with each other, our strengths, our emotions and our future hope.
  • Understanding Worry Support Program: 7-session peer support program for small groups of children from Ages 7-12 to help explore how worry influences the brain and body connection, and to learn new strategies for building bravery in ourselves.

The IO4K programs are in-person and available to Tasmanian schools in the North and North West regions only. Educators can train online to become a program facilitator to use the program in their school.

Implementation support

  • Access to professional facilitator, instructor or mentor
  • Implementation training webinars or modules
  • Ongoing helpdesk, email or phone support

Evidence

Five of the skills found in the RULER framework (Yale Center for Emotional Intelligence) are features of Inside Out 4 Kids programs: Recognising emotions, understanding the causes, labelling emotions accurately, expressing emotions appropriately and regulating emotions.

Programs that are focused on supporting children through change, grief and loss are informed by the Kubler-Ross Stages of Grief Model (1969).

The Four Tasks of Mourning identified by Worden (1996) provide a child-specific theoretical model as participants have opportunities to: accept the reality of their loss, process the pain of grief, to adjust to the changes in their world and to find enduring connections with their past while embracing their future.

The program aligns with Personal and Social Capability in the Australian Curriculum, with a focus on Self-Management and Self-Awareness.

Evaluation of the program is also supported by positive feedback from internal teacher surveys and general monitoring of student outcomes.