Recently, there has been significant growth in research exploring the effects of incorporating social and emotional learning (SEL) programs in schools. A broad range of studies point to the worth of schools incorporating SEL programs in their curriculum. Findings suggest that not only does SEL result in pro-social growth for students, such as motivation to learn and improved relationships with peers, it also offers effective protection from negative outcomes, such as reducing emotional distress and conduct problems.

The Kimberley SPACE program was delivered to 6 regional and remote primary schools across the East and West Kimberley education districts in Western Australia. It was a collaboration between the Australian Childhood Foundation (ACF) and the WA Department of Education. It was a pilot study that implemented a culturally responsive program to promote social competence and emotional maturity (regulation) capabilities in primary school aged students, including those with diverse learning needs.

The program had links to a pre-existing ACF school support program, ‘Making Space for Learning”. ‘Making Space for Learning’ draws on neurobiological evidence related to trauma and considers principles and strategies to support students to learn and manage social and emotional relationships at school. Kimberley SPACE translated and expanded this framework into an accessible, child friendly, whole of school program of activities for students, that allowed cultural contexts to be easily included into the curriculum.

The concepts of social competence and emotional regulation were considered in relation to the experience of children with experiential and developmental vulnerabilities such as FASD, neurodevelopmental delays and the experience of trauma.

Findings from the program’s learning and evaluation report will be shared as well as insights into the program’s set up, codesign and delivery.