Get GRIT's digital program consists of four units (Getting Along, Resilient Thinking, Identifying Emotions and Taking Charge) with 8 lessons in each unit; a total of 32 lessons for each grade from Foundation to Grade Six. Each lesson offers an engaging video lesson, a comprehensive lesson plan, and a student printable to enhance students' understanding, engagement, and retention of key concepts and skills taught in each lesson.

Each lesson includes a printable referred to as the 'Get GRIT Student Journal,' which can be printed at school. Schools might opt to use a scrapbook to create a student journal, in which the printables can be added to. 

Professionally bound journals are available at an additional cost to save printing costs at school. Each journal is priced at $11.95 (plus GST).

Find out more here.

Educators are provided with online, self-paced teacher training to equip them with the knowledge to effectively implement the program in their classrooms.

The teacher training consists of five modules. The first module introduces the Get GRIT Program, while the subsequent four modules give an overview of the teaching and learning in each curriculum unit. Module One is 30 minutes in duration, while the subsequent four modules are approximately 15 minutes each in duration.

Teachers are introduced to the program's distinctive approach to promoting positive mental health and well-being among students and how it integrates these key skills and concepts across grades. 

Schools can purchase a 12-month subscription to the Get GRIT Whole School Program, with costs varying based on the size of the school and the number of teacher subscriptions. 

Individual teachers can purchase a 12-month subscription to a single grade level.

Find out more here.

Mental health is essential for children's development and learning. Good mental health is characterised by a sense of well-being, resilience, and the ability to enjoy life. It allows individuals to realise their full potential, work productively, and contribute to their communities. 

Unfortunately, not all children have the opportunity to experience good mental health. Schools serve as a critical platform for promoting children's mental well-being. However, without the resources, training and support, teachers may find it challenging to address the rising mental health issues within their classrooms.

Student well-being and student learning are interconnected. When students experience positive well-being, it can enhance their learning outcomes, while academic success and engaging learning environments contribute to improved well-being. By nurturing student well-being, schools create conducive environments that support optimal learning, foster student growth, and promote holistic development. 

Key factors are outlined below;

• Cognitive functioning: Student well-being, including physical and mental health, directly impacts cognitive functioning. When students are physically and mentally healthy, they are better able to focus, concentrate, and engage in learning activities, leading to improved academic performance (Ashdown & Bernard, 2012).
• Motivation and engagement: Well-being influences students' motivation and engagement in the learning process. When students feel safe, supported, and emotionally connected, they are more likely to be motivated to learn, actively participate in class, and take ownership of their education (Elbertson et al., 2009). 
• Emotional regulation: Well-being plays a crucial role in students' emotional regulation skills. When students have a strong sense of well-being, they are better equipped to manage stress, regulate their emotions, and maintain a positive mindset, which enhances their ability to learn effectively (Denham, 2007).
• Resilience and coping skills: Well-being contributes to the development of resilience and coping skills, which are essential for overcoming challenges and setbacks in the learning process.
• Students with higher levels of well-being are more resilient, adaptable, and better able to bounce back from academic difficulties or failures (Denham, 2007).
• Positive relationships: Well-being fosters positive relationships between students, teachers, and peers, creating a supportive and inclusive learning environment. Positive relationships provide students with a sense of belonging, trust, and support, which positively impacts their engagement, motivation, and overall learning experience (Lawrence, 2015).
• Self-efficacy and confidence: Student well-being influences their self-efficacy and confidence in their academic abilities. When students feel supported and experience success, it boosts their belief in their own competence, leading to increased motivation, perseverance, and willingness to take on academic challenges (Lawrence, 2015).
• Social and emotional skills: Student well-being is closely tied to the development of social and emotional skills. Positive well-being supports the acquisition of skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills, in turn, contribute to positive learning environments and academic success (Ashdown & Bernard, 2012).
• Positive Well-being: Well-being has long-term implications for students' educational attainment, career prospects, and overall life satisfaction. Students who experience positive well-being throughout their educational journey are more likely to achieve academic success, pursue higher education, and thrive in their personal and professional lives (Durlak, 2011).

Research has shown that emotional intelligence significantly impacts life success, even more than IQ. Teaching children emotional awareness at a young age provides them with the foundation to thrive both inside and outside the classroom. Schools have the potential to positively influence children's social and emotional development over an extended period. Through consistent exposure, practice, and reinforcement, social and emotional skills can become ingrained habits and qualities that students carry with them into adulthood, benefiting their personal and professional lives.

Expected Short-term Outcomes of SEL.

• Increased self-awareness: Children develop a better understanding of their own emotions, thoughts, and behaviours. They become more aware of how they react in different situations and how their actions impact others.
• Improved emotional regulation: Children learn strategies to manage and regulate their emotions effectively. They become better equipped to handle stress, frustration, and anger in a healthy and constructive manner.
• Enhanced social skills: Children develop stronger interpersonal skills such as active listening, empathy, cooperation, and conflict resolution. They learn to communicate their feelings and needs more effectively and develop better relationships with peers and adults.
• Increased self-confidence: As children learn and practise social and emotional skills, they gain confidence in themselves and their abilities. They become more comfortable expressing themselves and taking on new challenges.
• Reduced behavioural issues: Children who participate in social and emotional skills programs often show a decrease in behavioural problems such as aggression, impulsivity, and withdrawal. They learn alternative ways to handle conflicts and express themselves, leading to improved classroom behaviour and overall engagement.
• Better academic performance: Improved social and emotional skills positively impact children's academic performance. They are better able to focus, self-regulate, and manage their time effectively, leading to improved concentration and learning outcomes.
• Enhanced empathy and compassion: Children develop a greater understanding and appreciation for the feelings and perspectives of others. They become more empathetic and compassionate individuals, fostering positive relationships and a sense of community.
• Increased resilience: Children learn to bounce back from setbacks and develop a resilient mindset. They understand that failure is a part of learning and are more willing to persevere in the face of challenges.