Program results

Divided into six key themes, the following is a summary of the evidence base that underpins our program and demonstrates its effectiveness:

• Program design: alignment with successful school education programs
• Program outcomes: what our program seek to achieve
• Program logic: the series of activities supported by a set of resources
• Program theory: why the program is expected to work
• Program evaluation: measuring program success

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Program design

The design of the Life Education program aligns well with the critical design features of school education programs that have been most effective in achieving positive outcomes.

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Program outcomes

Our program seeks to:

• Build AWARENESS of the topic or issue(s) covered
• Encourage REFLECTION on the effect of the topic or issue
• Share KNOWLEDGE that students need to make informed decisions
• Help students identify and develop response STRATEGIES 
• Help students to develop the SKILLS and confidence that they need to apply those strategies on a day to day basis.

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Program logic

Our program follows a clear sequence for maximum impact:

• Program elements: Creation, review and provision to the classroom teacher.
• Pre-session: Our educators meet with school staff to identify student needs.
• Educational session: conducted with students and involving the classroom teacher.
• Post-session: Class teachers use post-visit resources in lessons with students.

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Program theory

The theory underpinning the Life Education program is sound and consistent with contemporary research on the development of health-promoting behaviours. The Life Education program model draws on some long-established and well-respected theories in the psychological literature on motivation and behaviour that argue that all behaviours, including health and lifestyle choices, are largely learned.

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Program Evaluation

The evaluation shows our program to be effective in helping students to:

• Build their awareness and understanding of how different things can influence their safety and health
• Value their safety and health and that of those around them
• Develop attitudes that can pre-dispose them to make safer and healthier choices
• Identify strategies and build confidence and skills that can help them to deal with peer and community pressure and be safer and healthier

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