University of Melbourne Evaluation

Learn about the key findings discovered through the school program and curriculum evaluation

The Resilience Project’s core-focus has been, and always will be, the health and wellbeing of students. 

In our commitment to provide schools with evidence-based programs that positively impact mental health, we undertook an evaluation with The University of Melbourne of our school partnership program and curriculum. 

This independent piece of work was commissioned by The Resilience Project to better understand the impact of the current program and identify ways to continually build and improve moving forward  

From January 2017 through to December 2019, the evaluation was conducted with six primary schools implementing the program and six schools that were not implementing the program (used for comparison data). The research specifically looked at immediate and maintained changes in behaviours, feelings and attitudes, with relation to the use of gratitude, empathy and mindfulness strategies.


The University of Melbourne concluded that the benefits arose from both the program content and the style of delivery. The program provided variety which altered the ways in which children engaged with lessons and each other, contributing to overall improved social and emotional skills.

The key changes experienced, were:

Improved student wellbeing

Improved confidence and self esteem

Significant increase in use of daily gratitude strategies

Improved knowledge and ability to express emotions

Improved relationships at school and home

More supportive classroom environments

When asked about their experience of the program, students responded with:

  • The notices positive changes in their peers.
  • They felt more confident to share in class.
  • They enjoyed consuming the content and the style of delivery.
  • They liked the fact that there were no ‘right’ or ‘wrong’ answers.
  • They found it easier to meaningfully connect with others.


Overall, the program empowered the whole school community to proactively support students and contribute positively to building their social and emotional wellbeing.

Program improvements

The evaluation also provided great insights into how the program could be further strengthened. We have already implemented several improvements and will continue to develop our programs in response to the findings and feedback.

Developments implemented for teachers delivering the program:
A new “Teaching TRP Guide”
  • This provided further support for teachers with best practice implementation of the program.
Additional professional development
  • Developed and tailored to the wellbeing leaders responsible for driving the program in schools.
Developments implemented for students to engage with GEM strategies:
A GEM Chat guide for teachers
  • Provided examples of small daily reflections, questions and activities to complement the work completed in the lessons.
  • Used to embed the language and practise of GEM in everyday school life.
Student journals
  • Added space for daily GEM practise and reflection.
Cross-curricular integrated lessons
  • Embedded GEM language and practises in other core curriculum lessons (eg. gratitude in Maths, kindness in English).
Integration prompts
  • Provided for teachers to enhance curriculum delivery.
Developments implemented for schools to engage parents in the program:
The launch of TRP@HOME
  • A new digital resource hub for parents.
More parent webinars
  • These provided greater accessibility to strategies which better supported children.
“Take it Home” activities
  • Incorporated regularly in student lessons.
School newsletters
  • Filled with practical ideas and activities to further support parents with GEM.

Areas for further development

The evaluation provided a great opportunity to identify areas of our program we could improve and further enhance to best support students, teachers and parents.
  • Build further teacher capacity to deliver the emotional literacy and mindfulness components of the program.
  • Work with schools to incorporate GEM principles into the wider school behaviour management policies. 
  • Create communities of practise among The Resilience Project schools. 
  • Work with schools in a holistic approach to student wellbeing, by mapping the TRP program with other school programs to identify how they can best complement one another and align to the curriculum. This intends to build on the recent success of undertaking this process with the DET Resilience Rights and Respectful Relationships program.

How was the evaluation conducted?

A multi-method evaluation was conducted from 2017-2019 to examine the impacts and outcomes of The Resilience Project in the school context, focussing on:

  • How the program is implemented and experienced within the school community
  • Impact of the program on the attitudes, feelings and behaviours of all school community stakeholders (students, teachers and parents/ carers)
  • Whether students with different needs respond differently to the program.

The methods included pre and post surveys to measure change over time. The student results were compared to students from non-participating schools, to ensure the changes noted could be attributed to the program and not just from student maturation. There were also several parent/carer interviews, teacher interviews, student focus groups and student case studies, in an effort to gain deeper insights into the nature of the program and its impact.

This research was conducted by researchers from the Melbourne School of Population and Global Health at The University of Melbourne. The research team includes Professor Lisa Gibbs, Dr Karen Block, Ms Hannah Morrice, Ms Elena Swift and Ms Lauren Carpenter.

The University of Melbourne recruitment and data collection team includes: Dr Anna Barrett, Ms Kathryn Young, Dr Dakhina Mitra, Ms Kate Burke, and Ms Molly Harrington

What contribution will this make?

Health promotion projects typically benefit those who are already doing well, and assists them to do even better. Resilience promotion is particularly difficult to measure, given how many factors influence a persons resilience, and the improvements are often only realised as they face into future adversity. However, programs like this one, that are found to be proactively assisting students at risk are extremely important in a time of escalating youth mental health issues.

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key findings

Learn more about the findings in this printable PDF.


For more detail on the outcomes of the evaluation, download this PDF.