Resilience programs for children helping build positive relationships

Students as early as Prep are being taught specific ways to manage relationships as Australian schools help tackle a rise in social anxiety and fear of exclusion.

Students from as early as Prep are being taught how to spot the difference between a ‘friendship fire’ and bullying, as Australian schools help tackle a rise in social anxiety and fear of exclusion.

Programs like UR Strong are being implemented across primary schools to build resilience in young people and help them manage complex relationships.

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Carla Loughnane, a guidance officer at Ashgrove and Bardon state schools in Brisbane, said students, particularly in Years 3-6, were increasingly experiencing difficulties in managing friendships.

“The UR Strong program helps students understand what healthy friendships look like and gives them tools to handle conflict and peer pressure,” Ms Loughnane said.

“Challenges with emotional regulation and low self-esteem are also common. The program empowers children by giving them a voice and strategies to advocate for themselves in a positive way. They are learning about ‘quick comebacks’ when someone says something hurtful.

“They are also learning strategies and helpful hints about how to make new friends and how to calm their body and mind by practising mindfulness, focusing on breath and grounding their body.”

Ashgrove State School guidance officer Carla Loughnane with prep students Zoe Jenkins, Lachy Caneron and Ava Frostick. Picture: Lyndon Mechielsen

Ms Loughnane said students were embracing the program, and the schools had seen a noticeable shift in the language around bullying.

“Our students know the difference between a ‘friendship fire’ – something that happens from time to time because relationships sometimes have conflict and no friendship is perfect,

and being ‘mean on purpose’ – intentionally mean, cruel, or rude behaviour designed to hurt someone,” she said.

“(And) ‘bullying’ behaviour – an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and or social behaviour.”

Ashgrove State School principal Thomas Cameron there was a greater consistency across the school in how staff and students talked about relationships.

“This shared language helps create a safer, more inclusive environment where students feel supported,” he said.

“It’s also made it easier to engage families in conversations about friendship challenges because we’re all using the same terminology and approach.”

Originally published as Resilience programs for children helping build positive relationships