EDFD221 Assessment Task

2:
Agency Report KidsMatter
NAME: KEEGAN DOHERTY

STUDENT NUMBER: S00153812

What is KidsMatter?
KidsMatter is an Australian mental health and well-being initiative that is set out in early childhood education,
primary schools and care services such as kindergartens (KidsMatter, (2008)).
The KidsMatter agency was developed by mental health and educational professionals in regards to the high rates
of young-children and adolcences with special needs as well as the issues surrounding requiring assistance for
their personal needs (KidsMatter, (2008)).
The KidsMatter website outlines the 4-key aims of the framework to be:
Focusing on creating positive school and early childhood communities.
Teaching to improve social and emotional development amongst children.
Working in collaboration with schools and families alike.
Assisting and acknowledging those children with mental health problems in order to find them further help
from external bodies.
KidsMatter (2008) does not diagnose children as having a mental health illness, however aims to support the
needs of individuals though developing strong communications between all people directly involved within the
childs life, as well as strengthening the knowledge of child development between all parents/carers, schools and
educational bodies

Legislations reflected in KidsMatter

As fo June 2014, there have been around 2000 schools that are involved in the KidsMatter Primary School division
(KidsMatter, (2008)).
An important factor that is highly beneficial for both primary and early childhood education is that the KidsMatter
initiative is all inclusive for families and children, not only for or limited to those families experiencing difficulties
(KidsMatter, (2008)).
As mentioned earlier, KidsMatter does not diagnose children with mental health issues, the agency underpins many acts
of legislation and government funded support groups that assist students, parents, teachers and schools.

KidsMatter would abide by similar processes to that of the Student Support Group Guidelines (Department of Education
and Early Childhood, (1998)) in recognising the potential for students with disabilities to learn and assist in the
development of individual social and emotional skills.
KidsMatter and the Student Support Group Guidelines (DEEC, (1998)) share similar responsibilities in identifying the
childs needs, as well as improving communicational between all people directly involved within the childs life and
education (DEEC, (1998)).
KidsMatter would also play a key position in the formation of a Student Support Group as the agency aims to increase
the overall communication between parents/carers and teachers, working closely with families for supporting their
childs needs, as well as helping the student through contacting other external support groups that can further assist the
individuals needs (DEEC, (1998)).

Legislations reflected in KidsMatter

The KidsMatter agency also shares many values and practices that are reflected in the Family-School Partnerships
Framework (Australian Government, (2008)).
The Family-School Partnerships Framework exist to build stronger forms of communication and mutual
relationships between school, staff, parents and all family members of the schooling community (Australian
Governmment, (2008)).
The KidsMatter agency, despite having a primary focus towards students with mental heath problems, places a
high importance on creating a positive school community through the participation and acceptance of all
members of the school.
This is demonstrated in both the Family-School Partnerships Framework and the key initiatives of the KidsMatter
agency by respecting individual student needs, addressing the limitations to participate in school activities for
both parents and student alike, as well as working with the families directly involved within the students life
outside of formal school structure (Australian Government, (2008)).
KidsMatter acts to support childrens wellbeing and mental health through improving the knowledge of emotional
and behavioural difficulties that can be experienced due to mental illnesses. This would be presented to
parents/carers and teachers in a method similar to that of the Risk and Resilience Guide to Mental Health
(Commonwealth Australia, (2004)).

Legislations reflected in KidsMatter

The Risk and Resilience Teachers Guide to Mental Health is a useful visual piece of information that reflects the
initiatives of the KidsMatter Framework through clarifications of what is actually meant by mental health,
definitions surrounding mental illness and mental health promotion, as well as further ways both families and
schools can seek assistance in supporting the childs needs (Commonwealth Australia, (2004)).
This framework directly correlates on the key principles of the KidsMatter Framework regarding supporting a child
with a mental health problem through the proposal of a GRIP Framework. Each letter of the GRIP Framework
refers to step in response to a childs mental needs as well as a means for early detection of a possible mental
health illness (Commonweath Australia, (2004)) .
Gather Referring to school academic work of the student and noticing behavioural changes.
Respond Communicating with the student, being an active listener rather than getting too involved, and
respecting the childs privacy.
Involve This step would involve seeking assistance such as counselling or an external support agency.
Promote Creating a positive school environment through respect for one another and active participation
from school community or parents.
All of these steps are of a similar method to that of what the KidsMatter agency would use in order to gather
information and support the individual needs of children with mental health problems.

Services provided by KidsMatter

Along with the previous services and legislations previously mentioned, the KidsMatter agency has been designed
and is partners with The Commonwealth Government Department of Health, BeyondBlue Foundation, the
Australian Psychological Society, Principles Australia Institure, and Early Childhood Australia (KidsMatter, (2008)).
BeyondBlue is a mental health agency that ultimately aims at achieving an Australian community that
understands depression and anxiety, empowering all Australians, at any life-stage, to seek help (BeyondBlue,
(2015)).
BeyondBlue works to improve mental health across all various stages and settings of life. This includes childhood,
adolescents, adults and the elderly. However the key goals of the early childhood and primary years are parallel to
that of the KidsMatter agency.
The Australian Psychology Society (APS) is a major partner in the KIdsMatter agency as both parties work
coherently in what is known as the first national mental health promotion, prevention and early intervention
(PPEI) developed specifically for primary students (Trinder & Dobia, (2007)).
One of the most important practices of KidsMatter according to Trinder and Dobia (2007) is that the framework
for mental health PPEI is specifically designed to primary schools, rather that a single curriculum for all schools ot
abide. This places an emphasis on catering for the mental learning needs of each individual student and forming a
framework that best suits the social, economic and geographical areas of the school and students alike.

KidsMatter Social Justice

KidsMatter is a flexible framework that takes a whole-school approach and aims to reduce the risk factors relating to childrens
mental health and wellbeing.
According to the KidsMatter Action Team Handbook (2013), the focus of creating a positive school community that supports the
mental health and wellbeing of students requires action from each member of the community. This relates directly back to the four
key components of the KidsMatter Framework:
Positive school community
Social and emotional learning for students
Working with parents and carers
Helping children with mental health difficulties

Although not explicitly written within the framework of KidsMatter, social justice is a major contributor to the success of the PPEI
aims of the initiative.
As Lewis (2007) states behaviour is functionally related to the teaching environment, which KidsMatter aims to positive influence
the social and emotional behaviour of students with mental health problems by creating an positivie school environment and
community.

This behavioural support assistance provided by KidsMatter allows for subsidiarity, that is enabling participation of all people within
the community despite their differences, promotes decision-making in regards to what affects the personal life of the student, as well
as insures respect for all people involved within the schooling community through preservation of their personal, economic, cultural
and social rights (Australian Catholic Social Justice Council, (2015).
All of these factors contribute to the common good of the school community as well as being explicitly outlined in the Catholic Social
Teachings, which overall promote a teaching of values and social justice.

Referral Procedures to KidsMatter

KidsMatter is a framework that is targeted towards supporting students with mental health problems and
promoting student wellbeing, however it is made available to all schools and early childhood education facilities.
In terms of actually adopting the KidsMatter Framework in you local school, the following steps are necessary to
be undertaken (KidsMatter, (2008)):
1. The school leadership team needs to be informed of the decision to to adopt the KidsMatter Framework.
2. The KidsMatter Framework needs to be introduced to the staff and schooling community, which can be done via one of
the introduction videos of KidsMatter available online.
3. The Principle of the school must complete and submit a Statement of Commitment form which determines whether or
not the school is ready to begin the initiative.
4. There needs to be a formation of a KidsMatter leadership team whos prime responsibility is to drive the framework into
the school and communitys everyday practices. This is referred to as a KidsMatter Action Team.
5. This Action Team is also responsible to attend a Getting Started event which is hosted by a representative of KidsMatter.
This is a highly important step as this provides the Action Team with a chance to raise any questions or queries in regards
to applying the KidsMatter Framework specifically to their local school environment.
6. This is the last step in terms of adopting the KidsMatter Framework and it refers to the school leadership team adapting
the schools practices to futher support the mental health and wellbeing of students. This involvles ongoing meetings with
the Action Team, whole school communication of at least 14-hours professional learning over 2-3 year periods, and
strategic integration of the KidsMatter Framework into the school communitys everyday life.

Addressing students from Culturally Diverse

Backgrounds
The KidsMatter Framework acknowledges students and families from culturally diverse backgrounds and seeks to
assist these families in every way possible in terms of their social and emotional wellbeing.
KidsMatter online (2008) has dedicated a section of resources and list of programs that support the integration,
social, emotional behavioural and wellbeing of Aboriginal and Torres Strait Islanders.

KidsMatter (2008) states that the agency recognises the importance of continued connection to culture, country
and community to health and social and emotional wellbeing of Aboriginal and Torres Strait Islander children.
This resource page provided by KidsMatter has many external agencies that can provide further support to all
parties involved with the students life including parents/carers, teachers, school action team, principles and the
wider community.
The purpose of these resources however continues to remain constant with 4-key components of the KidsMatter
Framework: Developing a sense of community, social and emotional learning, integration and participation of
families directly involved within the students life, and helping children suffering from issues regarding mental
health problems (KidsMatter, (2008)).

Theories underpinning KidsMatter

One of the key developmental theories that underpins the KidsMatter initiative is the Bronfenbrenner Theory of
Ecological Systems.
The Ecological Theory explains that a childs actions, both behavioural and physical, are the result of the interplay
between the major influences of the different key environments of the individuals life. This is subdivided into 4-main
categories regarding the behaviour of the individual (Berry, (1995):
Microsystem includes the impact of family, friends, school and health services.
Mesosystem the interplay between factors in the microsystem such as family and the exosystem such as local
government policies.
Exosystem includes local government policies, industy, community and mass media influences.
Macrosystem includes political systems, culture of the community, nationality and the influences of the society.

Although not explicitly labelled, the KidsMatter Framework is directly related to the Bronfenbrenner Theory of
Ecological Systems. This is due to the fact KidsMatter aims to improve the mental health and wellbeing of all students
within the school community, which not only further impacts the attitudes of the school but also has a positive
behavioural effect on the wider community including families, peers and health agencies.
Through improving the wellbeing of students suffering from mental health problems and actively involving parents
within the childs education, the KidsMatter initiative is a directly correlation of the Ecological Theory in practice to have
a positive influence on the wider community and individual alike.

Reflection
Overall the KidsMatter Framework aiming to assist students with mental health problems and improve wellbeing,
would be highly relevant and influential to my avatar. Considering that my avatar not only has poor English
language skills but also has a special learning need of poor memory, the KidsMatter initiative would act to
dramatically influence the life of my avatar. Through actions such as building stronger means of communications
between parents, school and wider community, as well as increasing parent participation in their childs education,
this would help improve my avatars language skills which highly impacts on her social and emotional wellbeing in a
positive manner. KidsMatter would direct the parents of my avatar to other external bodies that could provide
further support and assistance regarding her special learning needs, as well as assist the KidsMatter Action Team at
her school in further clarifying and defining the particular means that would be required to improve her mental
wellbeing in the schooling environment. The KidsMatter Framework includes professional learning staff that would
provide resources and ongoing support to both my avatar, parents, staff and community throughout the
implementation of the initiative in order to provide for a more positive school community and teaching of social
and emotional development in all students.

References:
Australian Catholic Social Justice Council. (2007). Catholic Social Teaching. Retrieved from:
http://www.socialjustice.catholic.org.au/socialteaching
Australian Government. (2008). Department of Education, Employment, and Workplace Relations Family-School Partnerships Framework.
Retrieved from: http://www.familyschool.org.au/index.php/download_file/216/514/
Berry, J. O. (1995). Families and Deinstitutionalization: An Application of Bronfenbrenner's Social Ecology Model. Journal Of Counseling & Development,
73(4), 379-383.
BeyondBlue. (2015). About Us Who We Are and What We Do. Retrieved from: http://www.beyondblue.org.au/about-us/who-we-are-andwhat-we-do
Commonwealth Australia. (2004). Risk and Resilience A Teachers Guide to Mental Health. Retrieved from:
http://www.responseability.org/__data/assets/pdf_file/0019/8731/Risk-and-Resilience-A-Teachers-Guide-to-Mental-Health-2004.pdf
Commonwealth Australia. (2006). Disability Standards for Education 2005. Retrieved from: http://docs.education.gov.au/node/16354
Department of Education and Early Childhood Development. (1998). Student Support Group Guidelines 2013. Retrieved from:
http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/studentsupportguidelines2013.pdf
KidsMatter. (2008). About KidsMatter Introduction to KidsMatter Primary. Retrieved from:
https://www.kidsmatter.edu.au/copyright-policy
KidsMatter. (2008). Getting Started Are you ready to get started? Retrieved from: http://www.kidsmatter.edu.au/primary/resources-forschools/getting-started
Lewis, T. (2007). Building a Realistic Pyramid of Instructional and behavioural Support for Prevention and Iintervention. Retrived from:
http://leocontent.acu.edu.au/integ/gen/e15c9dc6-4eb2-542b-dbf1-2af04d69cb60/0/Positive%20Behaviour%20Supportfurther%20information.pdf
Stoll, L. (2002). Collaboration and Community Developing professional learning communities: Messages for Learning Networks. Retrieved from:
http://leocontent.acu.edu.au/integ/gen/e15c9dc6-4eb2-542b-dbf1-2af04d69cb60/0/professional%20learning%20communities.pdf
Trinder, M., & Dobia, B. (2007). KidsMatter Improving the Mental Health and Wellbeing of Primary School Students. Retrieved from:
http://www.psychology.org.au/publications/inpsych/kidsmatter/