Our Process
Building strong foundations for students.
Living Ripples works with schools to enable them to implement a locally-led, evidence-based approach to review, prioritise and improve student wellbeing and resilience.
Our support commences with a three-year engagement where schools are supported with data collection, insights and guidance on how to respond to focus areas specific for their school, their students and their community.
Schools can request a funded place through Living Ripples Ltd to participate in the three-year cycle (one round of Living Ripples). Ongoing support is subject to a school’s continued engagement in the process.
To begin your school’s journey toward improved student wellbeing, complete our Ask and Offer registration form and request a funded place in the Living Ripples program.
Let’s work together
Service pricing
Thanks to our philanthropic partners, your school may be eligible for full or subsidised participation in Living Ripples.
Survey
per student/year
per teacher/year
Action Plan
per year
An online facilitated session where the school meets with the University of Adelaide to discuss the survey findings, prioritise key data and create an action plan.
Teacher Audit
per year
With the school action plans in place, nearing the six-month review, a quick online check-in survey with a select number of nominated teachers is done.
Plan Review
per year
Within six months of the SWAP being developed, the school meets again with the University of Adelaide to review progress, refine next steps and prepare for the following school year.
How we work
Empowering schools with a strategic approach.
There are four formal stages of Living Ripples in a school: to gather data, distil the priorities, act on the priorities and review the results from the plans implemented. During each school calendar year, schools complete the four stages.
Usually, the survey is completed in Term 1 or early in Term 2 and the development of the Action Plan soon after. Action Plan implementation and ongoing monitoring occur during in Terms 2, 3 and 4. In late Term 3 or during Term 4, a brief teaching team audit is done through an online survey and a more formal online action plan convened review ready for the next year.
Checking in on progress.
With the Action Plan(s) being implemented in a school, as delivery nears six months, a review, a quick online check-in survey with a select number of nominated teachers is done. This teacher audit is Stage 3 of the Living Ripples process. These findings from the check-in surveys and teacher feedback are helpful for Stage 4, the Student Wellbeing Action Plan review process.
Stock take and evaluation.
Within six months of the Student Wellbeing Action Plan being implemented, the school meets again with WiLDlab facilitators to review progress, refine next steps and prepare for the following school year. The review is Stage 4, the Student Wellbeing Action Plan review.
Sharing and connecting school experiences.
With a growing number of Living Ripples schools, building a national network of participating communities to help all children and young people to achieve their potential is a priority. Part of this is sharing and celebrating the great work schools are doing. We do this in a range of ways, one is co-creating school partner profiles.
Schools offer to be interviewed over the phone and a short story of their experiences, around 300 words, is prepared. Schools review the draft story prior to publication. These partner profiles bring Living Ripples to life and are instrumental in facilitating a network of connected communities. Please get in touch if you would like to share your school’s story.
