According to the Black Dog Institute, one in seven primary school-aged children and one in four secondary school-aged children suffer from a form of mental illness.

With the constant deluge of social media, the fast pace of society, the increasing pressures on parents to be part of a highly competitive schooling environment, anxiety levels amongst school-aged children are on the increase in Australia.

The decline in well-being amongst children impacts heavily on a child’s learning, relationship building, resilience and necessary life coping skills to lead a successful and purposeful life.

It is our responsibility to teach them the art of resilience and mindfulness. It is parents who can empower children to help them understand their emotions, accept them for who they are, identify their unique strengths, find their potential and purpose in life, nurture their spirituality and cultivate human connection. 

Nurturing wellbeing and self-regulation skills in young children.

There is a great deal of research showing that the key to success in life is self-control and sound emotional intelligence.

Longitudinal research studies have shown that learned self-control in childhood is the best predictor of success in adulthood.

SPIEL workshops and programs are underpinned by the Positive Psychology framework and help children build essential life skills for the 21st century including:

• Emotional regulation & self-control.
• Increased concentration.
• The art of mindfulness. Paying attention to and understanding the inner workings of their mind.
• Identification of unique Character Strengths and building of a healthy self-identity based on innate strengths and not external factors.
• Resilience Building & Nurturing Optimism.
• Becoming the best possible self.
• The practice of Gratitude as an evidence-based resilient booster.
• Improvement of emotional well-being.

“Teaching children how to foster their own resiliency, purpose in life and positive feelings can bring ‘new prosperity’ to peoples’ lives.” 

(Prof  Martin Seligman, 2009)