Annual Report References 2025

[1] Research and Development — Youth Opportunities

[2] Youth Survey - 2025 Page 4

[3] Youth Survey - 2025 Page 11

[4] Longitudinal Study 2025

† 95% of graduates are engaged in positive future pathways(144 responses, 8 skipped this question).

Respondents could choose multiple answers, including university (n=58), apprenticeship/traineeship (n=7), TAFE (n=17), part time work (n=60), full time work (n=25), looking for work (n=27), and other (n=26). Other responses included casual work (n=6), taking a gap year (n=4), finishing high school or SACE (n=4), or taking an alternative pathway to university (n=2).

[5] The Personal Leadership Program is recognised as an effective evidence-based mental health program and is listed in the BeYou – National Education Initiative for Mental Health Directory.

https://beyou.edu.au/resources/implementation-tools/programs-directory/p/personal-leadership-program

[6] Providing wellbeing programs to South Australian schools

The South Australian Department for Education’s External Wellbeing Programs Directory is a curated list of evidence-informed mental health and wellbeing programs offered by external providers, including department-funded or endorsed programs.

[7] Smout, M. F. (2019). The factor structure and predictive validity of the Kessler Psychological Distress Scale (K10) in children and adolescents. Australian Psychologist, 54(2), 102–113. 
https://doi.org/10.1111/ap.12376

[8] Kern, M., Benson, L., Steinberg, E. and Steinberg, L. (2016). The EPOCH Measure of Adolescent Well-Being. Psychological Assessment, 28(5), pp.586-597. 

[9] Presson, P. K., Clark, S. C., & Benassi, V. A. (1997). The Levenson Locus of Control Scales: Confirmatory factor analyses and evaluation. Social Behavior and Personality: An International Journal, 25(1), 93–104. 

[10] Using effect size > 0.3 Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger, K.B. (2011) The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), pp.405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

[11] Roberts, R. M., Fawcett, L., & Searle, A. (2019). An evaluation of the effectiveness of the personal leadership program designed to promote positive outcomes for adolescents. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 20(3), 743–757. https://doi.org/10.1007/s10902-018-9971-5

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