Growing Matters is a conversation-based program that focuses learning around matters of growing within the context of bodies, health, and relationships.

It is a dynamic conversation that is delivered in socially, emotionally and culturally safe ways that remove shame and encourage curiosity. Most significantly, it strengthens learners’ tolerance for discomfort in difficult conversations with others, their confidence to communicate for connection, and their capacity to find common ground when resolving differences.

Conversations are curated around evidence-based body literacy education on hormones, menstrual cycles, safe sex practices, reproductive systems, drug and alcohol education, porn literacy, consent, and emotions, and contextualised to social relationships.

Self Centre is a clay-based program that focuses learning around interoception, growth mindsets, and self-regulation skills.

It is a safe tactile experience that simultaneously places the learner outside of their comfort zone to take risks that strengthen new neural connections. Most significantly, it allows the space for individuals to shape their internal narrative into an externalised clay form, from which they can strengthen their skills and capacity to respond to difficulty in strength-based, regulated ways.

Conversations are curated around observations of body feedback when exploring themes of expectations (fear and judgement), emotions (grief and joy), and agency (reaction versus response).

Connected Collective is a professional development program that focuses learning around relational practice, collaborative problem solving practice, and reflective practice. It is grounded by the understanding that every person who interacts with a young person is providing relationship education, and that every person has a role to play in building a culture of collective health.

It is a program designed to build learners’ confidence and capacity to create a culture of healthy relationships by practicing the skills of healthy relationships. Most significantly, it uses pedagogies of discomfort and care to strengthen learners’ capacity to interrupt social and systemic cycles with the skills to hold complexity with curiosity.

Training programs are curated through explicit consultation around the learning goals and needs of the organisation and its practitioners. It may centre around program or curriculum development and skills training for people who work with young people, or as support for individuals in the community.