‘You Can Do It’ Program

Program Achieve, ‘You Can Do It’: The main purpose of this program is to support communities, schools and homes in a collective effort to optimise the social, emotional, and academic outcomes for all young people.

Its unique contribution is in identifying the social and emotional capabilities that all young people need to acquire in order to be successful in school, experience wellbeing, and have positive relationships including making contributions to others and the community (good citizenship).

YCDI’s mission is to realise, through the following beliefs and actions:

  • the building of social, emotional, and motivational capacity of young people rather than on their problems and deficits.
  • the encouragement of prevention, promotion, and intervention efforts (school, home and community) in order to build the social and emotional strengths of young people.
  • the development of a strength-building approach, where YCDI seeks to build the capabilities of adults (community, school, home) associated with positive outcomes in young people.

The 5 Keys of YCDI! Education
Our core purpose is the development of young people’s social and emotional capabilities, including:

Confidence (academic, social)



Getting Along


Central to the development of these 5 Key Foundations is instilling in young people 12 Habits    of the Mind, including:

  1. Accepting Myself
  2. Taking Risks
  3. Being Independent
  4. I Can Do It
  5. Giving Effort
  6. Working Tough
  7. Setting Goals
  8. Planning My Time
  9. Being Tolerant of Others
  10. Thinking First
  11. Playing by the Rules, and
  12. Social Responsibility

This last point includes the values of Caring, Doing Your Best, Freedom, Honesty, Integrity, Respect, Responsibility, Understanding, Tolerance, and Inclusion. 

Included in our core purpose is the elimination of social and emotional difficulties and disabilities (“Blockers”) that constitute barriers to young people’s learning and well-being, including:

  1. Feeling Very Worried
  2. Feeling Very Down
  3. Procrastination
  4. Not Paying Attention or Disturbing Others, and
  5. Feeling Very Angry or Misbehaving.

 YCDI is deliberate in restructuring negative Habits of the Mind that give rise to these Blockers and in the explicit teaching of alternative positive Habits of the Mind.

This approach includes positive, caring relationships with young people.

However, it is clear that in order to change the developmental trajectory of young people with poor mental health (emotional, social and behavioural challenges) and learning outcomes and to accelerate their social and emotional development, it is vital that schools, homes and communities be transformed so that the responsibility for supporting and educating, including quality social and emotional learning experiences and caring relationships, is shared throughout the community.

This program is aimed at improving social-emotional well being and achievement outcomes.  It is currently run in Years 1-6. Kindergarten is exposed to the basic concepts of the program.  The foundations for achievement are identified as:

  • Confidence:   (Self-Acceptance, Risk Taking, Independence and Optimism)
  • Organisation:  (Goal Setting and Time Management)
  • Getting Along: (Tolerance of Others, Tolerance of Limits and Reflective Problem Solving)
  • Persistence:   (Optimism, Effort =Results, High Frustration Tolerance)
  • Emotional Resilience

The children do lessons on these foundations over the four terms throughout the year.

Positive Behaviour Support (PBS)

School ‘rules’ and expectations have been developed as a matrix of expected acceptable, positive behaviours. Through PBS students are supported in the school’s expectations through the explicit teaching of the expected behaviours in class and at assembly. We have a ‘compass character’ as our mascot of positive behaviours, the compass represents our ‘moral compass’ as we display and work toward increasing respect of self, others, learning and the environment.

As a PBS school we display greater awareness and articulation of expected behaviours, enhanced by a whole school approach from staff using common agreed expectations, language and procedures.