"After participating in a short intensive learning programme exploring the core philosophy and implications of the IHEART approach, it is abundantly clear to me the impact that this project will have on our young people. Understanding where our feelings come from and what they mean, which lies at the core of the IHEART curriculum, empowers us to decide how we feel about ourselves and our lives. This is the source of our mental wellness. What greater gift can we give our children"

Kim Miller
Advisory Teacher for Autism and former School Inclusion Manager

IMPACT & TESTIMONIALS

Here is what school leaders and teachers who have already worked with our programme, have said so far:

IHEART have run resilience programs for both the junior and senior schools at St Margaret’s. The girls have developed a very helpful understanding of how their thinking influences their response to events, which has helped them to think and react more positively to these events. The curriculum is taught through fun, simple and innovative activities. The girls enjoy them and so they tend to remember the message afterwards. The team were highly recommended to us, and the girls and staff here certainly endorse that recommendation.”

Mark Webster, Headteacher

“I think it was interesting to see that the students have worries that maybe we – the staff – aren’t necessarily aware that they worry about … The value in having opportunities within schools to talk about wellbeing, resilience, worries and feelings, and building upon that, is extremely important and very powerful.”

Neil McCarthy, Vulnerable Pupil Lead, Ernest Bevin College, Tooting

I am extremely impressed by the IHEART curriculum which has been thoughtfully and creatively designed to appeal to and inspire adolescents and teenagers. I wholeheartedly believe it has the potential to make a significant improvement to the lives of young people and to encourage them to develop resilience and well-being”

Zia Brooks, Assistant Headteacher, Boys Secondary School

The sessions have helped enable the boys to deal more positively with a range of issues such as social pressures, bullying, exam stress and difficult family situations… Thank you for the time and effort your staff have invested in the well-being of our students.”

DL, Headteacher, Secondary School

"I am super impressed by what the creative process has led to in the form of the IHEART Curriculum. It provides us facilitators and practitioners with a resource of the highest possible quality for working with young people in educational settings. My favourite aspects are the identification of clear learning objectives, a language designed to engage our youth living in a technologically advanced world, and pointers around the art of sharing this understanding to whole groups of young people for maximum impact.”

Denise Holland, former Scotland national netball coach and founder of Class Performance – Excellence Within

IMPACT & TESTIMONIALS

Here is what school leaders and teachers who have already worked with our programme, have said so far:

"After participating in a short intensive learning programme exploring the core philosophy and implications of the IHEART approach, it is abundantly clear to me the impact that this project will have on our young people. Understanding where our feelings come from and what they mean, which lies at the core of the IHEART curriculum, empowers us to decide how we feel about ourselves and our lives. This is the source of our mental wellness. What greater gift can we give our children"

Kim Miller
Advisory Teacher for Autism and former School Inclusion Manager

"IHEART have run resilience programs for both the junior and senior schools at St Margaret’s. The girls have developed a very helpful understanding of how their thinking influences their response to events, which has helped them to think and react more positively to these events. The curriculum is taught through fun, simple and innovative activities. The girls enjoy them and so they tend to remember the message afterwards. The team were highly recommended to us, and the girls and staff here certainly endorse that recommendation.”

Mark Webster
Headteacher

"I am extremely impressed by the IHEART curriculum which has been thoughtfully and creatively designed to appeal to and inspire adolescents and teenagers. I wholeheartedly believe it has the potential to make a significant improvement to the lives of young people and to encourage them to develop resilience and well-being”

Zia Brooks
Assistant Headteacher, Boys Secondary School

"The sessions have helped enable the boys to deal more positively with a range of issues such as social pressures, bullying, exam stress and difficult family situations… Thank you for the time and effort your staff have invested in the well-being of our students.”

DL
Headteacher, Secondary School

“I think it was interesting to see that the students have worries that maybe we – the staff – aren’t necessarily aware that they worry about … The value in having opportunities within schools to talk about wellbeing, resilience, worries and feelings, and building upon that, is extremely important and very powerful.”

Neil McCarthy, Vulnerable Pupil Lead, Ernest Bevin College, Tooting

"I am super impressed by what the creative process has led to in the form of the IHEART Curriculum. It provides us facilitators and practitioners with a resource of the highest possible quality for working with young people in educational settings. My favourite aspects are the identification of clear learning objectives, a language designed to engage our youth living in a technologically advanced world, and pointers around the art of sharing this understanding to whole groups of young people for maximum impact.”

Denise Holland, former Scotland national netball coach and founder of Class Performance - Excellence Within

A new article entitled A superpower? An educational initiative? Or something else… authored by Professor Anthony Kessel, Michael Neill, Elizabeth Marmur and Rifat Malik, has recently been published in the Journal of Public Health.  Addressing the efficacy and impact of the Inside-out understanding while raising awareness regarding “how the mind works”, the  article explains how this approach “has been gaining considerable traction … increasingly, in the health education sphere.”

JPMH-27A-superpower-...27-3P-article-2017-dec-5
Click Here to Read the Full Journal Article

We are committed to external validation of our work and are currently exploring partnerships to research the social impact of our project. Using the Warwick-Edinburgh Mental Wellbeing Scale and the Strengths and Weaknesses Scale (SDQ) as the primary instruments, and guided by independent academics and research professionals, we have embarked on a comprehensive monitoring and evaluation of the IHEART curriculum. Initial pilot programmes suggest the following outcomes:

  • More mental health experienced by young people
  • Less resources and funds spent on mental health problems
  • Increased resilience – wellbeing and potential irrespective of circumstances
  • Improvement in managing “difficult” situations
  • Improved self-esteem
  • Improved capacity to manage low moods
  • Improved concentration and motivation
  • Improved communication and conflict resolution skills
  • Improved relationships with peers, teachers and family members
  • Greater respect for difference and diversity
  • Greater adaptability to change
  • Greater sense of hope and capacity to make healthier life choices
  • Decrease in addictive, compulsive and destructive behaviours
  • Decrease in stress and anxiety
  • Decrease in anti-social behaviour and social isolation