Cath Shaw, Founder

A point came in my life when I was no longer experiencing joy in anything.  I would wake every day feeling sick in the stomach, anxious and fearful of what terrible thing was going to happen that day or the next day. My life felt hopeless and I just wanted to escape.


My turning point came one day when an event occurred within my close circle and I realised just how much my situation was impacting on my family and those around me. For the first time in a long time a fierce determination ignited inside of me to find a way to make a change, and that determination remains today.

I started researching the mind and how it works and I discovered that there were actual practical and positive tools and techniques that I could apply in my life daily so I could move forward.

My focus turned to children and how skills and concepts must be taught to young children, starting from early childhood, so they can learn some of these skills before they get to High School and begin to navigate adolescence. I began researching how Social and Emotional Learning was being taught and learned and started talking to teachers and families and I knew that this issue needed to be considered as a whole of community approach. I began working with a talented group of professionals and the esteemed Dr. Terry Orlick to develop the Positive Living Skills Initiative to support Early Childhood services and Primary Schools to lead their communities toward a culture of mental wellbeing. My vision is to see these skills embedded in Australian communities.

Cath Shaw, Founder

Our Story

‘On what we do with children, rests the destiny of our world.’ Dr. Terry Orlick

Our communities are in trouble

The current mental health situation in Australia is alarming. According to current statistics published by Beyond Blue, one in 6 Australians is currently experiencing anxiety, depression or both, and every day in Australia approx 6 men will die by suicide, and more women than men experience high or very high levels of psychological distress. 


Suicide is the leading cause of death among children aged between 5 and 17 years, and 1 in 7 young Australians 4-17 experiences a mental health disorder in any given year. Half of all mental heath conditions emerge by age 14. 


So if an average class in Australia has 20-25 students, then several of those children could be struggling. 

Add to this the problems of violence and bullying in our communities and in our Schools,  and while all parents and carers want the best for their families, it's no surprise that families are struggling to find answers for how to support their children and themselves.  

Educators are experiencing more stress and less job satisfaction than ever before and School and Educational want engaged teams rather than high attrition rates which impacts all stakeholders, including families.


At Positive Living Skills, we believe a whole of community preventative initiative is needed and we have developed all our programs resources and services to meet this goal. 

We acknowledging all the valuable organisations and frameworks which support mental wellbeing, and the Positive Living Skills program is an innovative approach designed to work with existing frameworks to enhance prevention, empowerment to build long term habits for emotional wellbeing and resilience.

Our Approach

When does true 'prevention’ begin when it comes to mental wellbeing? Our belief is that prevention MUST begin with children where from as young as 3 years of age children learn habitual skills for wellbeing BEFORE there are signs of mental challenges, and because school is the universal location where children learn, this is the platform to begin emotional intelligence education.


Our approach is a 'whole of community' approach supporting educators, children and families.


The application of the Positive Living Skills program concepts are based on the principles or theories of:

(1) Priming, an implicit memory effect where exposure to one stimulus influences a response to another stimulus.

- All scripted learning experiences within the Positive Living Skills programs are worded and phrased intentionally with positive language patterns, and the concepts within the Positive Living Skills program relate to and therefore ‘prime’ participants for the other concepts.


(2) Distributed Practice, a learning strategy where practice is broken up into a number of short sessions spread over a longer period of time - The aim is for teachers or educators to make Positive Living Skills a part of daily teaching at least once each week. To build:

(3) Long Term Habits –  with repetition and practice the brain can change itself through neuroplasticity.  We can rewire our brains, for better or worse. Based on practice and repetition, by completing an activity repeatedly, eventually all the relevant neural systems work together to automatically produce the activity, and the activity becomes a ‘habit’.



The purpose of the Positive Living Skills Initiative is to help children learn a range of preventative and practical mental wellbeing skills and strategies so they can become adults who live as participating and contributing members of thriving communities.  At the same time we are committed to supporting educators and families.


Young children are building neural pathways every day, as they learn everything from washing their hands to reading and writing.  The Positive Living Skills programs are based on a range of practical and universal tools and proven concepts, which when applied with the principles of of priming and distributed practice, can help young people to build long term positive and practical habits to help them look after their mental health, and maximise their ability to learn and achieve, and ultimately reach their potential.

The teacher-led Positive Living Skills programs are made up of evidence based concepts, skills and activities that will help children build a lifelong skillset to self-direct their own thinking processes, emotions, actions and outcomes.


Our initiative also addressees the growing rates of stress and burn out currently being experienced by educators, and also assists families to build their levels of mental wellbeing.


Ultimately, our purpose is to positively and significantly impact the alarming and growing statistics of anxiety, depression and suicide that our societies are experiencing today. 

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