No-one learns in a quiet classroom

OBJECTIVE: To assess the value of an introductory sailing program, Buoyed Up, as an intervention strategy to improve the well-being of children at risk of isolation due to economic, cultural and social factors. DESIGN AND METHODS: Data was collected using a mixed method approach and involved primary school children (n=89) drawing and writing about their school and sailing experiences and a focus group and interviews with primary school teachers (n= 6). RESULTS: Most children appear to be happy attending school (78.2%) however, most were passive in content (67.3%) and even those who included their friends (21.8%) drew them sitting or standing. All children drew a picture of themselves actively sailing (100%) and most were happy to be involved in the program (83% of boys and 72% of girls). Most children included a sentence expressing their like for sailing (83% of boys and 72% of girls), which was particularly evident in pictures that reflected the technicalities of sailing. Teachers found children who participated in the program developed a sense of identity and belonging with a group, developed confidence and resilience to cope with challenges and were more engaged in the classroom. CONCLUSION: Children at risk of social exclusion due to economic, social and cultural adversity can be supported to stay in school through unique and targeted programs which can be linked to the curriculum.