Final Report 2025_Draft

FINAL REPORT 2025

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The Embrace Collective

Final Report 2025

Section 1 Body Blocks Program

1.1 Objective 7,000 Early Learning Packages (2000 physical and 5000 digital) to build educator capacity to support the development of early learning environments that build body image and create more positive relationships with food for children 0-8 years.

1.2 Physical Pack Deliverables As part of the Embrace Kids Project, 2,000 early learning centres, preschools, and primary schools across Australia received a comprehensive Body Blocks physical resource pack. These packs were

thoughtfully designed to complement the program’s digital materials and reinforce positive body image messaging in both learning environments and at home.

Each pack included physical reminders of the program’s key messages—visual prompts and tools that could be displayed and used in classrooms and centres to spark conversation, support healthy development, and embed the Body Blocks approach into everyday routines. Resources were also provided to help families continue this important dialogue at home, thereby reinforcing the program’s impact across all settings.

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Body Blocks Packs Distribution Heatmap

Inclusions The Embrace Kids Book – A guide for parents and educators, offering practical strategies to foster body confidence and mental wellbeing in children.

Embrace Your Body – A beautifully illustrated children’s picture book that celebrates body diversity and encourages young readers to embrace their unique selves.

Charlie’s Tales Series – A collection of engaging storybooks that challenge harmful appearance stereotypes and promote positive body image narratives for young children.

Printed Resources for Families – Including posters and printable activities that serve as everyday visual prompts to reinforce key program messages in the home.

Body Blocks Pack – A tactile, play-based resource designed for early learning settings, featuring a set of colourful wooden blocks presented in a cotton drawstring bag. Each bag is printed with uplifting, age-appropriate messages promoting body confidence, kindness, movement, and selfworth. The Body Blocks encourage open-ended play while embedding foundational messages of respect for all bodies.

Final Report 2025

1.3 Digital Pack Deliverables

1.4 Recipients and Reach

As part of the Embrace Kids Project and in line with the deliverables of the Active Wellbeing Program (AWP), the Body Blocks digital learning suite aimed to reach 5,000 educators across early learning settings. This target was significantly exceeded, with over 9000 educators accessing the resources by the conclusion of the grant period. The Body Blocks program was designed to equip early childhood educators with the confidence, language, and tools to foster positive body image and wellbeing in children aged 2–6.

Presented by trusted ABC journalist and mother Amelia Moseley, the series consisted of seven short, engaging modules totalling approximately 30 minutes. Each module explored key themes, including body diversity, movement, language, food neutrality, and emotional development, grounded in evidence-informed principles and developed in consultation with early childhood experts. The modular format allowed educators to complete the learning flexibly, either individually or as a team, and included reflection prompts, discussion guides, and practical strategies for immediate application in their settings. The success of Body Blocks demonstrates both a strong appetite and a critical need for professional development that addresses body image in the early years, laying the foundation for lifelong wellbeing.

The reach of the Body Blocks program was measured through multiple channels to provide a comprehensive understanding of educator engagement. In addition to uptake by individual centres and smaller early learning groups, implementation was scaled through partnerships with three of Australia’s largest early learning providers- G8 Education, Goodstart Early Learning, and Nido Early School. For Nido, reach was estimated at approximately 1,000 educators, using a percentage-based formula that assumed 45% of education staff engaged with the program via its integration into the Nido Learning Management System. For G8 Education, an estimated 6,000 educators were reached, based on a conservative assumption of 10 educators per nominated centre contact.

Similarly, Goodstart Early Learning was estimated to have reached approximately 2,500 educators through domain-linked downloads, using the same 10:1 staff engagement ratio. These assumptions were drawn from organisational feedback and delivery models involving staff meetings and internal Professional Development sessions. This approach to measuring reach was approved by the Department of Health and Aged Care (DoHAC) and the Community Grants Hub, ensuring alignment with funding requirements and providing a robust estimate of program implementation across the early learning sector.

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The Body Blocks online resources emphasise building positive relationships in three key areas: • • •

Food: Encouraging non-judgmental conversations about food, focusing on enjoyment and nourishment rather than labels.

Movement: Promoting physical activity as a source of joy and wellbeing, not as a means for altering appearance.

Body Awareness: Helping children appreciate their bodies for their functionality and uniqueness, fostering self-respect and confidence.

1.5 Supporting Materials Additional resources provided to enhance the program’s effectiveness include: •

•

• •

Educator Workbook: A downloadable companion to the Body Blocks modules, offering reflective exercises and practical applications.

Toolkit for Educators: Comprehensive materials to facilitate communication with families, including newsletter templates, posters, and social media assets.

Cool.org Activity Guides: Social and Emotional Learning activity guides aligned with the Embrace Your Body and Charlie’s Tales books.

Book List: A curated selection of ageappropriate picture books that support body positivity themes.

1.6 Alignment with Standards The Body Blocks program aligns with the following frameworks: • •

Early Years Learning Framework V2.0: Supporting outcomes related to children’s identity, wellbeing, and learning.

Australian Professional Standards for Teachers: Particularly Standards 4 and 6, focusing on creating supportive learning environments and engaging in professional learning.

1.7 Body Blocks Flinders University Evaluation (see Appendix 2 for Complete Flinders University Evaluation) Findings indicate that the professional learning component significantly enhanced educators’ ability to confidently and effectively deliver sensitive content. Participants reported increased awareness of their own language and behaviour, greater willingness to challenge appearancebased stigma, and a clearer understanding of how to create a body image-safe classroom environment.

Feedback confirmed the acceptability and feasibility of implementing the program, with most educators highlighting the practical, readyto-use nature of the resources, strong alignment with Australian curriculum standards, and the supportive tone of the materials. Importantly, educators consistently noted positive student engagement, reporting that children responded with enthusiasm, curiosity, and emotional insight, demonstrating early markers of improved selfawareness and body appreciation.

This report contributes strong preliminary evidence that professional learning, when embedded in evidence-based, age-appropriate programming, can create meaningful shifts in educator practice and student wellbeing outcomes. These findings highlight the importance of continued investment in professional development as a vehicle for broader systemic change in mental health and body image education.

1.8 Body Blocks Testimonials “Thank you for a wonderful and informative videos. A great resource for everyone.”

— Ann Melson “It is positive to see an evidence informed resource, that is free and able to guide our early childhood educators.”

— Chris Clark, Curriculum Manager – Health and Physical Education

Final Report 2025

“I find this is very helpful and to give some different perspectives on eating.”

— Melanie Maulder “Love the song, the kids will be singing this in no time at all!!”

— Natalie van Twest, Early Childhood Educator “Our team have watched your Body Blocks videos and agreed to some whole school consistent strategies.”

— Rachel Pullen, Kindergarten Teacher “It was a great training. I can’t wait to take more knowledge back to kindy.”

— Rachel Rowan, Kindergarten Teacher “Wow!! This is a great resource to share with colleagues and families and children. As an early childhood teacher and an Aunty who has watched two of my nieces struggle with Anorexia, I am very passionate about helping young people love, enjoy and appreciate their amazing bodies. I have studied to become a children’s yoga teacher and this resource will work beautifully alongside my teaching, yoga and playgroup! Thank you so much for the great work you are doing.”

— Susy Greenaway, Early Childhood Teacher and Yoga Instructor

“I would recommend this Embrace training program to others including friends and family members because it is helpful in gaining an understanding of our own feelings of guilt and shame about our bodies and how we can support the younger generations to redirect negative comments and build confidence. By changing the way we label foods and how we talk about our bodies in front of children.”

— Anonymous, Flinders University Evaluation Participant “I would recommend it strongly because sometimes those little comments really affect selfesteem even before the rest of the world, social media, friends make an impact. I think it’s great to have the foundations down so children can be more confident in themselves.”

— Anonymous, Flinders University Evaluation Participant “I think it has been really helpful and I am looking forward to completing the modules. It really makes you stop and think carefully about the words you choose with children.”

— Anonymous, Flinders University Evaluation Participant

“It was interesting to do something that I have always had a battle with and take a new perspective. It was easy to use, easy to navigate, interesting and wasn’t too long, I could fit into my busy day.”

— Sarah, Kindergarten Teacher “This program enabled me to look at different angles as to how we should discuss body image issues and food. The modules were well presented and easy to understand. I am glad I undertook this training.”

— Anonymous, Flinders University Evaluation Participant

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Final Report 2025

Section 2 Embrace Kids Classroom Program 2.1 Objective To provide the evidence-based Embrace Kids Classroom Program to primary and secondary schools to implement in their programming for young people ages 10 to 14.

2.2 Deliverables 2.2.1 Digital Pack Deliverables Deliver Digital packs to 750 Primary and 1,000 Secondary Schools.

The Embrace Kids Classroom Program is delivered via an online portal and includes a comprehensive suite of curriculumaligned materials. Developed

in consultation with educators and researchers, the digital program is designed for flexible implementation within HPE or school wellbeing programming.

Digital Resources for the Embrace Kids Classroom Program include: •

•

•

Five structured lessons, each beginning with a short, engaging scene from the Embrace Kids documentary film to spark classroom discussion.

Evidence-informed classroom activities, aligned with the Australian Curriculum and tailored to age and stage.

Complete teaching support materials, including downloadable slides, worksheets, and step-by-step lesson plans.

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The Embrace Kids School Booklet provides a summary of everything Embrace Kids has to offer schools.

While the Embrace Kids Classroom Program was designed to reach both primary and secondary schools, engagement trends revealed the inverse of what was initially expected, with primary schools demonstrating significantly higher levels of interest and uptake than secondary schools.

This strong interest from primary educators reflects both the accessibility of the program content and the growing demand for early preventative mental health and body image education in younger age groups.

The Creating Safe Schools booklet summarises all the evidence-based recommendations for curriculum and programming activities, including details on what to include and what to avoid. Use this to support reviews of your programming across all subject areas.

Despite this shift in distribution, overall program reach exceeded expectations. The original target of 750 primary and 1,000 secondary schools was met and surpassed when combined, with total reach in excess of the 1,750 school goal. This was made possible through strong national promotion, easy access via the Embrace Hub, and the inclusion of flexible, curriculum-aligned content.

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2.2.2 Online Teacher Masterclass

The trial focused on:

Self-paced training for 250 teachers to build confidence and capability in delivering body image content.

•

A short, self-paced Online Teacher Masterclass was developed to build educator confidence and capability in delivering positive body image education safely and effectively. The training supports teachers to:

•

• • •

Update and reflect on their use of language around bodies, food, and appearance Create classroom environments that foster body respect, inclusion, and self-worth Understand early indicators of body dissatisfaction and protective teaching practices

The masterclass is accompanied by a printable workbook and is aligned with the Australian Professional Standards for Teachers (Standards 4 and 6). The training is designed to be practical, accessible, and immediately applicable in the classroom. Our target was to reach 250 teachers, with evaluation data collected to assess shifts in knowledge, attitudes, and classroom practice. In total, 666 teachers watched the Teacher Masterclass.

2.2.3 Targeted Eating Disorder Prevention Trial In 2024, we commenced a pilot of a highly targeted, research-backed eating disorder prevention program in 10–20 regional and metropolitan secondary schools. This program model is supported by over two decades of research, including evidence demonstrating a 50–70% reduction in eating disorder onset when delivered effectively (Stice, 2021; Wilksch et al., 2009).

•

Feasibility and acceptability of hybrid delivery models in school environments Early intervention for at-risk adolescents, with content tailored to developmental needs Sustainability and scalability, using findings to inform broader rollout in future phases

This initiative complements the universal components of the Embrace Kids Classroom Program, enabling schools to offer both broad and targeted support based on student needs.

Despite increasing demand for body image and eating disorder prevention in schools, uptake of targeted interventions remains complex. While schools consistently express concern for a subset of students showing signs of disordered eating or body dissatisfaction, initial recruitment for the pilot of The Virtual Body Project, a peer-led, evidence-based program developed through international research, proved difficult.

Many educators were reluctant to isolate small groups of students or feared additional workload pressures. However, through persistent outreach and consultation, we secured partnerships with schools open to innovation in student wellbeing.

Participating schools reported the program was valuable for addressing body image concerns in a safe and structured way, delivered by trained peer facilitators in small group formats.

Although the time and effort required to secure participation exceeded expectations, the experience has provided important insights. The trial demonstrated that with appropriate support and school alignment, targeted programs can complement universal approaches. However, future investment may be better focused on scaling accessible, broad-reaching programs, while offering targeted options as supplementary pathways for schools with the capacity and readiness to engage.

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2.3 Program Reach Data

Type Australian primary school counted

The entry is verified as an Australian primary school and inc number of primary schools that have downloaded the EKCP.

Australian secondary school counted

The entry is verified as an Australian secondary school and i the number of secondary schools that have downloaded the

Duplicate school

The entry is verified as an Australian primary or secondary s appears more than once in the database, comprising contac downloaded the EKCP.

Homeschool

The entry is verified as a homeschooling individual or family.

Insufficient information to classify

There was insufficient information to classify the database e homeschool, other business, international contact, or as an in

International - not in scope

The entry is verified as being from outside Australia. It may b other organisation, or government department.

n/a, Embrace

The entry is verified as being an individual from The Embrac (e.g. an employee testing a system).

Not a primary school

The entry is verified as being an organisation other than a sc Generally, these are businesses (e.g. psychologists, dietitians departments. The entry comes from the database of contact EKCP primary program.

Not a secondary school

The entry is verified as being an organisation other than a sc Generally, these are businesses (e.g. psychologists, dietitians departments. The entry comes from the database of contact EKCP secondary program.

Presumed individual

The entry is verified as an individual not affiliated with a sch organisation. It may be a teacher using a personal email add confirm their identity.

Grand Total These results reflect both the relevance and adaptability of the program across diverse educational settings and reinforce the demand for evidence-based, preventative approaches to supporting student wellbeing.

Primary

Secondary

Grand Total

cluded in calculations of the .

1047

1

1048

included in calculations of e EKCP.

1

756

757

school, but the school cts who have

352

333

685

.

37

19

56

entry as either a school, ndividual.

108

60

168

be a school, homeschool,

72

90

162

ce Collective

1

5

6

chool or homeschool. s) orwgovernment ts who downloaded the

499

2

501

chool or homeschool. s) or government ts who downloaded the

1

332

333

hool, business, or dress, but we are unable to

98

56

154

2216

1654

3870

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This graph has been developed using available ICSEA (Index of Community Socio-Educational Advantage) data for schools where such information is published. Please be aware that some schools — including special needs schools, hospital schools, and certain alternative education settings — do not have ICSEA scores publicly available and are therefore not represented in this analysis. Additionally, homeaschooling arrangements have been excluded. The majority of schools fall between the 950–1149 range, clustering around the national average (ICSEA = 1000).

The distribution of Embrace resources closely mirrors national enrolment trends across Australian school sectors, reflecting a proportionate and inclusive approach. According to 2023 data, 64% of Australian students are enrolled in Government schools, 19.7% in Catholic schools, and 16.3% in Independent schools. Embrace’s program delivery aligns with this breakdown, with the majority of uptake occurring in government schools, supported by strong engagement from the Catholic and independent sectors. This alignment demonstrates that the program is not only scalable but also equitably reaching students across all education settings, ensuring broad access to body image and mental health education regardless of school type.

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2.4 Evaluation & Impact Measures Educators who delivered the Embrace Kids Classroom Program consistently reported a positive impact on their professional practice and understanding of body image education. Many described an increased confidence in addressing sensitive topics such as self-esteem, media influence, and body diversity in age-appropriate ways. The program not only provided practical tools and curriculum-aligned resources but also prompted deeper reflection on the role educators play in shaping young people’s attitudes toward their bodies. Teachers noted that the structured, evidence-based lessons gave them a clear and engaging framework to facilitate meaningful conversations, many of which extended well beyond the classroom.

These reflections from participating educators highlight the depth of engagement and the practical benefits they experienced while delivering the program: 2.5 Embrace Kids Classroom Program Flinders University Evaluation (see Appendix 2 for Complete Flinders University Evaluation) The evaluation conducted by Flinders University found the Embrace Kids Classroom Program to be practical, accessible, and highly relevant to both educators and students. Teachers reported that the lessons were easy to implement within existing curriculum structures and that the content engaged students in meaningful ways.

They observed strong participation, thoughtful discussion, and a noticeable increase in students’ confidence to challenge unrealistic body ideals and stereotypes. The program was shown to support improvements in self-compassion, media literacy, and students’ appreciation of body diversity. Importantly, educators noted a positive shift in classroom culture, with greater empathy, openness, and respectful dialogue among students. These findings highlight the program’s value as a scalable and evidence-informed approach to supporting body image and mental wellbeing in school communities.

2.5 Embrace Kids Classroom Program Testimonials “I really enjoyed the Embrace program and I benefited from it. It showed me that I can be myself because I’m fine just the way I am and I think most people would agree. The activities were really fun yet had purpose and helped us to stop and give other people some thought. The videos were really inspiring for me, and I went home and gave them some thought. I think the younger students would benefit from and enjoy this program too.”

— Student, Xavier College (Evanston), SA “On the day, several students opened up about their own feelings of dissatisfaction with their bodies. This has opened a conversation.”

— Amanda Walker, Kidman Park Primary, SA “I’m currently teaching the classroom lessons as the health teacher. Every time I teach a lesson in private I cry and thank you for providing these lessons. They are profoundly making a difference for my students and me. I wish I had this program taught to me when I was in primary school.”

— Emma Lord, Tuart Forest Primary School, WA “I’m actually running another lesson today with my girls group. I look forward to each and every one of them. The conversations we get to have are amazing!”

— Jessica Lonsdale, Victorian Department of Education “It [the program] has been really positive and a lot of my learners have taken away some powerful messages.”

— Anonymous “It was a wonderful program. My class of Year 5s presented their TED Talks to a group of Year 3 learners and it was a beautiful lesson of sharing, vulnerability and growth for all.”

— Anonymous 15

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“We also implemented that girls are team captains for soccer a few times a week, as highlighted in the gender stereotypes lesson. The class saw it be unfair that the boys always chose the teams and wanted to make a change to make it more fair! Powerful stuff!”

— Anonymous “The Embrace Kids program has made a significant impact on our learners, providing them with valuable opportunities for growth, learning, and personal development. The curriculum, activities, and support you have provided have stimulated our learners’ intellectual curiosity and inspiration. Embrace Kids has not only focused on academics but also emphasised character development, instilling essential values that will serve our children well throughout their lives.

Lastly, our learners have become more connected to their peers and the community, fostering a sense of belonging and responsibility.”

flexibility to read your classroom and take the lesson in a direction that you as a teacher know will be beneficial to them.”

— Anonymous “It’s made me think more critically about the way I deliver things, and to really tailor things to the issues currently going on in the schoolyard. This program is a great support for that.”

— Anonymous “I feel it’s something that everyone should be doing. I think it’s gold honestly. I’ve just enjoyed it—it’s brought more richness into my thoughts, talking things through with colleagues and challenging their thoughts on things too.”

— Anonymous

“I loved it [the program], it was so easy to pick up and deliver, and we’ve had a great response from the kids.”

“I ran the Gender Diversity lesson after some of the girls told me the boys weren’t letting them play football. After that lesson, the kids referenced that lesson constantly. The boys would come up to me and say things like, ‘I made sure I was really supporting and including the girls and passing the ball to them’.”

— Anonymous

— Anonymous

“Before doing it [the program], I had noticed a couple of kids who I thought might be struggling with their gender, and I think the program’s been good for showing them some examples of young people just like them.”

“I love teaching this program. This discussion is so important.”

— Anonymous

— Anonymous “It was a fabulous program.”

— Anonymous

“I feel all the lessons were really flexible to be tailored to the students. The way they were made, you could just run with it, but there was also

— Samantha, Primary Health Teacher, SA “It’s such a good program! I love delivering it... it really engages my kiddos.”

— Samantha, Primary Health Teacher, SA “Pep talk and speech.”

— Students Raina and Samaira, Year 7, Westbourne Grammar School, VIC (Facilitated by Bianca Bull, HPE Teacher)

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“

“I love teaching this program. This discussion is so important.

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Section 3 Embrace Kids Live (formerly Activate School Leadership Events) 3.1 Objective

3.2 Event Locations & Attendance

Embrace Kids Live (formerly Activate School Leadership Events) was designed to build confidence, inclusion, and resilience among children through a whole-school wellbeing lens. In 2024, the program evolved from a leadership-only model to a more inclusive approach, welcoming entire year levels to engage in positive body image messaging, movement, and storytelling. Sessions targeted Years 5–6 and 7–8 and were offered free of charge to remove barriers to participation and maximise impact. The rebrand aligned with the broader Embrace Kids suite and signalled a commitment to delivering accessible, evidence-based wellbeing experiences at scale.

Across 2024, ten Embrace Kids Live events were delivered nationally in both metropolitan and regional areas. Sessions included a screening of the Embrace Kids film, a keynote speaker, and time for students to engage in physical movement to celebrate what their bodies can do. Students took home a tote bag containing a gift reinforcing key messages and a magazine for parents and caregivers, supporting the message to ripple beyond the event itself.

Metro Events – Total Attendance: 1,626 • • • •

Perth: 508 attended (575 registered) Gold Coast: 428 attended (658 registered) Hobart: 368 attended (396 registered) Sydney: 322 attended (637 registered) 19

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While attendance fell short of the 2,000-student Active Wellbeing Program (AWP) metro target by 374 students, registrations exceeded the target by 266. The shortfall was largely due to lower-thanexpected turnout on the day—a known challenge in short-term projects. Despite this, the sessions were well-received and highly impactful, with strong feedback from participating schools.

Regional Events – Total Attendance: 281 • • • •

Cairns: 54 attended (127 registered) Bunbury: 57 attended (100 registered) Bowral: 81 attended (89 registered) Darwin: 89 attended (109 registered)

This was 119 students below the regional AWP attendance target of 400, despite exceeding registration expectations by 25. These regional events were still valuable in engaging harder-toreach communities and laying the groundwork for future iterations with longer lead-in times.

Compensatory Delivery – Varsity College Embrace Day To support the achievement of overall reach goals, a large-scale Embrace Day event was held at Varsity College, engaging approximately 1,000 students in a single day. This event followed the full Embrace Kids Live model and was delivered in close collaboration with the school.

3.3 Insights and Adaptations One of the key challenges faced was a noticeable gap between registrations and actual attendance, particularly in metro events, where school scheduling constraints and excursion approvals often conflicted with short-term lead times.

Despite proactive follow-up, it became clear that many schools plan 12–18 months in advance for external events. This echoed the experience of partners such as Youth Leadership Academy Australia and The Resilience Project and reflects a sector-wide truth about school calendar pressure.

To counteract this challenge, the delivery team adjusted with agility, pivoting to the school-led model we believed would work within existing constraints. The Varsity College Embrace Day, which allowed delivery at scale within the existing structure of the school day, was highly successful and is now the recommended delivery model for future years. Feedback also suggested that full year-level participation was more inclusive and had a greater whole-school impact than targeting smaller student leadership groups.

3.4 Qualitative Evaluation Educators consistently reported positive impacts on students post-event. Teachers described increased self-confidence, more inclusive peer behaviours, and new vocabulary around body image and mental wellbeing. Common observations included: • •

• •

Immediate uplift: Students left energised, talking openly about body image and kindness.

Student-initiated conversations: Several schools reported new classroom discussions about media literacy, comparison, and selfworth.

Sustained behaviour change: Teachers noted shifts in empathy and peer support across playground and classroom environments.

Whole-community impact: Sending materials home with students encouraged dialogue between children and caregivers.

These themes are supported by findings from the Flinders University Outcomes Report, which evaluated educator perceptions of impact, feasibility, and long-term integration into school wellbeing frameworks.

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3.5 Embrace Kids Live Testimonials “Activate made my daughter feel valid.”

— Anonymous, Parent

“It gave us hope that future students won’t have to go through what my daughter did.”

— Anonymous, Parent “Students felt empowered to be a little kinder to themselves.”

— Dani Warland

“The students really loved meeting Taryn, and they loved their show bag!”

— Kathy Walsh

“The Activate Day was such a meaningful experience for me, especially as someone who has battled with Anorexia since I was around 8 years old. Being in a space filled with like-minded individuals who share similar aspirations for the future was incredibly inspiring... This experience has ignited a renewed sense of hope within me, and I’m excited to carry this energy forward as I navigate my journey.”

“Students gained valuable information and are keen to share this knowledge.”

— Izzy Berry

— Kim Rhodes

“The event was truly incredible. So many caregivers and teachers had fabulous things to say and commonly they said we need to make this program available to all our students/kids!

The young people were so engaged and it touches my heart so much to see/hear so many who feel uncomfortable with their bodies and their own value but really took on board the positive message of Embrace.”

“Students felt inspired, and there was great joy from listening to the speakers and participating in the workshops. They will present at a whole school assembly to recount their experiences and their ideas and plans for the College Community.

For example: ‘We could find ways to celebrate all of the different people in our school community.’

‘Painting a mural at our school.’ ‘Take the time to look after yourself both physically and mentally, and that is perfectly OK.’” — Maria Fin

“Conversations with the students at the end of the day... they loved it and are very inspired to create some sort of event at school, possibly a screening of Embrace Kids for the Wodonga community.

There was lots of evidence to support all of the information in the film and presentations.”

— Trudi, Rural Health Innovation Fund Coordinator, SA

“It was certainly very successful from feedback I got when speaking to teacher friends throughout the day, and we appreciated being able to have so many young people lighting up our library with enjoyment whilst they painted the mural.”

— Erin Jones, Team Leader – Children’s & Youth Services, City of Mount Gambier

— Matt Davidson 21

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“Hi Claire – I’d just like to say how much I appreciate the opportunity your team offered my girls today. It came at a tricky time for us and it was just what our family needed right now. Your team are so precious.”

— Nadja Blythe, Home School Parent

“What an AMAZING day indeed! I am still buzzing from the incredible message, work and conversation... I have linked six young people into support so far and reflect on how the work you all do has potentially changed the trajectory of these young people’s lives... Embrace Kids is amazing and I am so grateful our paths crossed!”

— Tamara, Senior Child and Adolescent Mental Health Professional, Bunbury, WA “Thank you so much for your time and commitment in providing this amazing opportunity for our children! They came back buzzing and full of enthusiasm.”

— Karyn Fitzgerald, Principal “It was great to see both young people and stakeholders engage with the film and catch the vision to make a difference in this area of diversity and inclusivity... all the best as you continue such valuable work!”

— Kirsty, Program Guide, Bowral, NSW “The students and staff that attended had a great day and loved the positive, energetic approach each presenter had... Our students were talking about it on the bus ride back to school and I’m sure the conversations around today and what was learnt and explored will not finish there.”

— Sharna Crawley, Health Promotion Nurse, Nightcliff Middle School

“The Embrace Project has been a transformative experience for our school, fostering inclusivity, body kindness, and a strong sense of community.

Our journey began with school leaders visiting Bounce for an inspirational afternoon, where they engaged with powerful messages of selfacceptance, respect, and inclusion. Energised by the experience, they worked to bring these values to life through Embrace Day—a celebration that brought students together through fun, meaningful activities.

With ongoing support from the Embrace Hub and access to resources via the Embrace website, we were able to embed these values into the school curriculum. This ensured that the project’s core messages—embracing diversity and being body kind—became a lasting part of our school culture.

Embrace Day itself was a huge success, featuring activities such as inflatable cube challenges, tugof-war, and the Embrace Pledge. These events encouraged teamwork, confidence, and mutual respect in a vibrant and memorable way. Most significantly, the project has created a long-term shift in our school culture. Students are more mindful, supportive, and inclusive—contributing to a community where everyone feels valued and accepted.

A heartfelt thank you to the Embrace Hub and team for their guidance, resources, and inspiration.

The Embrace Project has left a lasting legacy—our school is now a more connected, empowered, and inclusive place because of it.

— Jessica Jones, Wellbeing Coordinator, Varsity College, QLD Further information about the Qualitative Evaluation can be found in Appendix 4: Flinders University Evaluation.

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Students felt empowered to be a little kinder to themselves.”

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Final Report 2025

Section 4 Activate Sport 4.1 Overview

4.2 Physical Pack Deliverables

Embrace Activate is a national initiative designed to address body image concerns in sport by equipping coaches, volunteers, and community sport leaders with the tools to foster safer, more inclusive sporting environments. Developed in collaboration with sporting organisations, psychologists, and young athletes, the program is built around a short, high-impact online Masterclass and a companion resource, the Activate Playbook. At its core, the program aims to shift focus away from appearance and performance, and toward participation, confidence, and belonging.

More than 2,000 physical Activate Packs were distributed to sporting clubs, schools, and community organisations across every state and territory. Each pack included a printed copy of the Activate Playbook, along with promotional materials and conversation starters designed to support coaches and volunteers in creating more body-image safe environments. Distribution was driven by inbound requests and outreach captured through HubSpot signups, which now include both community sport organisations and dance teachers as key categories of interest.

Led by Olympic gold medallist Libby Trickett, the 15-minute online Masterclass provides practical strategies to identify and challenge appearance-based language, promote inclusive practices, and create environments that support mental wellbeing.

The Activate Playbook, introduced by Olympian and CEO of the Australian Sports Commission Kieren Perkins, complements the training with actionable tools and templates that clubs can integrate into their everyday operations.

Additional leads also flowed in via targeted paid social campaigns to reinforce messaging. Many sports took bulk quantities of the packs to distribute directly to their member clubs as part of their implementation of Embrace. It is therefore reasonable to say that every state and territory received their fair share, with equitable distribution achieved across Australia.

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4.2 Digital Pack Deliverables A further 3,000 digital Playbooks were disseminated nationally via email, direct outreach, partner networks, and online downloads. All digital access points fed into HubSpot, capturing valuable contact data and interest areas for ongoing engagement and impact measurement.

As with physical packs, paid social advertising was a key driver of traffic and conversion, resulting in strong uptake across both urban and regional areas.

4.3 Reach and Sector Engagement Activate has been widely adopted across community and elite sporting settings. Surf Life Saving became the first major organisation to embed the program across its network of clubs in South Australia, Victoria, and Tasmania.

Presentations were also delivered at the Rowing SA Conference, as well as at regional Power of Her events in Murray Bridge and Mount Gambier. These targeted engagements supported uptake in both metropolitan and regional areas.

We have engaged with representatives from cricket, lacrosse, and touch football to explore the integration of Activate within their club and development programs. We have also developed strong relationships with Cricket, AFL, Soccer and

Netball, with all three codes actively exploring how to embed our resources more deeply across their sports.

Momentum continued to build through highprofile sector events, including the Women in Sport Victoria Breakfast and the Women of Sport Australia Network Christmas Lunch, where Activate messaging and physical packs reached more than 450 influential stakeholders.

Notably, Regional Sport Victoria expressed strong support for the program and was assisted with implementing it across their networks. However, many organisations and departments already had strategic plans in place, which limited their immediate capacity to adopt new initiatives. As a result, this year served as a critical period of relationship-building, allowing us to establish trust, align priorities, and embed the program into long-term planning. We look forward to deepening these connections and expanding delivery as the program progresses.

Activate’s relevance extended beyond traditional sport, with growing uptake among dance and fitness professionals. Recognising the specific body image challenges in these environments, the program materials were adapted to reflect the needs of instructors and participants in movement-based disciplines.

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Activate Packs Distribution Heatmap

4.4 Outcomes Clubs reported increased awareness of how language and culture impact young athletes’ sense of belonging and confidence. Coaches noted changes in their communication style, and many clubs are now incorporating body-imagesafe principles into their policies and coaching frameworks. Importantly, feedback indicated that young people felt more supported and included as a result of their club’s engagement with the program.

While body image remains a relatively new concept for many sports, Activate has helped catalyse a national conversation. It has been particularly well-received in settings committed to advancing gender equity, mental wellbeing, and youth retention in sport.

Looking ahead, Embrace Activate will continue expanding across sporting codes, with tailored implementation strategies for netball, athletics, dance, and AFLW pathways. A youth-led companion resource is in development, designed to support peer-to-peer engagement and extend the program’s influence at the grassroots level.

Activate demonstrates the powerful role sport can play in shaping how young people see themselves. With the right tools in the right hands, community sport can become one of the most positive environments for building confidence, connection, and long-term participation.

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Final Report 2025

Section 5 Embrace Parents 5.1 Overview

5.2 Pack Distribution: Embrace Kids Packs

A key element of the Embrace Kids Project has been the strategic engagement of parents and caregivers, recognising their essential role in shaping children’s attitudes toward body image, self-worth, and wellbeing. Throughout the Activity period, Embrace delivered a suite of parent-specific resources that combined evidence-based messaging with practical, accessible formats designed for busy families. Following user experience research with both our lived experience group and parents, we identified that traditional formats—such as 30-minute online courses or masterclasses—were not resonating. Parents reported limited time and a preference for content that feels less like ‘work’ to consume, can be dipped in and out of, and is easily shareable with partners, grandparents, and extended family. In response, we are developing a new 2–3 minute video resource focused on the essentials, as well as replacing the printed booklet in Parent Packs with a more engaging, magazine-style resource designed for quick, impactful reading.

The Embrace Kids Parent Magazine was designed as a low-barrier, high-impact resource to help parents navigate body image conversations in everyday life.

Featuring expert-backed guidance, lived experience stories, and practical tools, the magazine encouraged a shift away from appearance-focused language and toward themes of capability, connection, and kindness.

A total of 5,000 printed copies were distributed nationally, with a deliberate focus on reaching families facing the greatest barriers to access. Distribution channels included: • • • • •

Child and Youth Mental Health Services and other Child Health Services Women’s shelters and domestic violence services in every state Public libraries and community centres Local council-run parenting hubs and family services Additional not-for-profit partners, including The Parent Village, Empowering Parents in Crisis, and Emerging Minds 29

The Embrace Collective

These distributions were made possible through strong coordination with government and philanthropic networks, ensuring meaningful reach into both metropolitan and regional communities.

5.2 Print Distribution: Embrace Kids Parent Magazine The Embrace Kids Parent Magazine was developed as a low-barrier, high-impact tool to support parents in navigating conversations around body image in everyday settings. With expert-backed content, lived experience stories, and actionable tips, the magazine helped shift household conversations away from appearancebased language and toward themes of capability, connection, and kindness.

A total of 5,000 print copies were distributed to families across Australia, with a deliberate focus on reaching those most in need. This included: • • • • •

Women’s shelters and domestic violence services in each state Public libraries and community centres Child-centred not-for-profits, including those working with migrant, refugee, and lowincome families Local council-run parenting hubs and family services Other not-for-profit organisations, including the HAS Foundation, The Parent Village, Empowering Parents in Crisis, and Emerging Minds

5.3 Digital Engagement: Online Masterclass and Parent Resources As an adjunct to the physical magazine, Embrace launched a Parent Masterclass and a suite of digital tools aimed at increasing accessibility and providing support for parents on demand.

The short, engaging video masterclass, hosted by comedian and father Nazeem Hussain, used

humour and relatability to help parents navigate conversations about body image, self-worth, and food in a non-threatening, culturally inclusive way. The Masterclass reached thousands of parents nationwide and served as a key driver of engagement with Embrace’s broader digital offering.

Alongside the magazine, the masterclass significantly increased traffic to the Embrace Hub’s online resources for parents, which include: • • • • • •

Tip Sheets – practical strategies for building body confidence in kids Conversation Guides – tools to help families talk about appearance, food, and media messages Recommended Reading & Viewing – curated content for deeper understanding Support Pathways – links to external services for families needing more help Self-paced Learning Modules – short, accessible lessons on body image, social media, and self-talk Email updates and curated content for ongoing engagement

Together, these tools have created a cohesive parent engagement pathway, reinforcing the messages delivered in schools and communities, and supporting families with evidence-informed, accessible, and actionable guidance.

The digital content was also promoted via Embrace’s email list, partner channels, social media, and community events. During the Activity period, 28,356 digital interactions were recorded, encompassing: • • •

Masterclass video views Signups for digital parent resources Engagement with downloadable tools and newsletters

Final Report 2025 5.5 Impact and Outcomes Evaluation data and anecdotal feedback highlighted the strong relevance of these resources for parents and caregivers, especially in supporting consistent messaging between school, sport, and home environments. Many educators reported using the magazine and parent guides as tools to deepen family engagement following classroom delivery of Embrace Kids content.

Through both print and digital distribution, Embrace successfully created accessible, practical entry points for caregivers, acknowledging their limited time while empowering them to have meaningful conversations with their children.

The combined reach of print and digital efforts helped reinforce the program’s whole-community approach, fostering a more consistent and supportive environment for young people to develop positive body image and self-worth.

5.4 Embrace Parents Testimonials “I regifted the Embrace Kids book to a parent of the school who is really struggling with some body image issues and her children at the moment. To see the joy on her face, and tears... when I gave her something to try and help, so thank you again!”

— Jess Lampshire “10/10 recommend educators and families to check out the website for their own online learning and resources to help children and teens develop body acceptance and positive food relationships.”

— Rachel Rowan, Kindergarten Teacher “I just watched Embrace Kids with my 10-year-old daughter. She came home from school sad and withdrawn… I told her we are going to watch this wonderful movie made by an incredible woman from Adelaide—where we are from. We just watched it together and I can’t tell you how much it positively impacted her in terms of messaging and the voice of her peers. This messaging is more important than ever… I just wanted to share how important the work you do is—and to thank you for continuing to do it.”

— Kim Budimir, Parent, Adelaide

“In relation to the curriculum changes: I want everyone to know you CAN change this! My daughter’s HPE assignment was to critique her calories... I informed them of the curriculum changes with @theembracehub help and they changed the assessment!”

— Belle, Parent “I appreciate your work in this space – absolutely thrilled with the Embrace resources and in-class education packages/training I have done!”

— Hannah Bailey “Thanks for all you do, helping me raise my 4-year-old with the body confidence that I lacked.”

— Joy McDonald “Thank you, Taryn and Zali, for this book! As a parent of two girls and with my knowledge working with eating disorders, it is of the utmost importance to me that I raise little people who know they are so much more than their physical appearance.”

— Leanne, Psychologist @bodysoundpsych “Brumfitt and Yager from @theembracehub have written this excellent and brilliant handbook for parents of children and teens… practical strategies and examples for how we can navigate conversations with kids to build body image and acceptance, and break the cycle of intergenerational body dissatisfaction. Working with an adolescent population, this resource is one I find particularly rewarding to share with parents, supporting a young person’s relationship with food and self from a holistic systems approach.”

— Lauren Jacobs, Accredited Practising Dietitian

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Final Report 2025

Section 6

Embrace Community

6.1 Overview The Embrace Kids Project has been significantly strengthened by a powerful, people-led movement comprising more than 250 Community Champions, volunteers, and advisors. This passionate network helped drive national reach and relevance, ensuring that the program remained grounded in real-world experience, diversity, and evidence-based practice.

6.2 Community Champions and Advisory Networks Diverse Voices and Lived Experience Central to the Community Champion strategy was the inclusion of diverse voices and lived experience advisors, whose insights shaped program design, delivery, and language. By engaging people from different backgrounds, ages, genders, and cultural perspectives, Embrace was able to craft content that resonated broadly and authentically across communities. These contributors included: 33

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• • • • • • • • • • •

Sara Shams Yemi Penn Emily Unity Lacey-Jade Christie Sam Bloom Amy Marks Chevese Turner Janu Dhayanathan Henry Hughes Gel Pupillo Bonnie Ryan Rowe

Youth Crew Embrace’s Youth Crew brought energy, relatability, and leadership from within the program’s core target audience. These young advocates were instrumental in championing Embrace in their schools and communities, co-designing content, and presenting at live events: • • • • • • • • • • • • • • • • • •

Helena Hurren Ella Roper Matilda Ruchs Amalea Halls Sarah Dally Ruby Sirianni Emily Wright Maya Pepper Annabelle Forrest Madison Schokker Izzy Berry Lily Sayer Tahlia Hohaia Isabella Blake Claire Bayley Ciri Stanek Kierah Hayward Lucy Flynn

Academic and Research Advisory Network To ensure rigorous alignment with global best practice, the Embrace Kids Project engaged a group of experts from across public health, education, psychology, and body image research.

This Academic Advisory Network provided critical guidance on resource development and program evaluation:

• • • • • • • • • • • • • • • • • •

Professor Ivanka Donnelly Dr Marilyn Bromberg Dr S. Bryn Austin Dr Beth T. Bell A/Prof Nina van Dyke Prof Nichola Rumsey Dr Jo Doley Dr Marilyn Metta Rojina Parchizadeh Dr Yves Saint James Aquino A/Prof Jennifer Webb Dr Liz Dale Dr Lyza Norton Dr Fi Willer Kate Rasheed Pip Grand Marcela Radunz Catherine Johnson

Ambassadors and Public Profiles High-profile ambassadors helped spread the Embrace message through their public platforms and personal networks. Their endorsement brought credibility, media attention, and broader community trust.

• • • • • • • • • •

Amy Sheppard Celeste Barber Chloé Hayden Electric Fields Erin Phillips Jameela Jamil Natasha Stott Despoja AO Nazeem Hussein Scott Stuart Teresa Palmer

Community Hero Packs and Volunteer Contributions As part of the broader community engagement strategy, Community Hero Packs were created and offered to those interested in helping to spread the message of Embrace. These packs contained printed materials, stickers, campaign messaging, and engagement tools for use in local communities, events, and organisations.

Final Report 2025

While many individuals made powerful contributions through these materials, we found that several of our community heroes preferred to engage in their own way, choosing not to receive a pack. This feedback affirmed our understanding that not all heroes wear the same cape—some were already equipped with their own platforms and methods for outreach.

The Community Hero Pack strategy therefore, evolved to become more flexible, respectful of individual preferences, and inclusive of digital-only resources.

6.3 Community Champions and Advisory Networks Together, this extraordinary network formed an important pillar of the Embrace Kids Project’s success. Their involvement ensured that Embrace wasn’t just a top-down delivery model, but a community-led movement that reflected the voices of those it sought to serve. Through codesign, lived experience, advocacy, and outreach, these champions have helped build a foundation for lasting change.

In addition to those listed above, Embrace also worked with: • •

140 general Community Heroes across the country who served as local champions, educators, and advocates; 46 other volunteers, who contributed their time, skills, and voices to advance the mission.

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Final Report 2025

Section 7

Embrace Kids Film Screenings

As part of the Embrace Kids initiative, five hundred free screening licenses were made available to libraries, community groups, sporting clubs, and schools across Australia.

This limited offering was designed to ensure that the documentary’s core message— building positive body image, self-worth, and mental wellbeing in children—could be accessed by diverse communities in an accessible and inclusive way.

Initially, we delayed broader rollout in good faith, believing that one large national youth organisation would distribute the film across its extensive network. Unfortunately, despite initial enthusiasm, this partnership did not eventuate as hoped, with only one state proceeding to host screenings—Queensland.

While we were pleased to support the film being shared with communities there, this

outcome was ultimately disappointing, as we had anticipated a more significant national impact through that channel. It became clear that we needed to quickly adapt our distribution strategy.

Libraries became a standout solution.

With established community trust, existing infrastructure for hosting public events, and a deep reach into both regional and metropolitan areas, libraries proved to be ideal screening partners. They stepped up when we needed an alternative and delivered in spades, hosting inclusive, family-friendly screenings that often brought together children, caregivers, and educators in one space. In many cases, these events acted as a springboard for broader community conversations about body image, mental health, and kindness.

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Embrace Kids Film Screenings Distribution Heatmap

7.2 Reach

7.3 Testimonials

While licenses were granted on a first-come, first-served basis, every effort was made to ensure fair access across urban, regional, and remote settings. Our records show uptake from a wide geographic spread of locations, reflecting a strong appetite for this type of preventative health content in all corners of the country. Schools, in particular, frequently ran community-based screenings that doubled as parent engagement sessions—an efficient and meaningful way to deliver the Embrace message across multiple layers of influence.

“Overwhelmed and grateful doesn’t begin to explain how I feel! Together, as a community— from varying levels of government, community organisations, and businesses—we came together to support our youth, show them how incredible they are, that we see them, we see the challenges they face, and remind them that their uniqueness is their superpower. Over 330 high school and primary school students from across the Mt Barker District came today to watch Embrace Kids, do mindfulness, listen to TED talks, complete some artwork (which will be made a permanent fixture in our community), hang out with Sturt Football Club, enjoy an awesome sausage sizzle,

Final Report 2025

and dance the day away! So many students really embraced the messaging, reflected on the importance of celebrating who we are, and came up to me in tears... I can’t express just how incredible it was.”

— Annalise Merriman, Boorowa Central School P&C “What an incredible and inspiring documentary you all put together – we all just LOVED IT. There was so much to learn for parents, families, grandparents, carers and the kids who attended.

We’ve had lots of really great conversations with them and with teachers who watched it since...

We want to thank you so much for allowing us to share this film with our community.”

— Rachelle Enever, Wodonga Middle Years College “We just ran the Embrace Kids documentary for our students. The students and staff were completely blown away by the film and the messages. The chatter around the school and the conversations being held have been magnifying and heartwarming.”

— Seli Jacome

“Thanks so much for getting the film to us. We screened it this morning to about 80 students and three staff. It was really well received – the kids particularly loved the doggy parts! They also really connected with Enzo and the two footy players’ stories. Having Amelia Mosely in it was genius – a familiar face to all the kids! Please pass on my thanks to the team.”

— Molly Geller, Teacher, Beaconsfield Primary School “Feedback from attendees: • ‘When talking about myself, be more positive.’

• ‘Keep promoting the message to my kids that everyone is different, and that’s okay.’

• ‘It feels like it was the beginning of something, and I have no doubt that everyone who left that room would have brought it up in a topic of conversation in the following two or three days. I know I certainly have – multiple times. It was a really emotive motivator and a reminder of the strong links between the messages we inherit from society about our bodies and identities, and how much power we have to change them if we work together.’”

— Angela Mitchell, Health Promotion & Community Development Officer, NCN Health 39

Final Report 2025

Section 8

Public Campaign Change the Story campaign (February-March 2025): • • •

Over 386k views of all campaign assets across all marketing channels The campaign reached over 209k unique users 1150 downloads of the ‘Flip the Script’ guide

Our two major campaigns—Start Living and Change the Story—delivered nearidentical results in terms of engagement, each generating around 1,150 downloads of the Flip the Script guide, a practical resource designed to help parents speak about bodies, food, and movement in more positive, supportive ways. This strong uptake significantly boosted our parent database and demonstrated clear demand for tools that translate evidence into everyday action.

What’s especially noteworthy is that Start Living involved a much greater investment in paid social media spend (excluding production costs), while Change the Story achieved comparable impact with a far leaner budget. This highlights the strength of our message and the growing organic reach of Embrace’s resources among families.

Across both campaigns, our content was viewed over 386,000 times, reaching more than 209,000 unique users across all marketing channels. These results not only validate our strategic messaging approach but also offer valuable insight into how we can maximise future reach and impact.

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Final Report 2025

Section 9 Embrace Symposium 9.1 Overview The Embrace Kids Symposium, held on 13 February 2025, was a well-rounded event hosted by The Embrace Collective. It showcased the collective’s achievements in promoting positive body image among young people and outlined future strategies to expand their impact. The event was free of charge and delivered in a hybrid format— both online and in person at Adelaide Studios—reaching approximately 130 participants across the country.

Key Highlights: •

•

Celebrating Milestones: The symposium highlighted the collective’s success in reaching over one million young Australians in the past year through various initiatives, including the Embrace Kids film, educational programs, and community outreach.

Expert Panels and Discussions: Attendees engaged in insightful discussions led by experts in psychology, education, and health promotion. These sessions focused on effective strategies to foster body positivity and mental well-being among youth.

•

•

•

Resource Showcases: The event featured presentations on newly developed resources, such as the Embrace Kids Classroom Program and the Activate Dance Recommendations, designed to support educators and community leaders in implementing body-positive practices.

Community Engagement: The symposium served as a platform for networking and collaboration among professionals, educators, and advocates committed to creating inclusive environments that support the mental and physical health of young people.

Research Insights: Attendees were presented with early findings from our research partnerships, including data demonstrating the positive impact of Embrace programs on educator confidence, student engagement, and the broader school environment. These insights helped reinforce the evidence base and informed discussion about future program development.

The Embrace Kids Symposium underscored the collective’s commitment to empowering the next generation with the tools and knowledge to embrace their bodies and foster a culture of kindness and acceptance.

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