This report presents the experiences of individuals involved in the qualitative component of a randomised controlled trial to evaluate the Journey to Social Inclusion (J2SI) Phase 2 program.

This research took a qualitative phenomenological approach to explore teachers’ experiences of consciously using positive psychology strategies. Findings reveal that when teachers intentionally use PERMA positive psychology strategies that they report flow on effects to their own wellbeing, teaching practice and to students’ learning.

There is a growing body of evidence on the link between undergraduate student poverty and adverse student outcomes, and this study contributes to this evidence base. This study shows that a significant number of Australian domestic and international undergraduate students experience unacceptable levels of poverty.

This report presents twelve month social and economic outcomes for Journey to Social Inclusion (J2SI) participants against a comparison group using existing services.

This report outlines the results of the first set of semi-structured interviews and focus groups conducted with Intensive Case Managers (ICMs) and their supervisors.