RESEARCH & IMPACT
Evidence-Based, Measurably Effective
The IAC Presence Program are grounded in more than 40 years clinical practice and validated through a multi-year pilot study with a predominant secondary college in Perth, Western Australia.
PILOT STUDY
A Three-Year Pilot Study
The Presence Programs were developed and piloted in partnership with a predominate secondary college in Perth, Western Australia, the first school in the world to trial the program. IAC is deeply grateful for the college’s initiative in supporting this important work.
Delivered to all Year 7 students during Connected Learning sessions
Delivered across three Year 11 classes in Religion and Philosophy
Informed the creation of Self in Motion for Year 9 and 10 Life Skills
Embedded the Presence framework across the school's broader curriculum
SURVEY RESULTS
What students reported
100% of Year 11 students said they were likely or very likely to use Personal Presence Program tools in the future
96% of Year 7 students said they would use at least some of the tools going forward
A wide range of 'most worthwhile tool' responses confirmed the program addresses diverse needs
Parents, staff and alumni reported still benefitting from tools learnt as far back as 2022
MAIN BENEFITS REPORTED BY STUDENTS
Outcomes that lasted
A greater sense of calm, confidence and emotional steadiness in daily life
Practical strategies for coping with stress, pressure and difficult situations
Increased ability to stay present, focused and more mindful throughout the day
Deeper self-knowledge, self-awareness and capacity to observe their own emotions
THEORETICAL GROUNDING
What the research is built on
Neuroscience
Breathwork practices are grounded in polyvagal theory and vagal tone research. Practices activate the parasympathetic nervous system, reduce cortisol and build the neurological foundation for emotional regulation.
Applied Consciousness
Melaney Ryan’s 40+ years of clinical work draws on consciousness studies, somatic psychology and mind-body integration, bringing clinical depth to every module.
Social-Emotional Learning
The programs are aligned to the CASEL framework for Social-Emotional Learning, the internationally recognised standard that guides evidence-based wellbeing programs in schools worldwide.
STUDENT VOICES
The course allowed me to learn how to manage different feelings and emotions, like stress and frustration. The tools and tips help me manage my day-to-day life.
YEAR 11 STUDENT
From this program, I have learnt how to really centre with myself. I have learnt how to control my body and set a mindset for myself.
YEAR 7 STUDENT
I think this course is a really valuable way to allow students to feel more relaxed and not constantly think about assessments, helping them to reduce stress and reset.
YEAR 7 STUDENT