How Soul Learning is already making a difference for young people in Aotearoa
Across Aotearoa, young people are navigating increasing pressure: academic demands, social expectations, uncertainty about the future, and rising anxiety and stress. What they are asking for, often quietly, is space: space to breathe, reflect, understand themselves, and feel okay asking for help.
Early data from schools implementing Soul Learning shows that when young people are given simple, consistent tools to support their wellbeing, real and measurable change happens.
Evidence from real classrooms
In 2025, Soul Learning was implemented across multiple secondary schools, including McAuley High School (Year 11), Auckland Girls Grammar School (Year 10), and Waitākere College (Year 9). While the length of implementation varied from one term to a full year, consistent patterns emerged.
Across all schools:
84–95% of students reported that Soul Learning improved their well-being
Students showed reduced stress and worry
More students began using breathing and mindfulness tools
Many reported greater self-awareness, calmness, and emotional regulation
Soul Learning students feel better in themselves
At McAuley High School, where the programme ran for the full year, the percentage of students who felt OK or better increased to 92%, while those who did not feel good about themselves dropped from 13% to just 3%, a significant improvement
Students’ sense of self-love and optimism about the future also increased, alongside a noticeable reduction in high stress and worry levels.
At Waitākere College, even with just one term of delivery, students showed a 19% increase in excitement about their futures and improved use of breathing as a tool for stress management
These outcomes highlight something important: preventative wellbeing support doesn’t need to be complex to be effective.
Learning tools that students actually use
One of the strongest trends across all schools was an increase in students using breathing techniques to manage stress and anxiety. For many students, this was the first time they had been taught how to regulate their nervous system in a practical, accessible way.
At Auckland Girls Grammar School:
Students experiencing high stress dropped by 12%
Students with ongoing worries reduced by 13%
More students reported using breathing to calm themselves
Students repeatedly described the programme as:
“Calming”
“Peaceful”
“A time to slow down”
“Something I can use when I feel overwhelmed”
These are not abstract concepts; they are tools students are taking into their daily lives.
Creating space to reflect and be heard
Another key impact was giving students permission to pause and reflect. Journaling, drawing, quiet breathing, and paired discussion allowed students to process emotions they often carry silently.
Many students shared that Soul Learning helped them:
Understand their emotions better
Feel less alone in their struggles
Gain confidence and self-worth
Learn that stress and anxiety are normal, and manageable
As one student reflected:
“The Soul program provided me a time where I could take rest and reflect on myself… It helped me feel grounded and relaxed, knowing that there are other people who are also going through the same struggles.”
Why this matters
What stands out most is not just the data, but the consistency of student voice. Young people are telling us that when wellbeing is embedded into everyday learning, not treated as an add-on or a one-off workshop, it creates meaningful change.
Soul Learning does not rely on outside “experts” or extra workload for teachers. Instead, it equips schools with simple, teacher-led resources that normalise self-reflection, emotional literacy, and help-seeking skills young people will carry well beyond the classroom.
A strong foundation, with more to come
These early results show that Soul Learning is already having a positive impact on young people’s wellbeing across Aotearoa. They also reinforce the importance of early, preventative approaches that support young people before stress and anxiety become crises.
With continued support, access, and funding, even more students can be given the tools they need to feel calm, capable, and hopeful about their futures.
