Act Belong Commit Performing Arts Troupe

Opportunity

Young people in Australia are experiencing significant mental health challenges, with anxiety and depression among the top contributors to disease burden in younger populations.

According to the Australian Institute of Health and Welfare, 1 in 7 Australians aged 4-17 years experience a mental illness [1]. At the same time, physical activity levels remain low. Only 7.9% of Australian adolescents meet national activity guidelines, with participation dropping after Year 10 [2]. Being physically active is vitally important for physical and mental health, particularly in younger generations as they learn to build confidence and connection.

Blending movement with creativity and social connection is a powerful way to boost both physical activity and Social and Emotional Wellbeing (SEWB). Arts-based activities strengthen SEWB by building agency, collaboration, and emotional awareness among young people [3].

Approach

This program addresses the challenges of physical activity and SEWB by offering an inclusive, collaborative environment to be creative while also supporting students’ sense of belonging.

The Troupe runs three after‑school sessions per week that introduce students to dance, circus, and drama. Senior students mentor younger peers, helping them develop leadership skills while building collaboration across year levels. Students also help design their own performances to build confidence, ownership, and responsibility.

In 2023, the Troupe created a story focused on belonging and inclusion, using the performance to address bullying and promote teamwork. Community engagement is a key part of the approach, with excursions and public performances acting as strong motivators for students. The Troupe performed eight shows over four days, reaching seven schools and 1500 students. Rural outreach efforts engaged an additional 44 students in hands‑on creative workshops.

The program uses simple “contracts” to support student attendance and behaviour. This structure helps students develop accountability, pride, and a willingness to support one another. Importantly, the program uses inclusive practices to support neurodiverse students, providing tailored routines, predictable structures, and supportive behaviour strategies.

Impact and outcomes

Students often show substantial personal growth through their involvement. Many begin the program as shy or hesitant and gradually develop into confident performers. They build self‑esteem, make new friendships, and experience a stronger sense of belonging at school. Participation also strengthens leadership, communication, and teamwork skills.

There are also clear whole‑school benefits. Participants often show improved attendance, and staff consistently describe the program as the highlight of their week. Overall, it contributes to a positive culture of inclusion, creativity, and connection across the school.

Finally, beyond the school boundary, the Act, Belong, Commit message is shared with the wider community through the performance theme of belonging and inclusion.

What worked?

• Teachers have created a safe, welcoming culture where students feel comfortable being themselves. These teachers volunteer their time and consistently go above and beyond, modelling commitment, teamwork, and professionalism, which sets a strong tone for the Troupe.
• Strong support from school leadership has enabled the program to thrive.
• Peer mentoring plays an important role in building leadership and maintaining continuity in the culture, as younger students grow into more senior positions.
• A collaborative, student-led approach has been central to the program’s success, along with clear expectations and a respectful, non‑judgmental atmosphere.
• A deliberate focus on mental health and wellbeing over technical skill has helped with long-term student engagement.
• Outreach to rural and feeder schools has further extended the program’s impact, connecting it with communities well beyond the school itself. These performances reinforce positive health messages while also motivating participating students.

Key challenges

• Running the program requires significant time outside normal school hours, creating administrative and workload challenges for staff.
• Student availability out of hours is becoming more challenging. Shorter workshop times are being considered to maximise participation.
• Outdoor performance venues are being considered to accommodate larger audiences, as attendance numbers were capped due to the size of the school’s theatre.
• The program relies on peer mentoring, presenting challenges for students and staff with natural turnover year-on-year.

Conclusion

Through the Performing Arts Troupe, students build self‑esteem, make new friendships, and experience a stronger sense of belonging. The Troupe continues to grow in popularity within the school. Since 2023, the school has seen the number of students trend upwards. In 2025, there were 71 students enrolled.

With strong foundations in wellbeing, inclusion, and creativity, the program offers a model for how arts-based school initiatives can promote physical activity and mental health. 

References

• [1] Australian Institute of Health and Welfare (2025). Prevalence and impact of mental illness. (Based on Young Minds Matter survey, 2013–14). Available at: https://www.aihw.gov.au/mental-health/overview/prevalence-and-impact-of-mental-illness
• [2] Beyond Sport (2024). Futures in Motion Australia Research Executive Summary. Available at: https://beyondsport.org/wp-content/uploads/2025/08/FIM-Australia-Research-Executive-Summary-2024.pdf
• [3] Telethon Kids Institute. Arts and Social and Emotional Wellbeing research. Available at: https://www.thekids.org.au/contentassets/9fc610dca19f488aa1a5d882aaff08e4/sew-arts_journal-of-applied-arts-and-health.pdf