Outcome 1: Aboriginal and Torres Strait Islander people enjoy long and healthy lives.

• Gudjela promotes both physical and mental health through sports, creativity, mindfulness, music and outdoor activities, fostering active lifestyles and lifelong fitness habits among Aboriginal and Torres Strait Islander youth.

Outcome 2: Aboriginal and Torres Strait Islander children are born healthy and strong.

• A biproduct of Gudjela’s services is that the next generation of Aboriginal and Torres Strait Islander children (whose parents were Gudjela participants) will be born into an environment built on positive mental and physical health practices.

Outcome 3: Aboriginal and Torres Strait Islander children are engaged in high-quality, culturally appropriate early childhood education in their early years.

• As Gudjela grows and begins its clinics for the early childhood sector (planned for 3rd year of operation) we will offer culturally sensitive and trauma informed early childhood education programs that emphasize cultural identity, preparing children for school and providing a strong foundation for their future education.

Outcome 4: Aboriginal and Torres Strait Islander children thrive in their early years.

• Gudjela’s holistic approach to early childhood education supports and nurtures the health, well-being, family and cultural connection of children, ensuring they thrive and are well prepared for future educational experiences.

Outcome 5: Aboriginal and Torres Strait Islander students achieve their full learning potential.

• Gudjela’s education programs, including music, sound therapy, arts and sports, enhance cognitive functions, creativity, and cultural pride, enabling students to work towards achieving their full potential within the Australian Curriculum.  The programs are written using the ‘8-Aboriginal Ways-of-Learning’ enabling our students to think about, understand and learn using cultural learning processes.

Outcome 6: Aboriginal and Torres Strait Islander students reach their full potential through further education pathways.

• Gudjela’s program empowers students to engage or re-engage in education and provides them with information about careers, training and pathways to further education and scholarships.

Outcome 7: Aboriginal and Torres Strait Islander young people are engaged in employment or education.

• Gudjela’s focus on skill development, creativity, and holistic approach in our programs, are all centered around students fostering self-belief. Belief that they can become anything they set their mind to and are disciplined enough to see it through. One of Gudjela’s focuses is to set participants up for a future where they have the knowledge, skills and dispositions to access a  range of opportunities  in employment and or further education.

Outcome 8: Strong economic participation and development of Aboriginal and Torres Strait Islander people and communities.

• Gudjela’s emphasis on education, cultural preservation, and community engagement contributes to the long-term economic participation and development of Indigenous individuals and communities.

Outcome 13: Aboriginal and Torres Strait Islander families and households are safe.

• Gudjela’s program foundation is trauma-informed and built upon 7 Pillars: empathy, respect, compassion, integrity, mindfulness, discipline and education.

• Research studies have found that traumatic event/s, environment or experiences can alter the brain impacting on how people think and behave. Further research states that compounded transgenerational trauma and untreated trauma can have a devastating impact on behaviours and emotional development. Gudgela has incorporated strategies to enhance students ‘Executive Function’ which relates to how our brains process information. Trauma affects brain functions such as regulating emotion, behaviour and impulse control (Diamond, 2013: Zelazo et al, 2016). The Gudgela Program has designed a framework and methodology which incorporates ‘Sound Therapy’ (through music at different frequencies) to calm and relax the brain and bring the students into the present where they can be mindful and tune-into what is happening around them and focus on learning.

• The 7 Program Pillars will be explored, experienced and learnt through the specialized learning areas of Music, Sport and Art. These 7 Program Pillars will enhance the students social and emotional skills enabling them to interact with others positively and successfully at home, at school and in the wider community. These are life-long skills and dispositions.

Outcome 14: Aboriginal and Torres Strait Islander people enjoy high levels of social and emotional wellbeing.

• Gudjela’s holistic approach to both mental and physical health promotes social and emotional well-being through cultural connection, community engagement, and unique education, contributing to the overall well-being of Indigenous people.

Outcome 15: Aboriginal and Torres Strait Islander people maintain a distinctive cultural, spiritual, physical and economic relationship with their lands and waters.

• Gudjela respects and fosters cultural preservation through delivery of its programs on site in rural and remote Indigenous communities enabling students to learn on their traditional homelands. Furthermore, collaboration with local Elders and communities learning about their histories, cultures such as cultural protocols (e.g., rules for behaviour, sacred and restricted places, etc.), significant places/times throughout the year, special events, aspirations for their children and their communities (educational and economic), interests, challenges and needs.

Outcome 17: Aboriginal and Torres Strait Islander people have access to information and services enabling participation in informed decision-making regarding their own lives.

• A cornerstone of the Gudgela Program is to establish partnerships through collaboration with Elders, families and community members to gain information about each unique community their histories, connection to country, culture, languages, services, interests and needs.

• This information will inform the planning, modification and delivery of Gudjela’s programs.