Creating, delivering and more importantly, sustaining a wellbeing program requires a significant investment of time and money. ACER's systematic review of school wellbeing programs stated:
"school-based wellbeing programs had small to moderate positive impacts on student academic achievement, with general academic performance (g = 0.26) and small to moderate effects on wellbeing-related measures: social-emotional adjustment (g = 0.14)"
An effect size of 0.4 is considered average. Schools are beginning to redirect wellbeing resources in order to save time and increase effectiveness. This paper outlines two of the ways in which schools are doing this.