Open Parachute lessons are evidence-based and meet ESSA Tier IV requirements. Our theoretical model draws on the Ph.D. research of Dr. Hayley Watson on bullying intervention and prevention and evidence derived from the fields of child and adolescent clinical psychology, developmental psychology, and educational psychology.
Open Parachute is also engaged in ongoing validation studies of our program. These studies have found the following measures significantly increased after running the Open Parachute program:
Increased teacher confidence in managing mental health concerns in the classroom
Increased teacher confidence in providing support to students who are struggling emotionally in class
Increased teacher comfort discussing their own mental health with others
Increased teacher confidence in effectively guiding their students toward solving their own challenges (e.g., peer challenges, school stress)
Increased ability in students to manage the well-being challenges they face (e.g., skills for building self-esteem, supporting themselves, speaking about their challenges with others, etc.)
Open Parachute's most recent research reports can be found below:
McArthur, B., Pesigan, K., Berg, L. & Mahmi, D. (2025). Feasibility and acceptability of a classroom-based mental health literacy program: an Australian pilot study. Australian Journal of Education. https://doi.org/10.1177/00049441251379098 Open Access.
Learn more about Open Parachute's Evidence Base in our Help Articles and documentation: