The very first iteration of Social Stencil was called The Friendship Saver Program, written for a private Sydney girls’ school in 2008. During its first pilot year, the school was also conducting a school wide Bullying Survey with Professor Ken Rigby. At the end of that school year, bullying data was analysed and unexpectedly, classrooms that received The Friendship Saver Program reported significantly less bullying than other classrooms across the school. Following that initial, unexpected outcome, program author Dr Connie Buckingham commenced a PhD to formally evaluate the program across others independent girls schools.

The PhD research evolved over 10 years, with theories embedded and tested across schools. The PhD research was confirmed in 2020. At that time, The Friendship Saver Program was released as Social Stencil, a program for all students (not just girls), and not just for whole-class delivery.

In 2023 the program evolved again, critically evaluated by Australian neuroaffirming experts with lived experience, supporting the development of a neuroaffirming social emotional program.

Social Stencil continues to evolve in response to new theories, research. To support this process program Author Dr Connie Buckingham (PhD) is a research supervisor at the University of Melbourne (Educational and Developmental Masters Program) to continue to examine best practice in SEL intervention and assessment.

Research Focus in 2025:

• Lived experience insights from year 7 students from a regional catholic school about their peer relationships, school experiences, SEL intervention experiences and what they would want to gain from a year 7 SEL program. (Nowell, T & Buckingham. C, 2025). Results to be released in 2026.

• Does an 8-week Social Stencil whole-class program shift student SEL measures? (Hussain. A & Buckingham. C, 2025). Results to be released in 2026.

Research Focus in 2026:

• Lived experience insights from year 7 students from metropolitan public schools about their peer relationships, school experiences, SEL intervention experiences and what they would want to gain from a year 7 SEL program.

• Measuring construct validity of a Social Stencil student survey.

In addition to internal research, independent evaluations have taken place since 2018 - 2025 as part of School Focused Youth Service Funding from the Department of Education Victoria. The Impact Summary is provided above.