MYTERN creates a common language giving teachers, students and parents an objective, powerful and consistent way of communicating and managing emotional response; developing emotional intelligence and building resilience.

MYTERN for Education

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MYTERN is a language, NOT a program.

Communities and educational institutions (Child Care and Early Learning Centres, Primary, Secondary and Tertiary) provide the ideal setting to teach individuals (students, staff,parents and families, executives, employees and clients) how to cope with daily stresses and challenges. They learn how to take control of their own steering wheel and build their own emotional resilience, rather than having to rely on others – which is essential in today’s challenging world.

Congratulations to the schools, educational institutions and businesses that have implemented MYTERN:

MELBOURNE, VIC - Shelford Girls' Grammar, Parkdale Primary School

GEELONG, VIC - Christian College Geelong (Kinder - Year 12)

SYDNEY, NSW - UTS (University of Technology Sydney), Turramurra High School

SUNSHINE COAST, QLD - Siena Catholic Primary School  

LAUNCESTON, TAS Primary Schools - Norwood; East Launceston; Perth; Trevallyn; Waverly; Sacred Heart; St Thomas More's; Youngtown; Glen Dhu; Longford; Evandale; Westbury; East Tamar,

LAUNCESTON, TAS Child Care Centres - Newstead; Goodstart Prospect Vale

GEORGE TOWN, TAS Primary Schools - South George Town; Port Dalrymple;

FLINDERS ISLAND TAS - Flinders Island District High School (Prep - Year 10); Cape Barren School 

SOUTH AUSTRALIA - Karoonda Area School (Kinder - Year 12), BOWHILL Engineering

Welcome to the Schools implementing MYTERN Term 1 2017

TASMANIA: Scottsdale PS, St Finn Barr's, St Leonards, East Devonport, Bridport,St Helens, Scottsdale High School, Ringarooma

SOUTH AUSTRALIA: Coonalpyn PS, Coomandook Area School, Bordertown PS


There is no judgement as to what road you are driving down, as all roads have their lessons.

It's about being responsible for and taking control of your steering wheel, no matter what road you are on.

Four characters help introduce the skill to the younger students: Reapo, PET, TEP and Buska.



Reapo is in charge of the roads that make you feel good: 

  • Happy (appreciation)
  • Peaceful (calm)
  • Excited
  • Generous (giving and sharing)
  • Loving (compassion and forgiveness)
  • Confident (I am good enough)

When you are on Reapo roads you are building your health.

It’s not realistic to expect to always be on a green road.

Only when you’ve been on a rough red road can you truly appreciate being on a smooth green one.


PET (Personal Emotional Tool) helps you when you are on a Buska  road.  PET distracts you from the thoughts and feelings that have made you drive down that particular road, helping you to think about something that makes you feel good. It could be a photo, a happy memory, a song, a video- anything that makes you smile. PET is able to distract you enough to be able to regain/take control of your steering wheel, enabling you to then change roads.


TEP (Take Extra Precaution). As the name implies, you need to Take Extra Precaution when this character appears. TEP is someone/something that can suddenly make you feel really sad, mad, frustrated, lonely or just scared. Very often TEP can be activated/triggered by a really simple thing. TEP can transport you onto a Buska road quickly, so you need to be ready.


Buska is in charge of the roads that don’t make you feel so good:

  • Sad
  • Angry
  • Frustrated
  • Disappointed (not good enough)
  • Jealous 
  • Scared

 Buska roads are not bad. By taking control of your steering wheel and driving down the rougher roads, your driving skills and levels of resilience improve. Just remember, if you stay on Buska's roads for too long, you may start to lose your health.

Introducing the common language of MYTERN into schools and educational institutions (including ELC, Primary, Secondary and Tertiary) has brought about major changes in behaviour in the playground, the classroom, and in the home; and has helped students, staff and parents better handle the pressures of study, work and life. Students now know how to take control of their emotions and move themselves from a red road and on to a green one.

MYTERN creates a common language which can be aligned with existing programs, giving teachers, students and parents an objective and consistent way of communicating and managing emotion, helping to:

  • teach how to take responsibility for all the complexities associated with emotional feelings and expression
  • minimise blame and empower the victim

Resilience, positive emotions and mindfulness combine to form the powerful intervention that is MYTERN, which has been empirically proven to positively impact psychological wellbeing, life satisfaction; resilience and distress levels.

According to Seligman (2008), mental health (such as positive emotions) is over and above the absence of mental illness, and predicts ‘lack of depression, higher achievement, and—intriguingly—better positive physical health’, with subjective wellbeing (as measured by positive emotions) protecting an individual from physical illness (p.7). Positive health buffers against both physical and mental illness. Therefore, it is recommended that positive health (such as positive emotions) should be taught in school as ‘an antidote to depression, as a vehicle for increasing life satisfaction, and as an aid to better learning and more creative thinking’ (Seligman, Ernst, Gillham, Reivich, & Linkins, 2009, p. 295).

Introducing MYTERN to your school

Introducing MYTERN is both time and cost effective. An initial presentation by Dr Jane Foster (the creator of MYTERN) will outline:

  • background to the rising mental health problems and how MYTERN fits in 
  • a thorough explanation of what MYTERN is and how it works
  • unpacking how MYTERN can be implemented and embedded into each individual setting

In schools, Dr Foster presents MYTERN first to the staff, familiarising them with what MYTERN is and how it can benefit and be embedded into the whole school community.

Parent information sessions run by Dr Foster are organised to educate the parents on MYTERN, its relevance and how it can be embedded into their family.

Introductory sessions are also given to each year level of the school, modelling the language for staff and showing how intuitive the skill is for students.

Schools may choose to introduce MYTERN to students and staff first and then hold a parent sessions a few weeks later, or staff and parents first, followed by students.

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