Success Stories

Ask Ed was tested thoroughly in schools and homes prior to its public release. During this period we received great feedback from kids, parents and teachers alike.

We’d love to hear about your experience using Ask Ed.

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Read on for examples of how Ask Ed has made a difference to kids lives.
The Problem

A member of my family has been struggling to get out of bed and making mornings a problem and is not attending school (sibling is in Year 9). It affects the whole family in the morning because if you feel bad in the morning you feel bad all day.

Year 7 Student

  • Problem rating by child
    5
  • Feelings
    "Disappointed but I will keep going."
  • Ideas - raised by the child and suggested by the teacher
    The student had no ideas about what to do. Some suggested ideas included:
    - Write a letter telling them how I feel
    - I need to keep going in my work

    Only ideas the child accepted were documented
  • Feedback at close of session
    "It felt good to work through my problem, I really like the program."
  • Follow-up 2 weeks later
    A letter was written to the sibling explaining how the behaviour was affecting everyone at home, 'we felt bad in the morning'. When I revisited the classroom the student passed me a small thank you note. They stated that their sibling had started coming to school more regularly.
  • "Ask Ed gave me the opportunity to do something about it."
The Problem

Dad was playing Legos with the child then had to leave for a meeting. Child started crying loudly and protesting...

I can't make Legos on my own. I need you to help me build Legos. I can't do it by myself.

Four year old

  • Problem rating by child
    3 - Crying has stopped
  • Feelings
    "Sad and I need a hug"
  • Ideas - raised by the child and suggested by the parent
    - Try by myself
    - Ask someone else to help
    - Wait until you come back and then play Legos

    Only ideas the child accepted were documented
  • Outcome
    Child raced off to the playroom, sat down, picked up a Lego piece and said, 'I found it'. Smiles all round.
    Dad said, 'What about your hug?' Child returned for the hug and Dad went to his meeting, a happy outcome for all.
The Problem

After discussion the student revealed that they suffered from anxiety...

Mum has to walk me to the classroom door every morning. Mum calls me a 'worry wart'.

Year 3 Student

We discussed the Catastrophe Scale and how it works.

  • Problem rating by child
    4
  • Feelings
    "I am upset and need some help."
  • Ideas - raised by the child and suggested by the teacher
    - Get a copy of the Catastrophe Scale to help me
    - Use the Catastrophe Scale to help put things in perspective
    - Don't make things seem bigger than they are
    - Think, 'what is the worst thing that can happen if...'

    Only ideas the child accepted were documented.
  • Feedback at close of session
    "That was fun. I liked using Ask Ed."

    Child was relaxed and smiling. I gave them a copy of the Catastrophe Scale to use.
  • Follow-up 2 weeks later
    When revisiting the classroom the student walked over quickly and stood expectantly next to me, I could tell they wanted to tell me something.

    The classroom teacher stated that the student was happier and relaxed in class and the parent feedback was extremely positive.
  • "Guess what, mum doesn't drop me off at the classroom door any more - I kiss her goodbye at the car and walk in by myself. I use the Catastrophe Scale, it makes things seem smaller, it helps me calm down. I use the scale at home all the time".​
The Problem

My Dad is always working late and I don't get to see him.

Year 3 Student

  • Problem rating by child
    4
  • Feelings
    "Hurt and a bit sad."
  • Ideas - raised by the child and suggested by the teacher
    - When I do get to see my dad I will make the most of it
    - Ask Dad if he could maybe take a day off to spend with me
    - We could get some yummy food and go to a favourite place to talk
    - Take me and my older sister to his office and we could watch a movie
    - I could cook with Dad

    Only ideas the child accepted were documented.
  • Feedback at close of session
    "That was good. I liked using the program."​
  • Follow-up 2 weeks later
    "We went to the Plaza shopping centre and talked about doing things again. I did some cooking with Dad.​"
The Problem

My brother hurts me.

Year 2 Student

  • Problem rating by child
    6
  • Feelings
    "I am angry but I know it's important to sort this out."
  • Ideas - raised by the child and suggested by the parent
    - Play Minecraft together
    - Tell my Mum

    Only ideas the child accepted were documented.
  • Follow-up 2 weeks later
    I showed Mum my Ask Ed report and she talked to my brother. We played Minecraft and we had fun.
  • "Ask Ed is great if you have a problem that you are too scared to talk about because you can print it off and show your parents."​
The Problem

Child had started at a new child care centre and didn't want to go back.

I don't know anyone.

Three and half year old

  • Problem rating by child
    10
  • Feelings
    "I am feeling not good."​
  • Ideas - raised by the child and suggested by the parent
    - Ask somebody to play with me

    Only ideas the child accepted were documented.
  • Follow-up 3 days later
    Parent emailed a movie of the child telling their story after attending child care...
  • "I ....um said someone to play with me ...um, and it workeded bery good."
The Problem

Student had ran from the classroom and was visibly upset. They were invited to use Ask Ed. Student calmed down when they sighted the iPad and happily worked through the process.

The words at the bottom were too hard to read and I couldn't cut and paste them.

Prep Student

  • Problem rating by child
    4
  • Feelings
    "I am feeling sad."
  • Ideas - raised by the child and suggested by the teacher
    - Ask someone to help me
    - Ask my teacher to help me
    - Give it a go

    Only ideas the child accepted were documented.
  • Feedback at close of session
    Student returned to classroom with their copy of the Ask Ed report. Upon showing their teacher they happily went back to work.​
  • Follow-up 15 minutes later
    Checked back to see progress - student happily working on activity.
The Problem

Child was concerned about a younger member of the family who has epilepsy.

I have to sleep in the same room and help monitor them.

Year 5 Student

I could sense that they felt a great deal of responsibility for their younger sibling.

  • Problem rating by child
    6
  • Feelings
    "Concerned, but I know I can get help."​
  • Ideas - raised by the child and suggested by the teacher
    - Understand that there are always people to help my sister
    - Remember that my parents care for me as much as my sister
    - To stay calm when she is having a seizure

    Only ideas the child accepted were documented.
  • Feedback at close of session
    "After using Ask Ed I feel much better and feel like a weight has been taken off me."
  • Follow-up 2 weeks later
    The following feedback was provided by the child...​
  • "It, (Ask Ed) made me feel calm, it took the pressure off me. Definitely helpful. I feel more settled."