Objective: To assess the school breakfast program (SBP) in two schools with high Aboriginal student populations in rural Western Australia, their contribution to holistic support, nutritional health education and possibilities for improvement. Methods: The operations and functioning of one regional and one remote SBP were assessed by stakeholder inquiry related to process and challenges, observations and documentary review. An intervention to increase health education, social interaction and learning about nutrition and food origins implemented in one school was assessed. Results: Strengths, system and structural factors that impeded realisation of optimal outcomes of the SBPs were identified. The SBPs focussed on serving food rather than building nutritional understanding or on social interactions and support. Systems for delivery and management of the programs largely relied on staff with limited time. When offered a more interactive and social environment, children enjoyed learning about food. Conclusions: Opportunities for SBPs to offer holistic support and educational enhancement for disadvantaged children are limited by the realities of pressures on staff to support them and a view constraining their primary role as food delivery. The lack of volunteer support in disadvantaged schools limits the potential benefits of SBPs in providing psychosocial support. Health education resources which exist for use in SBPs are not necessarily used.

Community efforts at the primary prevention of family violence (FV) involve changing values, structures and norms that support gender inequality. This study examines the attitudes of a group of highly engaged community leaders and service providers involved in FV primary prevention in Geraldton, a small city in regional Western Australia. The outcomes of focus group discussions were mapped against a readiness for change model. Despite considerable involvement in discussions of FV prevention over time, the readiness level of these engaged community members for taking leadership roles in the prevention strategy were between pre-planning and preparation stages, although some individuals’ understanding of the drivers of FV and readiness for implementing change was higher. Key areas for further education are the role of gender inequality as the primary driver of FV, particularly rigid gender roles and men’s control of decision making, and the role of alcohol and drugs as reinforcers but not primary drivers of FV.

Introduction: Indigenous patients with life-limiting conditions have complex needs, experience reduced access to and uptake of treatment, and have lower utilisation of palliative care services than the general population. Lack of understanding of the role of palliative care and poor availability of culturally safe specialist palliative care services impact on Indigenous people's end-of-life decision-making. Methods: To understand Aboriginal people's perspectives and experiences at the end of life, an exploratory study using facilitated group discussions in community settings in a region of Western Australia was undertaken. Local Aboriginal people were engaged to talk frankly about their wishes and concerns around end of life. The community consultations included two meetings at the local Aboriginal corporation, an evening meeting for invited community members, a meeting at the local Aboriginal community controlled health service and two further meetings of community members at local gathering places. These were supplemented by the analysis of previous in-depth video-recorded interviews that were undertaken with Aboriginal people with cancer reporting on their concerns and wishes.

Issue addressed Social inclusion is important for mental health, and schools are important settings for creating positive attitudes against prejudice. Capoeira is a Brazilian traditional culture that is a mixture of dance, martial arts and games, and has many educational possibilities. Since it arose from and helped people rise above black oppression, the purpose of the project was introducing the content of capoeira to primary school students with the aim of promoting of mental health and preventing prejudice behaviours using an intercultural perspective in a school where nearly half the students are Aboriginal. Methods Five capoeira classes were conducted in a primary school located in a regional city in Western Australia, with two Year 5‐6 classes and boys and girls aged 11‐12 years old. Activities were meant to create an environment of dialogue, joy and empathy towards a different culture. Feedback from 31 of 34 students were collected and analysed, dealing with their impressions, positive and negative aspects. Results The results were positive, with aspects of movement, joy, dance and music identified as important experiences. Empathy towards the new culture was written and drawn by many of the students. Joint work with teachers improved engagement and feedback from students. Conclusion Capoeira can be an inspiring vehicle in intercultural education, promoting mental health and empathy for different cultures. So what? Broad intercultural education which embraces positive cultural experiences and stories from elsewhere, delivered in schools can contribute to children's intercultural competence. Longer interventions with follow‐up to measure changes in students’ attitudes are required.

A bs tr ac tIssues addressed: Discussion of family violence is important but many men and boys struggle to engage with the topic. Primary prevention approaches focus on communicating with and educating the population, including men and boys, in the areas of healthy relationships, gender and violence. There can be both barriers to and also gains from these interventions. This paper describes a project implemented in Geraldton, Western Australia, and discusses what has been effective and ineffective during the project. Methods:The 'Men Against Violence' project targeted men and boys through local sporting clubs in the City of Greater Geraldton, in the Midwest region of Western Australia, through the use of face to face education, community radio and television interviews and other appropriate engagement strategies. 'Men Against Violence' events were held to connect with local male community members and address the role men can have in family violence prevention. Results:We describe the three key engagement activities, working with the local Australian Rules football league, state-league basketball team and a local high school Aboriginal football academy. These strategies provided avenues for contact with and the education of men and boys aged 12 years and older. Conclusion:Through successful partnerships with a number of local organisations, the 'Men Against Violence' project saw a high level of engagement with local men. The project also gained strong community support, with pockets of resistance encountered and managed. So what:The 'Men Against Violence' project experienced highlights and barriers throughout the pilot project that can guide and inform future family violence prevention programs.