Program snapshot: The MERLE Program

About the Organisation

South East Community Links (SECL) are a small community organisation based in Melbourne’s South Eastern Suburbs. SECL provide a number of programs to the community. Read more below.

We Spoke With

Renee Hancock
Strategic Advisor

Introduction

This case study highlights the journey of the MERLE program, a two-year pilot program designed to support disengaged and disadvantaged youth, particularly those from culturally and linguistically diverse (CALD) backgrounds. MERLE stands for Mentor, Empower, Reflect, Learn and Earn:

Mentor – Providing 1:1 case management and mentoring,
Empower – Facilitating service knowledge, referral and connections,
Reflect – Facilitating social and recreational opportunities and community involvement,
Learn – Strengthening relationships and learning in school context and,
Earn – Building life and work readiness skills and potential employment opportunities.

Objective: Equip young people with the skills and opportunities needed to re-engage with education, access employment pathways, and build positive connections with their community, while reducing anti-social behaviours and the risk of involvement in the criminal justice system. This case study explores the program delivery across five schools in Melbourne’s South Eastern suburbs, outcomes achieved and key learnings.

Program Profile

The MERLE program is a pilot program delivered by South East Community Links (SECL) over two years (2022-2024) and funded by Australian government. The program was delivered by two youth workers across five schools in Melbourne’s South Eastern suburbs, using multiple modes of delivery.

The MERLE program aimed to improve young peoples’ confidence, self-esteem and wellbeing, and confidence for the future, ensuring they have the skills to participate fully in social community and employment through:

Improved access to appropriate services supporting health and wellbeing
Improved personal wellbeing and peer networks
Increased positive engagement at home, school, and in the community
Increased participation in education
Pathways to post-secondary education, training, or work-readiness programs
Improved employment outcomes and financial capability
Increased community safety in families, schools, and public spaces

Evaluating the MERLE Program: Strengthening Outcomes, Maximising Impact and Building Capability in program design, implementation and evaluation

OPEN as evaluation partner:

OPEN was commissioned at the commencement of the project to deliver an evaluation on the MERLE program, using a capability building, developmental evaluation methodology. The OPEN team worked with the project team throughout the project to consolidate their existing program logic, develop a monitoring and evaluation plan, outcomes measurement tools, supported ongoing data collection and delivered a mid-term and final evaluation report. This developmental evaluation process started in the early days of program delivery.

Our work with the MERLE program team went beyond a traditional evaluation approach. The evaluation project from start to finish was a collaborative effort, with the OPEN team walking side-by-side with the MERLE program team and management to build their internal capability and understanding of data and evidence, ensuring the learnings endured beyond the partnership between SECL and OPEN. By strengthening program logic, addressing implementation challenges including strengthening data collection, and driving ongoing data-driven improvement and adaption, we supported the program to mature, strengthen and build the sustainability of the initiative. These efforts supported the immediate goals of the MERLE program alongside also positioning the organisation for long-term growth and impact.

Read more detail about how OPEN supports organisations through low-cost evaluation support below

Evaluation Snapshot

Program activities

Program Delivery Overview

The MERLE program used a multi-model delivery approach to provide comprehensive support to participants. Youth workers were located in five schools in Melbourne’s South Eastern suburbs, providing both onsite activities, and referrals to other services and available community activities. Key education partners included Lyndhurst Secondary College, Narre Warren P-12, Noble Park Secondary College, Dandenong High School and Hampton Park Secondary College. This included one-on-one sessions both on and off school grounds, group workshops, referrals to community services including local gyms and sporting clubs, mental health supports, legal support and housing, and organising school holiday activities and camps. Each school implemented the program differently, with practitioners taking a flexible approach to engage participants in settings where they felt most comfortable. This adaptability allowed practitioners to tailor the mix of activities—such as informal engagement, one-on-one support, group workshops, and outreach—based on participants’ needs, readiness, and interests.

Delivery Components

One-on-One Sessions
MERLE practitioners provided individualised support to participants at various locations, including school grounds, community spaces, recreational venues, and family homes.

These sessions helped participants build connections, set goals, and address personal challenges.
Young people valued these sessions most, often describing them as the most impactful aspect of the program.

Structured Group Workshops
A series of eight-week workshops was delivered at three schools, focusing on teamwork, life skills, and specialist topics like legal counselling and nutrition.

These workshops allowed practitioners to extend support to additional students that were not formally involved with the MERLE program and provided an opportunity for school staff to connect with MERLE participants in informal settings.

School Holiday Activities and Camps
Two camps were organised for MERLE participants from across the five schools.

The annual camp at Phillip Island featured team-building exercises, sports activities, and peer engagement opportunities.
Holiday activities helped maintain trust and rapport with participants, ensuring continuity of support during school breaks.

Outgoing Referrals and Financial Support
Practitioners referred participants to external services and programs, including sports, employment training, creative activities, and legal services.

These connections improved participants’ help-seeking behaviours, social capital, and engagement with their communities.

This multi-faceted delivery model ensured that the program met participants where they were, addressing their unique needs and supporting meaningful connections across schools, communities, and families.

The Result

Participant Outcomes and Program Success

Participants engaged in the program for six months* or more demonstrated significant progress across all four outcome domains. Key improvements were observed in confidence, emotional regulation, personal insight, prosocial behaviours, positive peer and family connections, school attendance and behaviour, future employment pathways, and optimism for the future.

Key Success Factors

MERLE Practitioner Approach and Skills: The practitioners’ adaptive and flexible approach was critical to the program’s success. Their ability to employ a variety of engagement strategies, tailored activities, and adaptable delivery locations allowed them to meet young people where they were at—both physically and emotionally.

[The MERLE program] helped encourage me to stay out of trouble and focus my career and what my life could look like if I focus on a career path. Also financial support which really helped me. PARTICIPANT

[I had] poor attendance at school, negative living environments and concerned about my future. Now I have an apprenticeship, go to gym regularly, have met new friends who have a positive mindset and feel great about my future. PARTICIPANT

I have been given housing, and enrolled in Uni. PARTICIPANT

Delivery by South East Community Links: The program’s delivery by an external organisation, which provided varied services and activities for young people, added unique value. The MERLE model allowed practitioners to operate both within and beyond the school environment, maintaining confidentiality and addressing participant needs in a holistic manner. The practitioners therefore were able to access community services such as the L2P program, emergency relief, housing support within SECL, as well as legal, mental health, and community and recreational activities external to SECL.

Okay, well, I’ve like identified they need a job, will they need help with their housing situation. And so SECL, he’s been able to go, or bring in the person that works with housing support, or help them build a resume, get employment, and hopefully reduce some of that unstructured time. SCHOOL STAFF MEMBER – INTERVIEW

Strong School Partnerships: Effective partnerships between the MERLE program team and school staff were pivotal in ensuring the program’s smooth delivery. Regular communication and informal updates fostered trust and understanding, enabling earlier referrals and better alignment with program objectives. Strong practitioner-school relationships also modelled positive interactions for students, encouraging stronger connections between school staff and students.

… it was around how to engage our young males with a CALD background … [MERLE practitioner] who is a male and working with other well known males within the school, we’ve definitely seen an increase in students accessing the wellbeing team. SCHOOL STAFF MEMBER – INTERVIEW

Lessons Learned

Variability in Implementation Across Schools: As a pilot program, implementation varied across schools due to differences in leadership, communication structures, and operational systems. While flexibility was essential initially, as the program matured it became necessary for clearer operational guidelines, partnership agreements, and program leadership roles to ensure consistent delivery and outcomes as the program matures and for potential expansion.
Participant Composition and Resource Management: Managing caseloads with a high number of complex clients stretched practitioners’ capacity, limiting the number of participants and overall program sustainability. Additionally, the lack of gender diversity among practitioners may have deterred at-risk young women from engaging with the program.

This evaluation has provided valuable insights into the program’s strengths and areas for growth, offering a pathway to maximise its impact on at-risk youth while ensuring sustainability for future delivery.

Read the Executive Summary here

MERLE End Report Executive Summary Download

See the communications collateral here

MERLE Program Logic and Evaluation Plan Download

MERLE Evaluation Findings Infographic Download

Read more about OPEN’s evaluation support and access resources here

About the organisation

The MERLE pilot embraces the spirit and passion of SECL’s former patron, Merle Michell AM, a renowned and respected grassroots advocate for social justice.

South East Community Links (SECL) are a small community organisation based in Melbourne’s South Eastern Suburbs. SECL provide a number of programs to the community. The support programs are focused on individuals and are delivered locally, with various community needs being addressed:

Community Wellbeing: Information, advocacy, referrals, and services are provided to support those facing hardship, with immediate needs being addressed and access to long-term assistance facilitated.
Emergency Relief: Immediate aid for basic needs is offered to individuals experiencing crisis or severe hardship.
Employment: Support is provided to culturally and linguistically diverse individuals to overcome barriers to training and employment through tailored, culturally responsive services.
Housing and Homelessness: Assistance is given to individuals in housing crises through case management, access to long-term housing, and holistic support, including education on life skills and crisis resolution.
Family Violence: Victim-survivors are helped to achieve safety and independence through connections to specialist services, housing, financial support, and other resources.
Financial Wellbeing: Financial counselling, advocacy, and programs such as the No Interest Loan Scheme (NILS) are provided to support those in financial hardship, including issues related to gambling and family violence.
Refugee Settlement: Casework and community development are offered to refugees and migrants, with service linkage, advocacy, and capacity-building facilitated for up to five years post-arrival.
Youth Services: Individuals aged 12–25 are connected to education, employment, and housing support, with leadership training, homework clubs, and driver education being provided.

Visit SECL

Get in touch

Want to learn more? OPEN can help!

Get assistance !