CASE STUDY
Flipside Circus in Doomadgee
Building Confidence Through Play
Doomadgee State School, a remote school located in northwestern Queensland, serving predominantly Gangalidda, Garrawa, and Waanyi First Nations students, partnered with Flipside Circus in 2021 to deliver circus residencies.
The program aimed to boost engagement, confidence, and joy through unstructured, student-led play. When given the space to explore at their own pace, with activities that respect their comfort levels and spark their creativity, these students don’t just participate – they thrive.
Program evolution
2021
2-day pilot residency
77 Participants
2023
2-day residency
173 Participants
125% increase
2025
3-day residency
176 Participants
The Cubby
190 audience members
All students in Years 1–10 took part, with many returning year after year. The program’s expansion, from a short trial to a multi-day event with workshops and performances, reflects its deepening roots in the community.
Engagement Breakdown
"Students who were previously disengaged or stuggling academically became more motivated and confident as they participated in hands-on activities."
POSITIVE IMPACT
The emotional and social impact of the program was profound. Teachers noted that students who typically struggled with engagement in traditional classroom settings became active participants. The school principal reflected on how the circus residency shifted dynamics.
But the real impact was written in the students' reactions, gasps of "Woah, I want to jump like that!" and the simple, heartfelt comment, "This is the best day ever."
For children in this remote community, where educational engagement can be a challenge, the circus became an unexpected bridge to confidence, teamwork, and a sense of achievement. When the whole school gathered to watch The Cubby, the students’ excitement was over the moon. Students who were previously disengaged or struggling academically became more motivated and confident as they participated in hands-on activities.
WHY THIS WORKS
FLEXIBILITY IS KEY
Adapting activities in real-time increases engagementThe key to Flipside Circus’s success in Doomadgee has been its adaptability. Trainers quickly learned that flexibility was essential, structured lesson plans were replaced with drop-in sessions, allowing students to engage at their own pace.
When they noticed older students hesitating around the trapeze (an apparatus that requires being upside down, which some found uncomfortable), they pivoted to silks. These small adjustments made all the difference.
"At the start a lot of the kids where quite nervous to give it a go and join in but by the end, some of them were teaching each other tricks or coming up with their own creative variations."
"Our visits to Doomadgee are some of the most rewarding of our tours. So many of these kids have such a natural affinity for movement and really thrive when connecting with circus as at outlet for this."
STUDENT AGENCY SPARKS INVOLVEMENT
Letting young people choose increases ownership.The program’s structure also evolved to prioritize student choice. Kids selected their own music, experimented with different circus props, and gradually built skills in a low-pressure environment.
Trainers observed that ribbons, in particular, became an unlikely gateway for hesitant teens. By the final day of each residency, even the most reluctant participants were spinning, climbing, and cheering each other on.
"We really quickly see the value of our visits in how excited the kids are to come and try these activities that bring such a needed change from the norm."
"There was one kid that was super shy and hesitant at the beginning of the workshop. They didn't seem to have any super close friends in the class yet, but as time went on, their whole class was cheering them on to try new things and be brave. It was truly inspiring when this child went for a big trick on the mini-trampoline and landed it on the first try. The whole class was so proud of them and came to support them. In that moment I was not only proud of the kid that did the trick, but of the whole class for being so supportive."
