Paralympic sport stories spark inclusive classrooms
How a wellbeing room transformed learning at Palmerston Primary
Nurturing cultural identity at Wiri Central School
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104.9: Te Ao Maori
On the cover Page 4. Para Sport Champion Jaden Movold races with students from Hukerenui School as part of the Seeing is Believing programme. Designed for primary schools by Paralympics New Zealand, with support from Toyota, the programme introduces ākonga to the values of the Paralympic movement through the lives of Paralympians and Para athletes, and is driving more conversation around disability and inclusiveness in the classroom.
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Learning through connection
Kia ora koutou
When I was reading through the stories in this issue, one whakataukī kept coming to mind.
“Ehara taku toa i te toa takitahi, engari he toa takitini. My strength is not that of an individual, but of many.”
That’s what this issue is all about – collective strength, shared voices and real belonging. Education Gazette and the Ministry of Education support schools in creating inclusive environments where all students feel safe, valued and able to thrive. Stories like the ones in this edition reflect our commitment to diversity and the importance of celebrating the unique identities of every learner.
You’ll read about a wellbeing room that gives students space to breathe; a Deaf advocate fighting for language and inclusion; ākonga leading cultural celebrations with pride; a comic that challenges ableism in sport, and communities coming together to support transitions, identity and wellbeing – in ways that are meaningful, local and lasting.
As editor, I’m always moved by the generosity of the schools, students and educators who open their doors to us to share what’s working (and sometimes what’s not). These stories don’t just show innovation – they show aroha in action.
I hope this issue leaves you inspired, connected and reminded of the power of doing this mahi together.
Ngā manaakitanga
Sarah Wilson
Ētita | Editor
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The Education Gazette team celebrating Pink Shirt Day on Friday 16 May.
Paralympic sport stories spark inclusive classrooms
A ground-breaking education initiative is giving tamariki across Aotearoa a new perspective on disability, leadership and what it means to be truly inclusive – and it’s already reaching hundreds of schools.
Paralympian #234 Mitch Joynt visits students at the BLENNZ Blind and Low Vision Education Network NZ Homai Campus.
Paralympics New Zealand (PNZ), with support from Toyota, runs Seeing is Believing – a free, nationwide education programme designed for New Zealand primary schools.
Built on the power of storytelling and the visibility of disabled athletes, the programme introduces students to the values of the Paralympic movement through the lives of Paralympians and Para athletes.
More than 400 schools across Aotearoa have already implemented the programme, which uses accessible, easy-to-integrate teaching materials that align with the New Zealand Curriculum. Lesson plans, activities and videos help kaiako explore Para sport, inclusion and resilience – all through a values-based lens.
Rooted in the internationally recognised I’mPOSSIBLE framework from the International Paralympic Committee, Seeing is Believing focuses on transforming classroom mindsets and encouraging students to think about how they define ability – in themselves and others.
PNZ education lead Kasey Wilson, who helped bring the programme to life, says her own teaching experience highlighted the need for a more inclusive approach to classroom learning.
“Coming from a teaching background, I knew there was a need for innovative and transformative teaching resources that could be adapted and integrated into any learning context,” she explains.
“Having inclusive practice in the classroom has always been at the forefront of my teaching values and we felt there was a huge opportunity to leverage disability and inclusion through the exploration of our Paralympians, Para athletes and the Paralympic Movement.
“It really encourages us, as teachers, to think critically about our practice and what we all define as ‘possible’.”
Originally hoping to reach 80 schools in the programme’s first year, Kasey was amazed by the response.
“I have been blown away by the uptake and engagement by the schools across Aotearoa New Zealand in Seeing is Believing.
“Without doubt the programme has been beneficial in driving more conversation around disability and inclusiveness in the classroom and we are looking forward to seeing more of this growth in 2025 and beyond.”
Transforming school culture
The heart of the programme lies in how it resonates with ākonga – especially those who may not always feel seen or celebrated in the classroom.
At Roto-o-Rangi School in Cambridge, Seeing is Believing helped shape a powerful moment of connection and selfconfidence for one student, Willow.
Discovering she shared the same type of cerebral palsy as Paralympic gold medallist Lisa Adams gave her the courage to deliver a heartfelt speech about her ‘superpower’.
The speech not only moved her classmates but earned her a special judges’ award at a local community competition.
“She won the special judges’ award that night and I know that many people in the audience had tears in their eyes.”
Wendy Morris
A student from Tahuna Intermediate holding Paralympian #183 Holly Robinson's Gold Medal.
Para Sport Champion Jaden Movold with student Sonny at Orewa Beach Primary School.
“She won the special judges’ award that night and I know that many people in the audience had tears in their eyes,” says Willow’s teacher, Wendy Morris.
Principal Wayne Donnellon says the programme had a ripple effect throughout the school.
“I would say to any other school, go for it,” he says. “Every moment you put into the programme you get back tenfold.”
Deputy principal Emma Williamson also noticed real shifts in peer understanding.
“The biggest impact on our tamariki is their greater awareness and acceptance of people with disabilities,” she says.
“I know that they are more understanding of Willow and what she is having to go through daily. Willow herself seems lighter. It feels like she feels more included because people understand her better.”
Role models who roll up
One of the most engaging aspects of Seeing is Believing is the Harvey Norman Para Sport Champions initiative – a series of school visits by Paralympians and Para athletes who share their journeys with students in person.
At Ōrewa Beach School, 11-year-old Sonny – a wheelchair user who had been off school and feeling disconnected –found his spark again after a visit from Para athlete Jaden Movold.
Jaden spoke to more than 200 students and gave Sonny a
chance to explore his racing chair and equipment.
The transformation was clear when Jaden returned to the school later in the year for a TVNZ and Toyota filming session. Sonny, who had been away due to illness, got to race Jaden on the courts, cheered on by classmates.
“I saw a positive mood shift in Sonny after meeting Jaden,” says teacher Helen Jury. “Seeing the smile on his face when his peers cheered him on was special.”
What’s next for the programme
Following its first-year success, PNZ will release an updated resource later in 2025 to introduce students to Para sports that weren’t covered in the original material.
A Winter Paralympic-specific version of the resource is also set to launch in September, ahead of the Milano Cortina 2026 Paralympic Winter Games.
Kasey says the demand from schools proves that students – and teachers – are ready for richer conversations about difference, resilience and identity.
“Disabled and non-disabled learners have the opportunity to feel seen and celebrated for all their abilities and this has really challenged our community to redefine their possible,” she says.
“They are looking to our Paralympians and Para athletes as huge role models for resilience and pushing the boundaries and I think their stories have really resonated with not only our tamariki but all involved members of the school community and even whānau as well.”
“Every moment you put into the programme you get back tenfold.”
Wayne Donnellon
Jaden Movold races with students from Hukerenui School.
About Seeing is Believing
» Free classroom resources designed for Years 1–8.
» Focused on inclusion, the Paralympic Movement, Para sport, and values-based learning.
» Inspired by the International Paralympic Committee’s I’mPOSSIBLE resource.
» Includes lesson plans, activities and access to real-life athlete ambassadors.
» More than 400 schools have already participated, with 72 school visits completed in 2024.
» Teachers can sign up via the PNZ Education website.
Teach STEM with our easy-to-use resources
• Free STEM teaching resources available online.
• Engaging activities to inspire tamariki and extend learning.
• Educational online games and e-books available in both te reo Māori and English.
Find out more at: schoolgen.co.nz/teachers @schoolgennz or use the QR code
Students from Roto-o-Rangi School using the Seeing is Believing resources.
A place to breathe: how a wellbeing room transformed learning at Palmerston Primary
What began as a simple idea inspired by another principal has become a powerful tool for inclusion and regulation at Palmerston Primary. With their wellbeing room now open to all ākonga, tamariki are learning to name their emotions, ask for help and return to class ready to learn.
Open to all 103 ākonga of Palmerston Primary, whenever they need it, is the school’s wellbeing room.
“If you’re getting really angry and worked up, you can go to the wellbeing room. It’s really nice to hang out there,” says student Phoenix.
“You can do some drawing; read a mind book about emotions; there are fidgets to play with; and you can just talk to someone who will listen.”
Principal Kerry Forse says that before they opened their wellbeing room in term 1 last year, Phoenix often had disruptive behaviour or removed himself from class and struggled to engage in learning.
“I was always so angry and mad, and I always tried to hurt people. It was not very good,” says Phoenix. “But since the wellbeing room has come in, it’s really helped me. I’m so happy it’s here.”
Sarah Jane works with ākonga to support their social and emotional growth.
Kerry will have been the principal at Palmerston Primary School for two years this August. She first learned about wellbeing rooms while researching PB4L practices, hearing the idea from Ngatea Primary School principal Neil Fraser.
“The idea stuck in my mind,” says Kerry, and adds that, “I turned up to Palmerston as the third principal within a few months and it was a complex school community with a lot of needs.”
Although the staff were a tight team, Kerry says they were exhausted, dealing with daily behaviour issues from multiple children several times a day.
“The teachers were in a space where they could only react to situations rather than be proactive.”
Fast-forward to 2025, and her rural school now has its own wellbeing room, which has changed the lives of the Palmerston Primary ākonga.
Team effort
Pitched to the school’s board, there was resistance to the wellbeing room initiative at the beginning, explains Kerry. But the evidence she and her staff presented swayed them, and the board decided to fund the project for term 1 of 2024.
“Very quickly, we started seeing impacts in the school
around how the children used the space, how settled the classrooms were becoming,” says Kerry.
In term 2 of 2023, the school had 55 percent attendance in the regular attendance bracket. In term 2 of 2024, after just one term of running the wellbeing room, 74 percent of ākonga were in the regular bracket.
A year and a half later, the wellbeing room is shining. With soft, natural lighting, wooden toys and equipment, plants and minimal distractions, it welcomes students.
Junior school team leader and new entrant teacher Lisa Lyell says they have a couple of ‘star students’ who used to struggle with behaviour issues.
Although there are still flare-ups, they now go straight to the wellbeing room. “We ask them, what’s up? And their response, ‘Oh, I just need to regulate’.”
Student Marley describes that when you’re mad, you can use the ‘calm corner.’ It’s darker and has cosy cushions and a weighted blanket.
“If I’m really, really mad but don’t want to talk to anybody, I just walk in there.”
Before they had the wellbeing room, Marley says she would burst out in class and chase people. But now she’s a school leader working with other ākonga in the wellbeing room.
Top left: Emotion tools used to support learners to name and manage their emotions.
Bottom left: Cards used to support ākonga to identify strengths and have positive self talk.
Right: Recent development of space outside the wellbeing room to connect with nature and find calm.
As the interview continues, a line of children gathers outside Kerry’s office. They all want to share what they love about the wellbeing room.
“It’s open for everyone. If you’re mad, you go there and calm down,” says Tori.
Ria adds that it makes people feel safe. “Instead of being mad in the classroom in front of everyone, if I need time out, I go in there and just find some time.”
A kaiako role
In the classroom space, the teacher has to balance the needs of all their ākonga. But in the wellbeing room, there is always someone who can give their full attention to the child.
“The person really helps a lot because they try and find out what’s gone wrong,” says Phoenix. “And if you don’t want to talk about it, they let you have some time first, and then when you’re ready, you can talk.”
Teacher aide Sarah Jane Kelly has been instrumental in the wellbeing room’s success. She welcomes the students, lets them sit and reflect, reads to them and provides them with strategies for how they can regulate their emotions.
But most importantly, she listens. Every child feels included in the school community as they know someone is always available to listen to them in the one-on-one environment they need.
At the beginning, ākonga will pretend to complete a puzzle or colour in, says Sarah Jane. “Then eventually, this little voice will pipe up, and they slowly unload what is on their mind.
“They just get into the mode of it, and then they let go and let it out. I think it’s because they feel safe here.”
Students are also learning to widen their emotional vocabulary, she explains. “At the start, it was just ‘I’m angry’ but now it’s ‘I’m overwhelmed or anxious.’ They’re acknowledging their emotions more.”
The teaching staff are beginning to share a rotating roster for duty in the wellbeing room, building the relationship with their ākonga outside of the classroom.
Back to learning
Both staff and students say the wellbeing room has changed the classroom environment.
“If someone is angry or sad, instead of interrupting the class, they can go to the room so we can keep learning while they’re in there,” says Tori.
“We also sold the message very quickly that it was a space you went to until you were ready for learning,” says Kerry.
Students stay for a short period and then head back to class. The room has sand timers of five and 10 minutes, giving the children their own agency.
“If I get angry, I go to the wellbeing room, calm down, reset and then I can go back and do my learning,” says Phoenix.
“I used to just refuse to do my work and throw it. But now I go into the wellbeing room, and when I come out, I can do my work again.” adds Marley.
In this way, no child is excluded from learning; rather, they’re encouraged to take the time they need to regulate their emotions, and then the door is always open to include them in class. It was never shut.
Epenesa Sooula with students in Fofoa i Vaoese, the Sāmoan bilingual unit at Wiri Central School.
CULTURAL IDENTITY
Nurturing cultural identity at Wiri Central School
Catering to more than 350 students in Tāmaki Makaurau | Auckland, Wiri Central School provides students in Years 0–8 with a nurturing and inclusive learning environment where students can explore their cultural identity, strengthen connections with their families and succeed as lifelong learners.
At Wiri Central School, the values of kotahitanga, manaakitanga, whanaungatanga and rangatiratanga guide both culture and curriculum. These principles create an inclusive learning environment where students are empowered to celebrate their identity and become lifelong learners.
The school serves approximately 350 students offering immersive educational experiences in Gagana Sāmoa and te reo Māori through its dedicated immersion units, Fofoa i Vaoese and Mōkai Āwhina.
Education Gazette recently spoke with teachers from both immersion units about the profound connection between cultural identity and student achievement.
Fofoa i Vaoese | The child born in a forest
The Sāmoan bilingual unit, Fofoa i Vaoese, offers students the opportunity to immerse themselves in Gagana Sāmoa while learning from faiaoga (teachers) who deeply embody fa’asāmoa (Sāmoan culture).
Fofoa i Vaoese officially opened in 2015 in response to the growing requests for students of Sāmoan parents and āiga to learn in Gagana Sāmoa.
A Sāmoan language programme previously offered at Wiri Central School sparked discussions about creating a dedicated bilingual unit and as a result Fofoa i Vaoese was established.
The name Fofoa i Vaoese originates from a Sāmoan legend about a child born in the forest. ‘Fofoa’ means conceived, ‘i’ means in, ‘vao’ means bush/forest and ‘ese’ means alien or foreign.
The name was chosen to remind Sāmoan children in Aotearoa of the importance of staying connected to their language and culture. The name was suggested by a local matai and parents agreed that it was uplifting and a good fit for the new immersion unit.
Currently 57 students from Years 0–8 are enrolled, learning in Gagana Sāmoa with English introduced in later years. The unit is staffed by four full-time faiaoga: Epenesa Sooula, Ashley Sooula, Gata Tosogi and Tuluiga AiiloiloMaka, with Nora Fa’alava’au serving as the unit’s reliever.
Culturally responsive teaching
Epenesa, who has taught in the bilingual unit for seven years, and her daughter Ashley, who joined the team two years ago, are passionate advocates for culturally responsive teaching.
With over 40 years of teaching experience in both Sāmoa and Aotearoa, Epenesa explains that her mission is to educate students in both Gagana Sāmoa and English, helping them to lead successful lives while staying grounded in their cultural identity.
“Creating classroom environments that honour cultural protocols helps students build confidence while broadening their worldviews.”
Epenesa Sooula
Serenity Taua (Ngapuhi, Waikato, Ngāti Porou, Te Whakatōhea), Anet Conroy (Kai Tahu), Emma Theobald (Ireland, England) and Bo Te Wao (Ngāti Pāoa) are kaiako in Mōkai Āwhina, the Māori full immersion unit at Wiri Central School.
Epenesa reflects, “For many Sāmoan parents in Aotearoa, their children didn’t grow up speaking their native language. The need for a culturally responsive learning environment was evident and Wiri Central School responded.
“A person’s language and culture represent who they are and aspire to be. Creating classroom environments that honour cultural protocols helps students build confidence while broadening their worldviews.”
In Fofoa i Vaoese, faiaoga view the Wiri Central āiga as essential partners in the children’s education. Termly family meetings (fono), provide an opportunity for āiga to discuss their child’s progress, share goals and voice concerns.
“Through these fono, family express how much they love hearing their children speak Gagana Sāmoa and take part in traditional pese (songs) and siva (dance),” says Epenesa.
She emphasises that nurturing strong, healthy relationships with the āiga is key to student success and that cultural identity plays a huge role in building and maintaining these connections.
Fostering Gagana Sāmoa for future generations
For Epenesa and Ashley, fostering the Sāmoan language and culture is a shared commitment, one they’re dedicated to continuing for future generations.
When Ashley was given the opportunity to join the Fofoa i Vaoese team, she eagerly accepted.
“I saw it as an opportunity to navigate the challenges of teaching in a bilingual environment while celebrating the successes of bicultural learning,” she says.
“Growing up bilingual I’ve always appreciated the benefits of knowing two languages. Parents and āiga have shared their gratitude for not only their children’s achievement but also for reigniting their passion for learning.”
Both Epenesa and Ashley agree that it’s a blessing to work in a space that is culturally and academically focused on connecting with students and their āiga to meet their learning needs.
This belief is also shared by the kaiako in the Māori full immersion unit, Mōkai Āwhina.
Strengthening cultural identity in Mōkai Āwhina
Mōkai Āwhina is the Māori full immersion unit at Wiri Central School where kaiako like Emma Theobald (Ireland, England), Anet Conroy (Kai Tahu), Bo Te Wao (Ngāti Pāoa) and Serenity Taua (Ngapuhi, Waikato, Ngāti Porou, Te Whakatōhea) nurture identity, belonging and pride through a tirohanga Māori (Māori worldview).
Ākonga practising their writing.
Established as a Māori bilingual unit in 1991, Mōkai Āwhina transitioned to a full immersion unit in 2004. Today, it serves 47 students with a focus on strengthening their connection to their Māori heritage and cultural identity.
Emma, who represents the kaiako of Mōkai Āwhina, says, “If you want students to engage, you must help them connect to themselves, their culture and their community.”
Building belonging through inclusive kaupapa In Mōkai Āwhina, the teachers are committed to providing engaging content grounded in te ao Māori.
“This term, the unit’s focus is on Māori history with Tūmatauenga, the atua (god) who gave us the gift of strategy, as the overarching kaupapa,” says Emma.
“We think it’s important for students to celebrate the achievements of their tūpuna (ancestors),” she says.
“Our kaupapa (theme) this term is to explore Tūmatauenga and connect his characteristics to significant Māori historical events, such as the signing of Te Tiriti o Waitangi and the Māori language revitalisation movement.”
Emma explains that the kaupapa is designed to help students understand who they are and where they come
TAKE LEARNING BEYOND THE CLASSROOM
Connect students with nature at Auckland Council’s Experience Centres.
Our curriculum-linked sessions for Years 1 to 13 are led by expert educators and rangers. Immersing students in forests, farms, gardens, and zero-waste initiatives.
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from, which builds confidence and prepares them to seize future opportunities.
“We also participate in kapa haka every week,” Emma continues, “learning waiata connected to their local iwi to foster a sense of belonging and cultural pride.”
Overcoming challenges in immersion education
While both immersion units have created culturally responsive classrooms where students experience Gagana Sāmoa and te reo Māori, there are challenges to overcome.
“Professional development opportunities are often offered in English which can be difficult to apply in our immersion settings,” says Emma.
“Also, finding resources that reflect our students’ experiences can be challenging but we make do with what we have and are grateful for those opportunities.”
Despite these challenges, the teachers in both Fofoa i Vaoese and Mōkai Āwhina are committed to ensuring that their immersion units continue to thrive, giving future learners the chance to succeed in education and beyond.
Championing authentic inclusion by building whānau partnerships
In Waikato, specialist teacher Stacey White is redefining what authentic inclusion looks like by putting whānau at the heart of decision-making. Through inquiry, collaboration, and a deep respect for community voice, she’s championing truly inclusive spaces where tamariki and their families feel seen, heard and empowered.
Stacey White and one of her learners with additional needs.
Stacey White is a SENCo and ORS specialist teacher working at Orini Combined School in rural Waikato. She is passionate about fostering genuine whānau partnerships to support inclusion.
In education, terms like inclusion, diversity and equity are often championed. But when we pause and truly reflect, we must ask: What does inclusion actually look like for those we are advocating for? Does it come with caveats? And who decides what inclusion means in practice?
Bringing support closer to home
Working in a rural, off-the-beaten-track community, Stacey used her postgraduate study in specialist teaching as an opportunity to investigate equitable access to resources for tamariki with additional needs.
Her professional inquiry research confirmed a significant gap between whānau and the support systems meant to serve them.
Stacey responded by creating a ‘one-stop shop’ within the kura, implementing new specialised approaches aligned with sensory, speech, language and communication interventions.
The support enabled whānau and kaiako to access support within school, connect with agencies and interprofessionals, build teacher knowledge and engage with inclusive practices.
Still, for Stacey, the critical question lingered: Who gets to determine what whānau and tamariki need, and how does this impact inclusion and rights? Is it the SENCo, LSC, kaiako, policies, or maybe, just maybe, it’s whānau themselves?
Listening to whānau voice
To gain a deeper understanding, Stacey embarked on a Master of Specialist Teaching degree. As part of her professional inquiry, she conducted qualitative interviews with whānau, exploring their motivations, perceptions, wishes and experiences.
Their feedback revealed what authentic partnerships look like from their perspective. Whānau feel empowered when:
» Their voice and opinions count because they know their child best
» There is honest, regular communication
» They are being treated as equals
» There is advocacy for marginalised communities
» They are being consulted in decisions about their child
» Together, we are strengthening community connections.
These perspectives highlighted the gap between what educators and whānau thought needed to be implemented for inclusion.
Shifting power in practice
Stacey’s insights became a foundation for change within her kura. School-wide, they moved to prioritise whānau as the primary decision-makers, particularly during IEPS and hui.
Whānau start each hui by looking through photos of their child’s daily mahi and celebrating progress, connection and participation.
“Together, we identified their child’s strengths and next steps and selected who would be part of the champion support team.”
“Inclusion isn’t leading from the front but engaging in a dance – stepping forward and back, moving in rhythm with others.”
Stacey White
Stacey teaching ākonga with additional needs how to wash their hair (modelling with a balloon and spray bottle).
As educators, the team stepped back and listened, and by establishing strong whanaungatanga and manaakitanga, they cultivated respect, which grew trust and authentic collaboration.
The kura enhanced their teaching practices and deepened their understanding of learners through whānau insight. This shift has empowered whānau and supported tamariki more intentionally and holistically.
Stacey found that authentic partnerships are built through active listening, genuine collaboration and mutual trust.
Judgement on a child can be felt as a judgement on the parent. Their child is an extension of them; therefore, when whānau feel heard and included, emotional distress decreases and a sense of control and agency is restored (Edwards & Da Fonte, 2012).
Their journey extended beyond their community. Stacey connected with colleagues across the country to explore what inclusion looks like in their kura. Collaborating with a friend, Julie Matthew, who was also completing the Master of Specialist Teaching degree, they aligned their practices with Child Rights and Educational frameworks, always centring on whānau voice.
This collaboration led to creating a podcast, Over the Teacups, in which they candidly explored shared themes: Rights of the Child (UNCROC), whānau perspective, successes and challenges. It became a platform to celebrate inclusion and unpack common traps and tropes in inclusive education.
Inclusion as a shared journey
For Stacey, inclusion is not about leading from the front but engaging in a dance – stepping forward and back, moving in rhythm with others. It means making room for multiple perspectives, especially those of whānau.
They move forward together by creating robust and reciprocal partnerships. Their hui, IEPS and teaching pedagogy are intentionally shaped, rooted in whānau beliefs and tamariki needs.
They fill their bus with the right people and remain open to adjusting who sits where along the journey.
Ultimately, Stacey says a culture of inclusion is built on respect, humility and connection. When they truly listen to whānau and honour their wisdom, they create spaces where every child can thrive.
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Wednesday 9th and Thursday 10th July 2025
Wai Tech Hub connects young people with community and purpose
In central Rolleston, a community-based hub is helping 18 to 21-year-olds transition into adulthood through work experience, life skills and a sense of belonging. The Wai Tech Hub supports young people with additional learning needs to carve out confident futures and feel right at home.
Jac is with learning assistant Julie D’Ath preparing to cook a meal.
and Jonty having a catch up at lunchtime.
In the heart of Rolleston’s bustling main street, near Te Ara Ātea public library and the popular skateboard park, you’ll find a group of 18 to 21-year-olds carving out their place in the Canterbury community.
They attend Wai Tech Hub, a specialist education facility designed to connect young people from Selwyn with their community in a safe and structured environment, through opportunities for work experience and future employment. Everything is about supporting young learners to feel included in their community.
The Wai Tech Hub journey started five years ago when Waitaha School principal Maureen Allan and her staff saw that their young learners had outgrown the school’s base. They needed their own space, which would empower them to move forward into their future and find their place in the community.
The Ministry of Education worked with them to find a suitable location. The Selwyn Rugby Clubrooms provided a valuable short-term solution.
While the space wasn’t quite the right size to fully support the range of programmes they wanted to deliver, Stephanie, Waitaha assistant principal, says they made it work and kept their focus on supporting their young people.
As it was a shared facility, the team packed down the space at the end of each day to accommodate other community users.
“The facilitators really rose to the challenge, showing that it isn’t just about the space, it’s the people and passion behind the programme,” says Maureen.
Grand Central Station
At the beginning of term 1 this year, the community moved into the central Rolleston Hub, a space generously offered by Rolleston School. Now, at the heart of the community, they are seeing incredible growth for their young people.
Maureen says the space is like Grand Central Station. Every day, the young people are active in the local and wider Selwyn community, undergoing work experience and further educational opportunities at Ara or the National Trade Academy.
“This new space truly supports the way we envisioned our young people growing, thriving and succeeding,” says Stephanie.
“They’re becoming more independent and confident in problem solving, taking on challenges and moving around the community.”
Each learner attending the hub has their own tailored programme. The work experience coordinator helps link them with community opportunities creating a career pathway.
One student who loves their work experience placement at a doggy daycare is now setting up their own dog walking and grooming business and another is enrolled at the National Trade Academy, completing her equine certificate.
“We try and tie their passions and what they want out of life with realistic work goals,” says Stephanie.
Importantly, the community is including them.
Caitlyn
Zac is trimming cards that are being used to make magnets for a Unity Week project.
Several young people mow the lawns and tend to the gardens of local churches. The pastor gave them a job description, conducted an interview and then provided a contract beforehand to mirror the realistic employment process. The team created their own business identity, screen-printing their ‘Green Warriors’ logo onto hi-vis vests.
Being based in the heart of Rolleston has helped the learners feel truly included in their community, connected, visible, and with a strong sense of agency as they are right in the middle of it.
“Feeling connected to the whenua adds another layer to everything that we are doing,” says Maureen.
“We don’t want people to make assumptions about our young people just because they might talk or behave differently. We want them to be embraced and welcomed, not excluded.”
Maureen recalls a moment when three young people left the hub without notifying staff. They were later found at the library, one student was playing games, another student was conversing with the librarian about music, and the other was searching for books on the computer.
While they were absolutely allowed to be there, Maureen says they had conversations with them and they were asked to let the Wai Tech staff know when they wanted to leave the Hub.
The connection with the local library runs deeper than just this one moment. The Waitaha community provided feedback for the library’s redesign, specifically its sensory garden, with this initiative seeing Waitaha win the ‘Inclusion and Diversity’ and ‘People’s Choice’ Awards at the Selwyn Business Awards in 2021, and again in 2023.
Next steps
Wai Tech has now acquired a block of land that will eventually be the home of a purpose-built community hub.
“We’re patient, though,” says Maureen. “And the longer it takes, the more we’re learning exactly what we need this building to look like for our learners.”
They hope the hub will eventually become the heart of the Rolleston community.
“We want to grow these young people on the path that they want to move forward on and always feel a part of their home community,” says Stephanie.
Maureen sees the Wai Tech Hub as a true gift to the community.
“We’re breaking down barriers of misunderstanding simply by showing up and being part of everyday life,” she says. “You’ll see us out and about in the supermarket, going to the gym, the swimming pool, the shops, and walking about the town. We’re part of the community.”
Alex S, Alex J and Pedro learning to use a Thermomix for cooking.
Grow provides high quality Professional Development for Educators
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To see our full range go to: grow.co.nz/upcoming-workshops
Harry,
SOCIAL AND EMOTIONAL LEARNING
Weaving emotional intelligence into everyday learning
Through student voice, whānau consultation and evidence-based practice, St Joseph’s Catholic School in Paeroa has created a Social and Emotional Learning (SEL) programme that empowers tamariki to manage emotions, build healthy relationships and lead with empathy.
Two years ago, St Joseph’s Catholic School in Paeroa sought to learn what skills, knowledge and values were important to ākonga. Their curiosity produced a Social and Emotional Learning (SEL) programme that has enriched their community and kaupapa.
Now, St Joseph’s ākonga are reportedly more aware of what’s going on inside their heads. Principal Emalene Cull says her learners are more able to talk about feelings; they manage stress and anger more effectively than before, and report feeling heard, valued and empowered.
The school engaged emotional intelligence consultancy RocheMartin to help develop their programme. Now, staff work closely to assess and improve real, observable, community-wide results.
“We are still on this journey. Still learning, still growing,” says Emalene.
“But one thing is clear: when we prioritise emotional intelligence, when we weave together identity, culture and wellbeing, we create a generation of tamariki who are confident, connected and ready to lead with aroha.”
Ākonga at St Joseph’s Catholic School are empowered to build healthy relationships and show empathy.
Reviewing values
St Joseph’s SEL programme began after a complete review of the school’s goals and values.
“We put out a consultation across our whole community: all of our parents, our whānau, our parish community, and of course our children,” explains Emalene. “We tried to gather as much voice as we could.”
St Joseph’s questions were simple: what skills, values and knowledge do ākonga need to be successful in life? Results in hand, school staff spent a teacher-only day sifting through data and drawing up plans.
The data, sourced through surveys, interviews and hui with whānau, showed junior students needed more vocabulary to talk about feelings, middle students struggled with selfregulation, and senior students felt stressed but lacked coping skills.
“Social and emotional needs came through quite strongly in our consultation process,” says Emalene.
“What we heard was a clear call for intentional, meaningful learning in emotional intelligence, resilience and connection.
“If a kid can’t express what’s going on for them then that’s where you can start getting some of that explosive kind of behaviour,” she continues, referring to her junior students. “They can’t express themselves in any other way.”
A progression through the school
For junior students, St Joseph’s set about teaching new kinds of vocabulary to describe feelings.
“They went from knowing happy, sad, mad to knowing a lot more,” says Emalene.
“Children have a greater awareness of emotion,” says teacher Alex Harwood, reflecting on the changes she noticed among her Years 0,1 and 2 students.
“They’re learning to manage themselves when they encounter a social situation they don’t like.”
Older students, from Years 3–5, presented more of a challenge. They struggled with increasingly complicated relationships and emotions.
“We talked about some of those tools to help manage big emotions,” says Emalene, whose ākonga investigated the science behind emotions by looking at neurology. They also learned about self-regulation, including ‘flipping your lid’ strategies to help manage frustration.
Evie, Year 4, says these strategies helped her control her emotions with her brother while Hayden, also Year 4, found neurology classes especially helpful.
“[The lessons] helped me understand my brain and control it a bit more,” says Hayden.
St Joseph’s senior students focused on stress management.
“Something that’s come out quite strongly in our data, since then, has been around anxiety and what’s going on in our world,” says Emalene.
“Everyone’s a bit anxious about that. So, what we’ve done is that we’ve explored different strategies with them,” she continues, describing lessons around tools like box breathing,
SEL increases confidence and pride in learning.
“We’re empowering students to know it’s OK to feel emotions. Down days and happy days are normal.”
Anna Crawford
Creating a culture of care through SEL.
skills.
“Our biggest shift? Tamariki are learning that emotions are not something to fear – they are something to understand.”
Emalene Cull
exercise, journaling, drawing and basic vocabulary for conveying stress.
Emalene says that teachers’ priority was to give senior students tools and strategies which would allow them to manage stress in ways that suited their individual habits and preferences.
“[We gave] them conversation frames where they can actually express themselves,” she explains. “Not to lessen the emotion, but to express themselves in a clearer way.”
“We’re empowering students to know it’s OK to feel emotions” says Year 7–8 teacher, Anna Crawford.
“Down days and happy days are normal. There is no such thing as good emotions or bad emotions – they’re passing.”
Senior students like Kahu, Year 8, noted the positive effects of this self-understanding across many aspects of school life, including in interpersonal relationships.
“It helps me understand how I can be a good friend for others, and who could be a good friend for me,” he says.
“We also strengthened tuakana-teina relationships,” adds Emalene, describing how St Joseph’s SEL programme fostered a ‘culture of care’ both in and outside of class. Some senior ākonga became kaiāwhina: students tasked with looking out for younger peers on the playground.
“This is evidence-based, not hunch-based,” adds Anna, discussing the lessons and workshops she delivered as part of the school’s SEL programme.
“[This approach] gives confidence when having raw and difficult conversations.”
Whānau, faith and the future
Overall, Emalene saw in St Joseph’s data a mandate to meet student needs through evidence-based practice. The school deployed RocheMartin surveys, workshops and exercises that had been tried and tested across the consultancy’s diverse projects.
Matauranga Māori and the school’s Catholic character also inform St Joseph’s SEL journey.
“There’s a real sense of whanaungatanga in this programme,” says Emalene. “We’re not just testing kids and then teaching them, it’s deeper than that.”
St Joseph’s achieved this depth through whānau engagement.
“We knew that learning doesn’t stop at the school gate,” says Emalene. “We want to honour our whānau voice … because they are the first teachers of their child.”
Whānau were consulted throughout the SEL development process, including hui to discuss data following the research phase.
“We wanted to bring that community around each child,” says Emalene. “That way, when we are developing goals or developing coaching questions … we’ve got the family there as well.”
As the programme continued, the school also updated families through newsletters.
“We actively involved whānau in the process, ensuring they
Ākonga are developing empathy, communication and relationship
Ākonga use learning strategies and tools to manage stress and regulate big emotions.
had the tools, words and strategies to support SEL at home,” adds Emalene.
The result? Whānau reported more discussions about social and emotional health at home, suggesting SEL learning continued beyond the classroom.
St Joseph’s community-centric SEL model also connects to the school’s Catholic character.
“Our special character is our identity,” says Emalene. “It filters into everything that we do.”
She says the connection between SEL and St Joseph’s charter is simple. “It comes down to relationships,” says Emalene. “It’s your personal relationship with God. It’s your personal relationship with others.”
Looking to the future, St Joseph’s School and community intend to continue with their SEL programme.
Through a series of goal assessments and continued meetings among staff, teachers, whānau and students, Emalene is certain the programme can continue to succeed.
She says other schools can replicate St Joseph’s success through consistent, flexible and responsive SEL teaching; a one-off SEL lesson won’t be as effective. She’s grateful for the support she and her community received and encourages any schools that are set on similar journeys to reach out.
In the meantime, Emalene is incredibly proud of the progress St Joseph’s has made.
“Our biggest shift? Tamariki are learning that emotions are not something to fear – they are something to understand,” she says.
“They see that their voices matter. They feel heard, valued and empowered to navigate life with confidence, empathy and strength.”
Ākonga recognising and describing emotions using body language, facial expression and vocabulary.
FICTION: BEHAVIOUR SUPPORT
Te ariā: A fictional narrative of alternative behaviour support practice
While pursuing postgraduate diplomas in specialist teaching at Massey University, pouwhirinaki | Resource Teachers of Learning and Behaviour (RTLB) Nick Shimasaki and Nick Bates explored the effect of stand-downs, suspensions, exclusions and expulsions on student engagement.
Told through a fictional ariā (narrative), the two pouwhirinaki explore what high-level behaviour support could look like, grounded in the research and experiences of two schools in Ōtautahi | Christchurch. This is just one example, but Nick and Nick hope it serves as a useful tool to convey some of the observed alternatives to stand-downs, suspensions and exclusions.
Note: The process outlined below likely will take longer than expressed in the narrative, but for the purposes of this piece of work, the two pouwhirinaki have chosen to condense the timeline.
Gender-neutral language for tamariki and kaiako has been used in this ariā.
Jessie and their friends had heard Riley’s secret through whispers in the classroom – their mum and dad were no longer together and they were living with their grandfather until things settled down.
This gossip made its way to Riley’s ears and they couldn’t contain their anger. As they heard their secret murmured out loud, shame surged through Riley.
Riley glanced around, trying to figure out who was responsible for spreading this secret. Their eyes connected with Jessie’s. The shame and anger propelled Riley forward.
Riley shoved Jessie in the chest – right hand, then left. Jessie swung back at Riley as their feet left the ground and they fell hard onto their back. Riley, their world spinning and vision narrowing, felt their head get light.
Riley was sitting outside the principal’s office, sifting through fuzzy memories of the events that had taken place. What wasn’t fuzzy, was their expectation of the events that would now follow.
As Riley waited, they reflected on a similar event that had taken place not six months ago at their last school. The words
of the North Cape principal rang through their ears: “At North Cape we have a zero-tolerance policy for physical violence! This is your third and final offence, and we no longer feel we can support your needs”.
Riley expected their current principal, Blake, to present the same ultimatum. They felt alone; their grandad, supporting them on a pension and part-time employment, didn’t have the time to deal with situations like this. Their mum and dad, well, they had their own challenges. It felt as though the world was against them.
Riley’s mind returned to the present as their eyes connected with Blake’s. “Here it is…” Riley thought.
A show of compassion
Instead of the look of anger and disappointment Riley was so used to, Blake looked up with eyes of compassion and understanding. Blake wandered over and knelt by Riley, getting on their level.
“Riley, I want you to know when I accepted you to be a student at Nightingale School, we wanted you to be here”. EDUCATION OUTSIDE
Blake continued, “What happened today was a setback, but we’ll work through it together.”
Riley stared back gingerly. Blake opened their mouth to talk, but then paused, smiled at Riley, and slowly walked over to the jug of water that they had on their desk. Blake poured a glass, then offered Riley a glass also. Riley gladly accepted.
Drawing from experience with Collaborative Problem
Solving, Blake knew asking Riley how, when, where and with whom they’d prefer to discuss the incident would open up Riley’s perspective and be less confrontational.
Riley highlighted that they were comfortable sharing with Blake. When Riley began sharing their problem, Blake simply sat listening carefully and considerately, not yet suggesting answers, but showing a genuine care for Riley’s needs.
As the conversation came to its natural close, Blake asked where Riley would feel comfortable completing their learning for the day. Riley quickly but quietly responded, “the office please”.
All sides of the story
Jessie spoke clearly and explained their understanding of the situation well when called to the office. Their version left Riley completely at fault and culpable for all of the day’s events.
Due to the teacher Ainsley’s focus being on working with their instructional reading group, they had missed the escalation of this situation, and only noticed the physicality, so could not elaborate further.
Blake was not going to let time or existing reputations get in the way of finding out what happened. As Blake well knew, it was important to hear the perspectives of all parties.
The only piece missing now was how to address the situation. Blake knew keeping students out of school rarely helped, aware that research linked missed class time due to behavioural issues with increased academic struggles.
With this knowledge, Blake sat and reflected, clear that some form of repair needed to take place. Their school had recently begun implementing Restorative Practices and Blake had received training in restorative conferencing. Blake saw this as an ideal moment to put the training into practice.
Realising that they needed to interview each of the participants involved carefully, and highlight any risks that may cause challenges, Blake proceeded to reflect on the explanation of events from each party.
Blake took the time to call Jessie’s and Riley’s families. While these conversations weren’t easy, Blake knew from previous experience that it was of huge importance to include the family as early as possible.
Blake was able to get through to both families and took this opportunity to invite both families to attend a (restorative) healing circle following the Restorative Practice Model. Both families were particularly receptive to the invitation to attend.
Wellbeing a top priority
Blake checked in with Riley as they strode out of the office. Blake prioritised Riley’s wellbeing, using the check-in as a chance to help Riley regulate their emotions.
As Blake knelt again to the same height as Riley, they asked, “How would you feel about ‘talking it out’ with Jessie, and all of us trying to understand what happened today?”
Riley gingerly responded, “I would like that… but I am a little worried about what Jessie will think about me now.”
Blake smiled at Riley and explained that “Jessie will understand.”
Blake wandered along the corridor leading to L-block. As they rounded the corner, their eyes connected with Jessie’s. Blake gave Jessie a warm look, hinting that this would be an opportunity for them to move forward.
With a warm smile, Blake gently asked Jessie, “How are you feeling?” Jessie hesitated, then said quietly, “I think I’m OK now.”
Blake continued, “Would you like the opportunity to ‘talk it out’ with Riley?”
Jessie nodded.
Blake responded, “OK, I will make sure that you are supported and safe; there is nothing to be worried about. OK?”
A smile began to enter Jessie’s expression. “OK…” they said.
Restorative circle
Jessie followed closely behind Blake as they both walked back towards the café. As Jessie entered the café they saw Riley, Riley’s grandfather, their family, and their teacher, Ainsley. No one else was present in the café – it was closed every day after school.
The furniture in the café had been moved to facilitate the creation of a restorative healing circle with the chairs in the middle of the room. Blake had intentionally seated the participants – one family and student offset to their left, the other directly in front, and Ainsley to the right.
Blake went over the guidelines and values of the restorative healing circle and that everyone agreed.
“Welcome. As you know, my name is Blake, and I will be facilitating this conference…”
As the students concluded their sharing, Leigh, Jessie’s mother, stood and walked across the circle. Blake watched on, not sure what was going to happen.
With tears in Leigh’s eyes, she embraced Jamie, Riley’s grandfather.
“I am so sorry…” Leigh continued. “I had no idea how tough things were for you or Riley at the moment.”
With her arms still tightly wrapped around him, she breathed deeply and turned towards Jessie.
“Mum, I didn’t know, how could I know? It’s never going to happen again,” exclaimed Jessie.
Jessie’s head then turned, locking eyes with Riley. Jessie continued, “I really didn’t know. I didn’t know. I’m sorry…”
Riley also confided in those present. Looking toward Jessie, Riley exclaimed, “I’m really sorry too. I…I lost control.” Riley paused and took a deep breath, “I’m working on taking control of my emotions.”
Following the sharing of the others present, Blake led the conversation to its conclusion. Blake exclaimed, “I am very proud of these students for coming together and for sharing their perspectives and also, for accepting their responsibility in the events which occurred today.”
They continued summarising the agreements and decisions from the restorative healing circle. Riley had committed to grounding activities when they were frustrated,
Alternative approaches
Restorative
Restorative approaches are approaches that prioritise the building and maintaining of positive relationships. The focus of this approach is to focus on repairing harm rather than placing blame.
This approach gives all parties involved an important role in repairing the situation and provides an opportunity for learners to develop problem-solving skills which other approaches do not afford.
Neurosequential model
Utilising the ‘Neurosequential Model’ in a classroom context ensures that teachers are ‘biologically respectful’ of the neural development of the learners within their classes.
This approach places importance on the effect that trauma, adverse childhood experiences (ACEs), and neurodivergence can have on the way that learners interpret and interact with the world around them.
Collaborative proactive solutions
Contrary to behaviourist approaches that are so common still within classrooms, the ‘Collaborative Proactive Solutions’ approach, as the name suggests, is a collaborative alternative that proactively supports learners in overcoming challenges which they otherwise, individually, would have been unable to do.
It gives students the opportunity to collaborate on solving problems before being expected to solve the problems they come across independently.
and Ainsley said they would enable this to happen within their regular classroom management.
Jessie agreed, when they felt sharing something which might be contentious, they would take five breaths before sharing it, and if during those five seconds they realised that it would have a negative impact on someone, they would choose not to share it.
Blake committed also to having a positive check-in once a day with both Riley and Jessie at a time of their choosing to listen to how things were going.
As the summary concluded, everyone stood up from the circle, and a weight in the air lifted. It was clear that Jessie’s and Riley’s families were both satisfied with the outcome.
The mahi continues
Both students, while still emotional, left the hui with a new, shared understanding of how they would interact with one another successfully in the future.
As the families of each student left, Blake turned to Ainsley. “I know how tough your day has been, but let’s have a short meeting with Alex (the school SENCo) and plan some initial strategies to help both students have a better day tomorrow.”
Ainsley agreed. “I think that would be really worthwhile.”
As Blake and Ainsley sat and planned for the rest of the week, they reflected on the specific needs of Jessie and Riley, and how they could include strategies that would support them explicitly, but also implicitly support all the other students in the classroom.
They knew involving Jessie and Riley directly would be essential, recognising collaboration with students often achieved more than adult solutions alone.
About the authors
Nick Bates and Nick Shimasaki are Resource Teachers of Learning and Behaviour (RTLB) based within the East and South Christchurch cluster, Te Paeroa. Both RTLB have a strong passion for championing strengths-based, culturally grounded and trauma informed alternatives to stand-downs, suspensions and exclusions.
As part of their postgraduate research, Nick and Nick selected to interview a cross-section of the schools that Te Paeroa supports, and which have shown a deep commitment to providing alternatives to the use of stand-downs, suspensions and exclusions.
Through the commitment and success of these schools, they have been able to identify some key attitudes, approaches and paradigms which, adopted earnestly, can support schools to successfully improve stand-down, suspension and exclusion data drastically.
This commitment to positive behaviour approaches came to a head when they were presented with the Education Counts data for Canterbury for 2023/24. It was clear something needed to change and that they could be the drivers of this change.
CULTURE
James Hargest College’s first student-led Cultural Day
James Hargest College in Invercargill brought together the junior and senior campus for their inaugural Cultural Day. It was a vibrant, student-led event that brought together kai, kōrero and culture to celebrate the diversity of its school community.
Students were encouraged to attend school in traditional garments or colours that were culturally significant.
James Hargest College has more than 60 ethnicities represented in their kura. This year, the school held its inaugural Cultural Day to honour and celebrate this rich diversity.
Students proudly expressed who they are and where they come from by sharing stories, heritage and traditions that are meaningful to their cultures.
Lara Buchanan, director of international students, says, “It was a memorable day of listening, learning, sharing and celebrating.”
Lara explains that the idea came from Diane, a Year 12 student, who went to see a guidance counsellor to ask for help in organising a culture day by the end of the term.
“She is from the Philippines and has noticed that quite a range of cultures are represented at Hargest and wanted to find a way to bring recognition to this.”
The guidance counsellor and Diane had a brainstorming session and she came up with the idea to have a fashion show where students walk the catwalk wearing traditional clothing to traditional music, with a world map projected on the stage spotlighting the represented country on the world.
An MC would talk about the clothing, describing the significance of the items worn and the cultural narratives behind it.
Christine Black is the teacher-in-charge of ESOL and the International Friendship Club – a club of around 100
students who support international students through social events. Christine eagerly jumped on board to support the absolutely incredible celebration.
“I facilitated the leaders from the International Friendship Club and Diane to finalise a plan. I put some systems in place for these students to use and had checkpoints regarding the progress of each cultural group and gave suggestions where needed.
“My aim was to let the students take ownership and to give guidance and fill in any gaps where needed.”
Two campuses, one community
James Hargest College spans a junior campus (Years 7–8) and senior campus (Years 9–13), and the event was designed to include everyone.
Senior students supported junior students to participate in activities such as a parade of nations, shared kai and cultural performances.
“This day allowed students to learn about other cultures using multiple senses – hearing and watching performances, tasting traditional foods and talking about other cultural aspects,” says Christine.
“It was real life learning. Hopefully this inaugural event will encourage more students to participate in it next year.”
Lara says the day filled her with pride, adding, “While this event was supported by staff, it was largely driven by students, for students.”
Students were proud to share their culture with each other.
Top left: Traditional Japanese Yukata (summer kimonos).
Top right: Sri Lankans doing a mix of Kandiyan and low country dance.
Bottom left: Vietnamese flag dance.
Bottom right: Performance of Moananuiākea, the school's Pasifika group.
“I was super surprised to see almost the whole school watching the performances, everyone was hyping each other up. All the worries and jitters went away when everyone was cheering.”
Diane, Year 12
She says the pride and energy in the room was palpable and while it was held in the gym, the crowd gathered was much larger than anticipated.
“We had students standing at the windows outside trying to get a view as well. Often it is these students from minority cultures who don’t ‘see’ themselves in the fabric of our schools.
“To have a multicultural celebration which gave a vehicle for students to celebrate and showcase their culture was just special. You could see the pride these students had.”
Sharing food, performance and pride
From food stalls to live performances, the day was filled with opportunities to share and learn. Students brought kai from their cultural backgrounds to share with others, turning the event into a sensory journey of flavours, stories and traditions.
Pubuduni, a Year 7 student from Sri Lanka, was proud to share their culture.
“My friends and I performed a dance we made ourselves. I was so happy that the students enjoyed the performance. It made me more proud of how I see my culture in school. My favourite part was the shared kai and performances.”
George Dobson, ESOL teacher and international committee member, says the event shows students that the school values their cultures.
“It was fantastic to see the pride that students showed in their costumes and willingness to perform at assembly. Parents also emailed me to say how awesome it was that we were organising this activity.
“We had Irish dancing, bagpipes, Cook Islands dancing, Sri Lankan dancing and the senior campus Pacifica group performing.”
Looking ahead
The success of the event has inspired students and staff to make the cultural day an annual tradition.
“Today was a day to be very proud of our kura,” says Lara.
The leadership and initiative shown by students throughout the planning and delivery of the event is something the school is incredibly proud of.
“From the feedback I’ve heard, they want to see it again! It’s something to look forward to,” says Diane.
“I overheard many groups talking about how they’re going to execute a better performance for another culture day at school. I was super surprised to see almost the whole school watching the performances, everyone was hyping each other up. All the worries and jitters went away when everyone was cheering.”
Rosie Solouota’s fight for sign language, belonging and change
For Roseanne (Rosie) Solouota, sign language is more than just a means of communication, it’s a lifeline to families, identity and inclusion. Her story is one of resilience, community and the urgent need for every Deaf child and their whānau to be fully supported from the start.
When Rosie Solouota reflects on her journey, she signs with humility and warmth.
Born hearing, Rosie became profoundly deaf by the age of one after contracting measles and chickenpox.
For her Niuean family in Wellington, the diagnosis came as a shock, but it wasn’t a setback. Instead, it became a mission. A mission grounded in love, determination and the unshakeable commitment that Rosie could thrive.
“My mum and my brother didn’t know where to turn, but they didn’t hesitate,” Rosie recalls. “We travelled to Auckland to visit Kelston Deaf Education Centre. That one visit changed everything for our family.”
There, they were introduced to a book called Total Communication (TC), which paired English words with corresponding signs. For Rosie’s family, this book became more than a tool, it became their lifeline.
“My family learned sign language from that book,” says
Rosie. “We created our own mix of signs, some from TC, some home signs and gestures we made up ourselves. It wasn’t perfect, but it worked. My family really stepped up and because of them, I never felt alone.”
Those early years laid the foundation for Rosie’s future. Communication was not just a daily challenge, it became a defining part of her identity, one she would grow to champion.
As Erica Dawson of Deaf Aotearoa explains, Rosie’s story is far from unique, with “95 percent of Deaf children born to hearing families. Only around 5 percent are born into Deaf families.”
Schooling on the margins
Rosie’s education journey was anything but typical. She attended Rangikura School in Porirua, one of the few schools at the time with a Deaf unit. But by the time she enrolled, the unit was on the verge of closure.
Roseanne (Rosie) Solouota and her family.
“I was one of the last students before it shut down,” Rosie reflects. “My classmate Amber and I were the final two students, but she moved to the new Te Aro school. I was in Form 2 and joined a hearing class before it closed, as there were no other Deaf children in the area.”
For much of her childhood, Rosie relied on TC signs. But when a teacher later introduced her to New Zealand Sign Language (NZSL), she was confronted with a difficult truth.
“It was such a struggle,” she admits. “I was eight years old and suddenly I have to learn an entirely new language from scratch. I had nine years of language to catch up on.”
Like many Deaf children without early access to NZSL, Rosie faced a language gap that limited both her academic progress and her social connection.
The need for real inclusion
Rosie’s story shines a light on a critical issue: how the education system can better support Deaf children and their whānau.
“In the past, Deaf children had dedicated spaces to connect with each other,” says Erica. “Now those spaces are fewer. But we can still create that sense of community.”
True inclusion, Erica and Rosie argue, isn’t just about placing Deaf students in mainstream classrooms. It’s about access to interpreters, role models and shared language.
“If everyone learned NZSL,” Rosie adds “communication with Deaf people, whether family, friends or even strangers would be easier. It would help reduce isolation.”
Initiatives like First Signs, run by Deaf Aotearoa, are bridging the gap by supporting families of Deaf children with in-home NZSL tuition which is very important for building early, meaningful connections.
Yet Erica notes a gap still exists. “After age five, access to NZSL education often drops off. That’s when many Deaf kids lose out on support.”
A mission to empower
In 2016, Rosie began teaching NZSL with New Zealand Sign Language Courses 4 U (NZSL4U), a role she describes is her life calling.
“I absolutely love teaching,” she signs, her face lighting up. “I travel to Wellington, Porirua and Kāpiti to run workshops in schools. Helping others connect through NZSL has been incredibly rewarding.”
Her path to teaching wasn’t without hardship. In 2018, Rosie began studying for a Certificate in Deaf Studies at Victoria University of Wellington. But just before starting the course, her mother fell gravely ill.
“Mum passed away right before I was due to begin my course,” Rosie shares. “It had a huge impact. But her last words to me were, ‘Remember, never give up’.”
Rosie returned to her studies eight months later, newly pregnant with her first child and carrying both grief and a deepened sense of purpose.
child. It was a milestone shaped by resilience, love and sheer determination.
She became the first Pacific Deaf person in Aotearoa to complete the Deaf Studies course, a personal triumph and a breakthrough moment for her community. In a moving tribute, Rosie’s brothers performed a Niuean haka at her graduation ceremony, a heartfelt expression of their pride and love.
In 2025, Rosie was named the New Zealand Sign Language Week Hero, recognised nationally for her work as a teacher, advocate and role model.
Building the future with no barriers
Rosie’s journey is one of courage, strength and hope. As she looks ahead, she wants to ensure no Deaf child is left behind.
“To any parent of a Deaf child: don’t give up,” she urges. “There are resources. There are people who’ve walked this path. You are not alone.”
Today, Rosie is a proud mother of two girls and a boy, and all of them can sign with her. Through them, the next generation continues her story of connection, identity and communication without barriers.
For more information, visit New Zealand Sign Language –For an Aotearoa where anyone can sign anywhere.
By the time she graduated, Rosie was expecting her second Rosie and her dad at her graduation.
Cultural inclusion at Fruitvale Primary School supports Farsi-speaking communities
Through a partnership with Peyvand Academy, Fruitvale Primary School in West Auckland is helping Farsi-speaking families feel welcome and empowered. As part of the Ministry of Education’s Learning Community Hubs, their collaboration shows how cultural inclusion can transform migrant experiences of education in Aotearoa.
In 2020, the Ministry of Education launched Learning Community Hubs (LCHs) to help migrant communities engage with the New Zealand education system through building confidence in their understanding of the school curriculum, NCEA and pathways to employment.
Fast-forward to 2025, there are more than 50 planned hubs nationwide, each one supporting the educational success of the country’s diverse students.
As of the 2023 New Zealand Census, approximately 1.4 million people residing in New Zealand were born overseas, accounting for about 29 percent of the total population. This proportion makes us one of the most migrant-rich countries globally. Given many of New Zealand’s migrant population are former refugees, their stories are painted with resilience and hope for a better future.
Yalda Night 2024 hosted by Peyvand Academy at Fruitvale Primary School. All images in this article are supplied by Faranak Saidi, Peyvand Academy.
One of 23 LCH initiatives in Auckland in 2024, the collaboration between cultural organisation Peyvand Academy and Fruitvale Primary School drives cultural inclusion for the school’s local Farsi-speaking (Persian) community.
Faranak Saidi, founder of Peyvand Academy, and Donal McLean, principal of Fruitvale Primary School, share more on how their collaboration has delivered culturally grounded parent learning sessions and vibrant school events to help Persian families transition into life and learning in Aotearoa.
Embracing culture with Yalda Night
By embracing the Persian community’s heritage, customs and language, Peyvand Academy has successfully provided a bridge for parents and students to feel embraced and engage with the school system.
One of the most meaningful examples is Yalda Night, held at Fruitvale Primary on 8 December 2024. The ancient festival, also known as Chelle Night, marks the longest night of the year and the start of winter solstice in the northern hemisphere. Students, parents and whānau gathered to share traditional food, enjoy poetry and performances, and celebrate the warmth of community.
“Yalda Night allowed Persian families to embrace and welcome others into their rich heritage,” says Faranak.
“This helps them feel accepted for who they are within Kiwi culture and their school environment. It also demonstrated how schools can collaborate with community organisations to embed inclusivity in practical and meaningful ways.”
Schoolwide commitment
Fruitvale Primary School has fully embraced its partnership with Peyvand Academy.
“We value occasions like Yalda Night,” says Donal. “They allow us to grow relationships with the diverse communities in our area, including our Persian whānau.”
Donal and his family have attended two Yalda Nights.
“I make a point of being actively involved with Peyvand Academy,” he explains. “We also ensure they have what they need to operate well.”
Beyond events, the school goes the extra mile to send SMS notifications to their school community in their first languages, even providing interpreters for parents who are beginners in English.
Fruitvale also supports other refugee-led initiatives, such as MIXIT, and is investing in broader cultural liaison roles to champion migrant inclusion.
“Many of our families are new to New Zealand,” says Donal. “Hence, our extension of support towards celebrating more language weeks and the assignment of liaison that meaningfully connects with our migrant community at Fruitvale.”
For Farsi-speaking families, the support is life-changing.
“It’s hard for these families to adjust,” says Faranak. “Language barriers make it tough to talk with teachers.
Yalda Night 2024 hosted by Peyvand Academy at Fruitvale Primary School.
Donal McLean, principal of Fruitvale Primary School, attending Yalda Night 2024.
Top and bottom: Peyvand Academy Learning Hub session for parents and caregivers.
Right: Peyvand Academy Learning Hub session for students.
“Cultural success in schools is not automatic – it takes intentional effort, connection and a commitment to inclusion.”
Donal McLean
The learning style is different. Parents and kids can feel isolated.”
That’s why Peyvand began hosting weekly Farsi language workshops at the school in addition to the 10 LCH sessions covering the New Zealand Curriculum, school policies and a connection point to support services.
“These workshops empower families to advocate for their children’s education and navigate their new life with confidence,” says Faranak.
So far, the initiative has helped over 40 families and 70 children.
One standout case is a mother from Afghanistan who arrived in 2021 under difficult circumstances, unable to speak English. With no family or friends residing in the country, the school was her only lifeline.
After attending all 10 learning sessions, she became confident enough to ask questions, connect with teachers and understand the system – supported by the school’s liaison for the Persian community. Today, her two children are thriving in English and maths, laying a strong foundation for their upcoming NCEA journey in secondary school.
The power of heritage language
“Migrant communities bring valuable skills,” says Faranak. “They fill labour gaps and drive innovation with fresh ideas and new businesses that better translate to the global economy.”
“There are clear benefits to mutual understanding,” adds Donal. “By welcoming global cultures, we gain access to diverse thinking and stronger engagement with local issues. That collective wisdom is vital in a changing world.
“But cultural success in schools is not automatic. It requires intentional efforts like our partnership with cultural organisations like Peyvand Academy, that reinforce the value of maintaining a connection to one’s heritage.
“My advice for other school principals with busy agendas is simply to start with the critical foundation of creating safe spaces and enabling families to be active participants in their children’s learning.”
For more information on Learning Community Hubs or to start your own cultural inclusion initiative, visit the Ministry of Education website
ENGAGEMENT
Building and strengthening positive relationships to foster engagement
Three RTLBs in south-east Auckland have been exploring what drives student engagement and attendance – and how teachers can make a powerful difference by focusing on relationships and connection.
As part of their Postgraduate Diploma in Specialist Teaching (Learning and Behaviour) through Massey University, Resource Teachers: Learning and Behaviour (RTLB) Kim Timmins, Libby Banks and Emma Johnson were tasked with investigating a local issue through community-based practice. Their chosen focus: student engagement across south-east Auckland.
“We began by wondering what’s really driving disengagement and the lack of attendance we’re seeing across Aotearoa,” they explain.
“Through our research – which included national and international studies, as well as perspectives from local schools – we found that improving engagement can significantly improve attendance.”
The answer, again and again, came back to relationships. A growing body of evidence points to the central role of meaningful teacher-student connection in fostering engagement.
Why relationships matter
In one study by Zepke et al. (2010), more than 90 percent of students surveyed said the teacher had a high impact on their engagement. The Growing Up in New Zealand reinforced this, spotlighting the importance of studentteacher relationships as a key factor in overall wellbeing and motivation.
“Relationships were a central theme; this was identified as something that kaiako could be upskilled in with strategies to ensure that they were connecting with all the mokopuna and creating a sense of belonging and connection. All of this leads to greater wellbeing, which in turn leads to increased engagement.”
While external factors such as socioeconomic stress, mental health challenges and transience can influence engagement, the researchers argue that teachers can still make a significant impact.
They explored engagement through four dimensions – behavioural, emotional, cognitive and agentic (Gibbs & Poskitt, 2010; Bundick et al., 2014; Hargraves, 2020) – and found that all are within a teacher’s sphere of influence when the right relationships and strategies are in place.
“One of our voices spoke about the importance of each child having an advocate, someone who they can really
implement to strengthen relationships and, in turn, improve both engagement and attendance.
These include knowing the learner deeply, creating a sense of belonging, using mana-enhancing practice, setting high expectations and giving students a sense of voice and agency in their learning.
Understanding each student’s background, interests and aspirations is foundational. Activities like a ‘Letter to My Teacher’ at the start of the year – where students share their home life, hobbies, learning preferences and goals – can give teachers valuable insights that foster deeper connection and more personalised teaching.
Check-ins are another powerful strategy. “When my teacher listens to me and helps me with my work, it makes me feel confident and happy to learn,” shared one student, quoted in Hargreaves (2020).
A consistent five-minute weekly conversation about what a student is proud of, how things are going at school and at home and what they need to succeed can help students feel seen, supported and heard.
Inclusion and representation also matter. “Are all of your students represented in the fabric of the classroom?” the RTLBs ask. “Can they see and recognise themselves in what you are doing?”
“Hey, I noticed it was tricky to focus today. How can I support you better tomorrow?”
High expectations can become self-fulfilling. Teachers who show belief in each learner’s potential help students believe in themselves. Co-constructing goals and tracking progress builds momentum and motivation.
Emotionally safe classrooms – where students feel cared for and encouraged – are essential for engagement.
Establishing shared expectations, giving specific feedback and recognising acts of support help nurture a culture of awhi and trust. Students are also more engaged when they have input and choices in their learning, whether that’s how they present their work or which topics they explore.
Home-school partnerships further strengthen engagement. Tools like a ‘Knowing My Child’ survey early in the year can open communication and align goals between kaiako and whānau. Ongoing positive contact helps maintain trust and keeps everyone on the same page.
Finally, relevant and purposeful learning makes learning meaningful. Connecting units to local or real-life issues gives students a clear ‘why’ – helping them link classroom learning with their values and communities.
“When students feel known and valued, they’re more likely to show up, take part and try their best.”
Kim Timmins, Libby Banks & Emma Johnson
Helping students feel they belong
“There are many challenges that affect student engagement,” reflect Kim, Libby and Emma, “but what we learned through our research is that teachers can still make a huge difference.
“One of the most powerful things a teacher can do is to see a student not just as a learner, but as a whole person.
“When students feel known and valued, they’re more likely to show up, take part and try their best.”
It’s not about dramatic interventions or flashy programmes.
“Building strong relationships starts with the small things. A smile. A kind word. A conversation. A belief that every learner has something to offer.”
By putting relationships at the centre, kaiako can not only improve attendance and engagement – but create a classroom where every student feels they belong.
Mā te huruhuru ka rere te manu. Adorn the bird with feathers so it may soar.
Reimagining school transitions through global insights
From Tāmaki Makaurau to Tokyo and Toronto, Margaret May Blackwell Fellow Dr Jo Knox explores how transitions from early learning to school can be strengthened –with insights that resonate across Aotearoa.
Educators from Torbay and Sherwood Schools share how their own mahi reflects a shared vision of making every child’s first step into school a supported and joyful one.
Connections and shared PLD between early learning and schools, like Torbay School and Sherwood School in Auckland, are strengthening transitions.
What does it feel like to step into a new environment –unsure, and quietly hoping for belonging? This was a question that lingered in Dr Jo Knox’s mind during her international research journey as a Margaret May Blackwell Fellow, visiting early learning settings and schools across Japan, Canada, Australia and Singapore.
“While I enjoyed the independence that travelling alone came with, at times the experience was stressful, daunting and a little scary,” she says. “Occasionally, I felt like the outsider with everyone else on the inside.”
That sense of uncertainty led her to reflect deeply on how children experience transitions – especially those starting school for the first time.
“Imagine turning up to a class that’s already been together for weeks or months, and feeling like all eyes are on ‘the new kid.’ It really made me appreciate how powerful it is when transitions are planned, structured and supportive – for every learner.”
Jo’s fellowship focused on maths-related transitions between early learning and school. As a mathematics facilitator, she wanted to understand how educators across cultures support young learners’ sense of identity, belonging and capability – especially when it comes to maths.
“Internationally, teachers found it surprising that in New Zealand, children can start school any time after they turn five. They couldn’t comprehend how that might affect learning cohesion or teaching design.”
But her work goes far beyond critique. Instead, Jo highlights the possibilities and the practices – the practical, relational and joyful steps that can make all the difference.
Building whanaungatanga
Closer to home, those ideas are being brought to life by teachers like Sarah Kilkolly, assistant principal at Torbay School.
Five years ago, she brought together a small group of early learning services and schools, sparking what would become a dynamic network of educators committed to improving transitions.
“Building whanaungatanga is key,” says Sarah. “Connections between early learning educators and schools, strong relationships with whānau and a tuakana–teina relationship within our schools strengthen transitions.”
Today, the network includes nine early learning services and has become a space for professional development, shared events and a collaborative approach to supporting children and whānau. One of its standout initiatives is the Tuakana–teina Big Buddy programme.
Inspired by the book Crossing the Border (Hartley et al.), the programme sees Year 5 students paired with early learners as their ‘big buddy,’ with reciprocal visits and transition books.
“This way, relationships form before children even start school,” says Sarah. “By the time they arrive on their first day, they already have a familiar face waiting to show them the ropes.”
Year 5 students were chosen deliberately as the big buddies for new entrants – they have enough time in the year to build strong bonds and when they progress into Year 6, their role evolves into quiet background support.
Playful starts, powerful impact
For some tamariki, the most important support for their sense of belonging is in how the day begins.
At Torbay School, deputy principal Susan Ye used her sabbatical to explore how play-based learning could ease transitions and better support tamariki to settle.
Her research, including visits to Australian settings, inspired the introduction of Wā Kitea – a daily window for playful exploration in Years 0–2.
“We found that starting each day more playfully with Wā Kitea time had a huge positive impact on children transitioning from their early childhood experiences to school,” she says.
Structured yet flexible, Wā Kitea allows children to explore at their own pace, reconnect with familiar experiences from ECE and begin the day with a sense of ease.
“Transitions are more than an administrative process. And the way we begin matters – not just for learning, but for life.”
Dr Jo Knox
Jo’s overseas research included learning from visits to kindergartens in Tokyo, Japan.
A shared beginning
At Sherwood School, deputy principal Carolyn Crow is also seeing the benefits of change. The school adopted cohort entry in 2023 after consultation with their community –meaning children now start in groups at the beginning or middle of each term.
“Previously, children would start school on their birthday, sometimes alone or without knowing anyone,” explains Carolyn. “Now, they arrive with peers, and their families build connections too.”
This group approach enables orientation visits, structured transition programmes and a greater sense of collective beginning.
“It reduces anxiety – both for the child and the whānau,” says Carolyn.
Jo agrees that the power of shared beginnings cannot be overstated. While her international visits showed a variety of cultural approaches to starting school, the common thread was a consistent, collaborative entry point.
“It’s not just about the curriculum – it’s about creating memories, milestones and moments of belonging,” she reflects.
Transitions through a maths lens
As part of her fellowship, Jo also explored how maths learning is introduced in different cultural settings. She saw how shared starts enabled teachers to design coherent and connected learning journeys.
“It meant that teachers could plan for everyone having had similar foundational experiences,” she explains. “In maths, this is so important – a shared language, shared tools and a sense of confidence are all crucial in those early weeks.”
To test some of her insights, Jo conducted small-scale research using maths Progressive Achievement Test (PAT) data from a local school. Jo’s findings aligned with largerscale research by Ali and Menclova (2024), which found that one additional month of early schooling increased the likelihood of achieving top secondary qualifications and university entrance.
But Jo’s focus remains on the learner – their emotional, social and academic start to school. She continues to advocate for intentional, inclusive transitions that build identity and capability.
Creating memory, not just entry
“One of my reflections during travel,” shares Jo, “was watching those travellers with priority boarding – the ones first on the plane, the first with their bags, the first at the hotel. It made me wonder about how that plays out in education.
“Some children, just by birthdate or other factors, start with more – more time, more confidence, more familiarity. Our job as educators is to lift everyone to that sense of ‘priority’ – of being seen, known and supported.”
Whether through big buddy relationships, playful starts, or cohort support – Jo, Sarah, Susan and Carolyn are part of a growing group of educators making sure that every child has the strongest possible start.
As Jo puts it, “Transitions are more than an administrative process. And the way we begin matters – not just for learning, but for life.”
You can read more about Jo’s research in Transborder Experiences: Learnings from my travel fellowship about transitions to school
Wā Kitea time at Torbay School.
Jo visited kindergarten classrooms in Vancouver (BC) and Lethbridge (AB) in Canada.
Red Cards for Ableism: challenging barriers to inclusion in sport and PE
A research project led by SHORE & Whariki Research Centre in collaboration with Sport New Zealand is helping schools and communities identify and tackle ableism in sport, PE and active recreation – through a thought-provoking comic that’s making inclusion visible. Penelope Caroll, Linda Madden and Karen Witten explain more.
Participation in sport and active recreation is a fundamental right – one that brings social connection, wellbeing and a sense of belonging. But for many disabled young people, full participation remains out of reach.
Sport and Physical Education are recognised as key to creating a non-disabling society. Inclusion is a stated priority for many sports bodies and schools, with frameworks designed to support disabled students’ participation in mainstream activities.
But policies don’t always translate into practice. Many disabled students continue to face barriers their nondisabled peers do not. A growing body of evidence highlights
that these barriers are often the result of unconscious ableism – entrenched ideas, attitudes and practices that can unintentionally exclude disabled young people.
Understanding ableism in sport and recreation
Ableism is a form of discrimination that privileges ablebodied norms and devalues people with impairments. It plays out both structurally – in how environments and systems are designed; and interpersonally, in how people interact, make assumptions, or exclude without realising. In sport, where particular bodies and performances are idealised, these forms of ableism can be amplified. The result? Some young people may never even consider joining a team or club, sensing they’re not ‘meant’ to be there.
This was reinforced in research from SHORE & Whariki (Massey University), with disabled young people who identified ‘other people’s attitudes’ as the biggest barrier to their daily participation –especially in sport and PE settings.
These experiences of exclusion can affect not just physical wellbeing, but also confidence and connection.
A comic that calls time on exclusion
In response, researchers from SHORE & Whariki have partnered with illustrator Toby Morris to develop Red Cards for Ableism – a research-informed comic designed to help educators, coaches and schools recognise and respond to exclusionary practices.
The project, Tackling ableism to increase participation in sport, PE and active recreation, is funded by the Health Research Council and is grounded in collaboration with teachers and sport providers across Aotearoa.
The comic presents real-life scenarios based on research findings – moments where disabled young people are subtly or overtly excluded.
It holds up a mirror to common attitudes: “It’s too hard,” “we don’t have the resources,” or “that’s just life.” With each scene, readers are offered a metaphorical red card and a moment to pause and reflect.
“Toby’s comic encourages teachers and coaches to identify and reflect on ableism,” say the researchers, “and think about how practices and environments can be reimagined to work for everyone.”
Red Cards for Ableism doesn’t shame – it educates. It invites us all to shift our thinking from “what’s easiest for the system?” to “what’s fair for the learner?”
The full comic is available online to view, download and print. Schools and communities are encouraged to use it in PLD sessions, staff meetings or sport planning discussions.
Download the comic Red Cards for Ableism – Toby Morris and SHORE & Whariki at shoreandwhariki.ac.nz.
For posters, you can contact shoreandwhariki@massey.ac.nz.
“Toby’s comic encourages teachers and coaches to reflect on ableism and ask: ‘How can this work for everybody?’”
