Professor Brigid McNeill on enhancing the literacy outcomes of children with speech sound difficulties
Performing arts special
A spotlight on music therapy and the National Dance Challenge
Could Kiwi teens be banned from social media?
Leaders react to Australia’s new laws
Qualification inflation
Exploring every pathway after high school
Classroom support advice from ADHD
New Zealand chair Darrin Bull
N i c h e G r o u p s p e c i a l i s e s i n c o m m e r c i a l a n d m o d u l a r
c o n s t r u c t i o n a c r o s s N e w Z e a l a n d , d e d i c a t e d t o b u i l d i n g
i n s p i r i n g e d u c a t i o n a l e n v i r o n m e n t s .
D e s i g n & B u i l d
T a i l o r e d m o d u l a r c l a s s r o o m d e s i g n s t h a t
m a x i m i z e f u n c t i o n a l i t y a n d c o m f o r t .
S i n g l e o r d o u b l e s t o r e y t o s u i t y o u r s p a c e .
F u l l - S e r v i c e P r o j e c t M a n a g e m e n t
F r o m c o n c e p t i o n t o c o m p l e t i o n , o u r
s p e c i a l i s t s e n s u r e a s m o ot h p r o c e s s
e v e r y s t e p o f t h e w a y .
C o o r d i n a t i o n w i t h t h e M i n i s t r y o f E d u c a t i o n
S e a m l e s s n a v i g a t i o n o f c o m p l i a n c e a n d
r e g u l a t o r y r e q u i r e m e n t s .
Y o u r P r o j e c t , O u r P r i o r i t y
O u r g r o u p c o n s i s t s o f e x p e r t s i n
e n g i n e e r i n g , p l u m b i n g , w i n d o w
m a n u f a c t u r i n g , w a l l f a b r i c a t i o n ,
d e s i g n , a n d c o n c r e t e , o f f e r i n g a
c o m p r e h e n s i v e a p p r o a c h t o y o u r
c o n s t r u c t i o n n e e d s .
F o r m o r e i n f o , c o n t a c t u s :
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e n q u i r i e s @ n i c h e c o n z
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LOOKING
STAFF?
Speech and language skills are at the core of how children learn, connect, and succeed in the classroom. But, when these foundational abilities are delayed or disrupted, the impacts can have a ripple effect into other areas, especially reading and writing.
One teacher speaks freely on
Celebrating dance and teamwork at the
This issue of Principals Today looks at the foundational power of language, with a view to understanding students’ language difficulties in schools.
It features a performing-arts special where we shine a spotlight on music therapy and the National Dance Challenge.
We also ask, in the wake of Australia’s new laws, whether Kiwi teens could be banned from social media.
You’ll find articles on exploring pathways after high school, removing barriers to outdoor play, advice from ADHD New Zealand chair Darrin Bull, how to protect your school network from VPNs, and what’s keeping parents awake at night, plus much more.
Enjoy.
The
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NEED A NEW website FOR YOUR SCHOOL?
The risks of virtual private networks in schools
ADHD in the classroom
Darrin Bull, ADHD NZ chair, debunks common myths
Jarred
Is our university entrance system too relaxed? 70 NCEA Level 1 pass rates fall
The impact of new literacy and numeracy requirements
72 Removing barriers to outdoor play
University study identifies key issues
78 Bridge Hill fire evacuates several school camps
Planning for EOTC emergencies 84 Solar panels and energy efficiency
Make smart moves in the name of sustainability
Child’s financial security biggest concern, new study finds 64 Qualification inflation
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The staffroom Anonymous teacher column
Do you see parents or even educators putting undue pressure on children to develop academic skills early? How can this be avoided?
Yes, there is often undue pressure placed on young children in New Zealand to develop academic skills early, especially as parents might focus on their child achieving measurable milestones like reading, writing, and numeracy. This pressure can arise from societal expectations, comparisons with other children, or the desire to ensure a “good start” for a child’s education. However, I have seen that this can lead to stress for children, hinder their natural development, and sometimes create a negative association with learning.
To avoid this pressure, I think it’s important to focus on play-based learning, as play helps build creativity, social skills, and problem-solving, which are essential for future learning. Teachers should work closely with parents, explaining the value of letting children develop at their own pace and encouraging fun, hands-on activities at home. Setting realistic goals is key, with a focus on foundational skills like social and emotional development and fine motor skills rather than rushing into reading or writing. Celebrating each child’s unique progress helps build confidence, and ongoing learning for teachers can ensure everyone is on the same page about the importance of balanced, developmentally appropriate learning.
What does a ‘ready’ child look like to you in terms of emotional, social, and practical abilities?
A child who is curious, feels secure, is confident in themselves and open to new experiences. Emotionally, they can manage feelings most of the time, express themselves appropriately, and feel comfortable being away from their caregivers. Socially, they are learning to take turns, share, and follow simple instructions, while starting to build positive relationships with peers and adults. Practically, they can handle basic self-care tasks like toileting, washing hands, and managing their belongings with some support. Readiness looks
different for every child, and it’s about developing these skills gradually while being supported through the transition to school.
Are there any misconceptions about school readiness that you wish parents and educators understood better?
Yes, there are! One misconception is that readiness is mostly about academic skills, like knowing letters and numbers or how to write their name. While these skills can be helpful, true readiness is more about emotional, social, and practical development—such as being able to manage feelings, follow routines, and interact positively with others. Another misconception is that all children should be ready at the same time or in the same way. Every child develops at their own pace, and readiness can look different depending on their personality, experiences, and needs. Lastly, some believe that school readiness is solely the child’s responsibility, but it’s a partnership between the child, their whānau, and educators. Helping children feel safe, confident, and supported is far more valuable than focusing on ticking off academic milestones.
How can schools better support parents in making informed decisions about their child’s readiness for school?
I think that schools and ECEs need to have clear communication about the options that parents have. Not every child needs to start school when they turn five, especially if they are struggling emotionally or socially. The focus needs to come away from academics being the only measure of how successful a child is. If possible, schools could perhaps have information evenings or workshops for parents to go to prior to enrollment - not only to give parents the bigger picture but to start developing positive relationships, too.
Every child is unique, and I believe this should be celebrated - so to have the same expectation for every student starting school is doing them an injustice. Take away the pressure of a child being ‘school ready’ and switch it around to make sure that a school is ‘child ready’.
Elevating Play: University of Auckland’s State-of-the-Art Rooftop Multicourt
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The University of Auckland, in collaboration with consultants, embarked on an extensive design process to fully realize the potential of their rooftop multicourt. This process focused on maximizing the court’s utility, incorporating efficient line markings for futsal, tennis, and hockey practice. In addition to functionality, the university placed a strong emphasis on aesthetics. A large university logo was prominently featured at the centre of the court, while the ends of the court
were adorned with letters— one side displaying the university’s English name and the opposite end showcasing the Te Reo Māori name, “Waipapa Taumata Rau.” This thoughtful design not only optimized the space for diverse sports but also reinforced the University’s identity and cultural significance.premier playing surface that combines durability, performance, and sustainability.
To enhance both the performance and sustainability of the rooftop multicourt, TigerTurf installed their patented ecocept® 24mm pad. This innovative base is crafted from recycled car tires and plastic, bonded together by a free-draining emulsion spray that forms a solid yet flexible surface. This design not only relieves pressure on athletes’ joints, ensuring a comfortable playing experience, but also addresses the critical need for drainage and water tanking in rooftop installations. By allowing water to flow through while maintaining a stable base, ecocept® prevents water buildup, ensuring long-term
durability and optimal playing conditions year-round. Additionally, the ecocept® pad is made from recycled materials, aligning with the school’s sustainability goals and reducing the overall environmental impact of the project. Its durable construction extends the lifespan of the turf system, offering a long-term, cost effective solution for the school’s sports facilities.
TigerTurf completed the project by installing Evo Pro, a premium surface specifically engineered for hockey, in a striking olive green and blue
color scheme. Evo Pro is known for its dense, durable construction, offering excellent ball roll and traction, key for fast-paced sports like hockey. Its non-directional surface ensures consistent playability across all areas of the court, enhancing performance for athletes. Additionally, Evo Pro’s all-weather capability means the surface maintains its grip and responsiveness in both wet and dry conditions, making it an ideal choice for the university’s rooftop, where versatile, high-performance play is essential.
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Providing the best possible sports facilities will inspire students, with the passion to participate in outdoor activities and encourage them to keep coming back. TigerTurf’s synthetic turf surfaces are the perfect foundation on which to develop the passion, the skills, the talents of tomorrow’s athletes.
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Speaking from experience
Understanding speech and language difficulties in schools
Speech and language skills are at the core of how children learn, connect, and succeed in the classroom. But, when these foundational abilities are delayed or disrupted, the impacts can have a ripple effect into other areas, especially reading and writing.
Professor Brigid McNeill, an expert in children’s oral language, reading and spelling development, shares her insights into how speech and sound difficulties affect children’s learning, confidence and classroom participation.
What are speech sound difficulties, and how do they affect a child’s ability to read and write?
Speech sound difficulties are when children have difficulty producing speech sounds correctly. Children with speech sound difficulties take longer than expected to acquire all the speech sounds used in their language (for example, may continue to use the speech errors that are very common in preschool-aged children). Children that use a lot of speech errors can be difficult to understand.
Children with speech sound difficulties, particularly those that
Professor Brigid McNeill
persist into the school years, are more likely than other children to also experience difficulty with literacy acquisition. This is primarily for two reasons:
1. If the child’s type of speech sound difficulty is phonological in nature, then the difficulty with phonology will impact not only speech production but also phonological processing, which is a key driver of early literacy development. Children
Early signs of literacy struggles should be picked up through assessment monitoring in the first year of school in response to quality classroom teaching. Phoneme awareness assessment, oral language assessment and early phonics assessments are good early indicators.
who have more difficulty with phonological awareness, for example, identifying sounds in words, will have more difficulty in learning to read.
2. Many children with speech sound difficulty also have difficulty in other aspects of oral language, such as vocabulary knowledge, which also predicts literacy development. Of course, there will still be many children with speech sound difficulties who
do have difficulties with their literacy development. It is just that, on average, children with speech sound difficulties are more likely to experience literacy difficulty, particularly if their speech errors are more complex and/or they also have difficulty with other aspects of language.
How do speech challenges impact a student’s confidence and participation in school?
If other children or the teacher find it hard to understand the child, then that may have a negative impact on the child’s ability to make friends, confidence to participate in the classroom, etc. So much of children’s confidence in the early school years is driven from how they feel about themselves as a learner, so that they feel confident in their own identity, etc.
What early signs of speech or literacy struggles should teachers look for in young learners?
Signs of speech struggle –difficulty understanding the child’s speech, particularly for adults/ children who are relatively new to the child (adults can become ‘used’ to the child’s speech over time). Difficulty articulating speech sounds that are normally acquired by school age; children becoming frustrated or withdrawing form communication.
Early signs of literacy struggles should be picked up through assessment monitoring in the first year of school in response to quality classroom teaching.
Children with speech sound difficulties, particularly those that persist into the school years, are more likely than other children to also experience difficulty with literacy acquisition.
Phoneme awareness assessment, oral language assessment and early phonics assessments are good early indicators. For children that are using significant speech errors, it is important for teachers to provide an assessment that does not rely on verbal output (so that the speech difficulty can be disentangled from the child’s literacy knowledge -this is important information for the next steps for learning). An example of a task that doesn’t rely on verbal output would be – in phonological awareness assessment – pointing to the picture (out of three) that starts with a particular sound; for oral language assessment, it is important to assess children’s language comprehension as well as output.
Can you share some simple ways teachers can support students with speech or language needs?
• Modelling of correct articulation of speech sounds within phonics lessons – “This is letter f and it makes an ‘f’ sound (showing the letter). Look at my mouth when I make the sound. Now you try.”
• Speech slowly and clearly
• Allow processing time for children
• Clear and routine instruction (get rid of all the non-essential talk and focus on what is needed in the lesson)
• Using visual aids to support understanding of the class routine, etc.
• Ensure you are facing the children when talking
• Modelling language
• Vocabulary development
• Provide child-friendly definitions.
What advice would you give to schools with limited access to speech-language support?
Make sure that a structured literacy approach that has a systematic focus on both phonics/decoding AND oral language is utilised. This means that the approach will include detailed assessment and monitoring of oral language use and understanding alongside other skills. The approach also needs to include explicit and systematic teaching of oral language (such as listening
Speech and language are THE foundation for literacy and social development. There is also a strong relationship between oral language and self-regulation skills. We need to get this right!
comprehension, vocabulary development, story retelling and story grammar) alongside other code-related skills. Ensuring this best practice will mean that a smaller proportion of learners will need speech-language support, and it will be easier to resource. This will ensure that the class-wide approach is best suited for all learners, including children with speech and language difficulties. It also means that teachers have a robust assessment data regarding oral language to know when a referral should be made to a speech language therapist and that assessment can be shared with the SLT; having systems where schools and the SLT are able to talk the same language in terms of assessment
and classroom approach is ideal. The Better Start Literacy Approach is a structured literacy approach designed for the New Zealand educational context that provides assessment and teaching across oral language, code, and reading comprehension elements. I am also declaring that I am a co-lead developer of that approach.
What do you wish more teachers knew about speech and language issues in the classroom?
Speech and language are THE foundation for literacy and social development. There is also a strong relationship between oral language and self-regulation skills. We need to get this right!
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Taking the stage
Celebrating dance and teamwork at the National Dance Challenge
The National Dance Challenge (NDC) is New Zealand’s premier troupe-only competition, founded to provide a platform for dancers of all ages and skill levels to showcase their talents in a fun, competitive, and supportive environment.
Since its inception, the NDC has grown to become one of the country’s most anticipated dance events, drawing thousands of participants from across New Zealand.
Each year, dancers gather at the Westlake Girls High School on Auckland’s North Shore for an action-packed three-day event in June. The competition welcomes dancers from all backgrounds, with participants ranging from novice dancers to experienced performers.
The event serves as an exciting opportunity for dancers of all ages and abilities to come together and celebrate the joy of dance.
The competition continues to grow each year, providing an
important outlet for those who dance at school or as a hobby. In 2023, the NDC attracted over 2,400 competitors from across the nation.
Whether they train in dance studios or as part of their school extracurricular activities, the NDC ensures that there is a platform for every dancer to shine.
The NDC offers a variety of divisions to cater to the diverse needs of the participants. Specialist divisions are available for primary, intermediate, and secondary school students, allowing young dancers to compete alongside their peers.
Additionally, the competition features a novice section where 75% of dancers must be new to competitive dancing,
ensuring that beginners have the opportunity to join in the fun and gain valuable experience.
One of the most unique and heart-warming aspects of the NDC is the Dance Without Limits category. This division was introduced to celebrate diversity and inclusivity within the dance community.
It provides a platform for children who are physically or developmentally differentlyabled to take the stage and experience the thrill of performance. In this category, dancers are encouraged to embrace their talents while forming strong bonds with their teammates, as they trust and support one another on stage.
The Dance Without Limits section truly reflects the values of the NDC – celebrating the incredible power of teamwork, trust, and unity in dance.
The NDC’s focus on team-based dance sets it apart from other competitions. It emphasises the importance of collaboration, camaraderie, and collective performance. Dance schools from all over New Zealand come together to compete, creating an electrifying atmosphere that showcases the amazing teamwork and dedication that troupe competitions offer.
With each performance, the participants demonstrate the spirit of unity that makes the NDC such a special event.
COMPETITION DATES
Friday, June 13th – Schools
Saturday, June 14th
- Open & Novice
Sunday, June 15th
- Open, Novice & Finals Gala
In addition to the competitive categories, the NDC also provides a welcoming environment for schools to showcase their talent. As more children choose dance as a sport or passion, the NDC offers a much-needed platform for them to perform, compete, and experience the thrill of being on stage in front of an enthusiastic audience.
The National Dance Challenge continues to play a pivotal role in fostering a love for dance in New Zealand. By providing an inclusive, supportive, and fun environment, the NDC enables dancers to grow, build confidence, and share the joy of performance with others.
With its commitment to inclusivity, the event is set to inspire future generations of dancers to come together, celebrate teamwork, and pursue their passion for dance.
For more information, visit: www.nationaldancechallenge.co.nz
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Tips on fatigue
When we’re feeling energised, everything feels easier.
On the other hand, when we’re dealing with fatigue, it can significantly impact our daily lives and make it difficult to get through the day.
Common causes of fatigue
• Having an illness (cold, flu etc,)
• Sedentary lifestyle
• Overwork, strenuous exercise and/or general stress
• Not eating well enough.
Further possible causes of fatigue
• Heart disease
• Hypothyroidism (underactive thyroid)
• Sleep disorders
• Medication with a drowsy side-effect
• Hormonal changes
• Anemia
• Depression or anxiety
• Chronic fatigue syndrome
Natural approaches to fatigue
It’s always best to speak with your doctor first if you experience fatigue that lasts more than a few days. However, there may be things to try in the meantime.
Prioritise sleep hygiene
Go to bed and wake up at the same time every day, even on weekends. Maintain a balanced diet
Incorporate fruits, vegetables, lean proteins and whole grains into your diet.
Stay hydrated
Drink plenty of water throughout the day to prevent dehydration, which can cause fatigue.
Engage in moderate activity
Aim for at least 30 minutes of moderate exercise most days of the week. If it feels too difficult at first, take things slowly to build your stamina.
Practice mindfulness and meditation
Spend a few minutes each day practicing mindfulness or meditation to reduce stress levels.
Consider natural supplements
Discuss your options with a professional to see whether natural supplements such as vitamins, herbal teas, essential oils and more may be beneficial.
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The sound of support
By Jamie Quinn
Music therapy is a powerful and often misunderstood field that plays a vital role in supporting children’s development, well-being, and learning. Dr. Daphne Rickson, ONZM, is a New Zealand Registered Music Therapist (NZ RMTh). She has practised music therapy with a range of client populations, particularly with children and adolescents in schools. Dr. Rickson shareds her insights into what music therapy is, how it works, and why it should be recognised as a professional discipline distinct from simply using music in everyday settings.
A common misconception about music therapy is that it is merely about playing or listening to music for enjoyment. Dr. Rickson clarifies that while music does have therapeutic benefits in everyday life, music therapy requires extensive training. “Music therapy is a professional discipline, which needs to be differentiated from the use of music by lay people or professionals trained in other disciplines. Music is ubiquitous, and therapeutic benefits are constantly evident in everyday life. Many people who are not trained as music therapists, including classroom teachers, are able to purposefully harness the benefits of music to support children’s learning and wellbeing. However, when children are
experiencing significant adversity and challenges, they typically need the support of a music therapist who has the skills and knowledge from extensive training to help them access and build on the affordances that music provides.”
The impact of music on a child’s brain development is incredible.
“More recently, brain imaging and brain-wave recordings have identified that the creation and perception of music can uniquely stimulate cognitive, affective, and sensorimotor processes. We now have evidence that music can help people to control movement, maintain attention, and develop speech, learning, and memory.” Dr. Rickson explains.
Even before birth, infants respond to music in utero, and early exposure to music plays a crucial role in language acquisition and cognitive development. Research suggests that by the third trimester, a developing foetus can hear and recognise external sounds, including music and the mother’s voice. This early exposure to music can influence neural pathways associated with auditory processing, laying the foundation for language acquisition and cognitive development.
Music therapy is distinct from music education, though the two fields often overlap. Dr. Rickson says, “There are many overlaps between music therapy and music education, but also important differences. A music therapist uses the medium of music and the relationships that develop through music-making to achieve health and wellbeing goals, which in turn support learning. Music therapy sessions can involve singing, playing instruments, listening or moving to music, and composing music to meet ‘non-musical’ goals. Music educators, on the other
A music therapist uses the medium of music and the relationships that develop through music-making to achieve health and wellbeing goals, which in turn support learning.
hand, are more likely to focus on the acquisition of musical skills and developing a child’s musical appreciation, albeit with the benefit of learning and wellbeing outcomes.”
Comparing music therapy to other therapeutic approaches highlights its unique qualities. Play therapy and music therapy share many child-centred principles, allowing children to lead the experience while therapists provide empathy,
More recently, brain imaging and brainwave recordings have identified that the creation and perception of
music can uniquely stimulate cognitive, affective, and sensorimotor processes. We now have evidence that music can help people to control movement, maintain attention, and develop speech, learning, and memory.
acceptance, and respect. However, music therapy prioritises music-making as the central tool for engagement. It allows children to express emotions and engage in reciprocal musical play. In contrast, behavioural therapies like Applied Behaviour Analysis or Cognitive Behavioural Therapy are more structured, often relying on verbal interactions to help children understand their thoughts, feelings, and behaviours.
Music therapy can be particularly beneficial for children with developmental delays or learning disabilities in ways that traditional therapies may not.
“Music making is a non-verbal form of communication and play. When children are engaged in musical interaction, they are rehearsing skills such as listening, observing, and empathising, as well as turn-taking and exchanging creative ideas.”
Dr. Rickson goes on to explain that singing is particularly effective in encouraging vocal
communication, as it provides a valuable outlet for children who may struggle with speech. Even a child who produces a sound by chance can be encouraged to respond with another sound, allowing for the natural development of communication.
Dr. Rickson also explains how music therapy supports emotional development.
“Caregivers engage infants in vocal turn-taking and sing lullabies and play songs to facilitate their child’s emotional regulation. Music therapy draws on this innate musical communication not only to support the bonding process when it is disrupted but also to promote calm and positive communication in other contexts. Music, with or without lyrics, can evoke strong emotional reactions in us. Musicmaking is, therefore, a powerful medium for both receiving and expressing emotions.”
For children with autism and ADHD, music therapy offers significant benefits. Research
suggests that music therapy helps children develop self-awareness, self-acceptance, decision-making skills, and impulse control. These improvements contribute to better social interactions and overall emotional well-being. A recent study in Aotearoa New Zealand, found that music therapy enhances social communication skills for autistic children, helping them express emotions and interact in new ways.
Dr. Rickson encourages teachers to incorporate music into their classrooms. Teachers can incorporate music therapy principles in the classroom without formal training, though professional assessment by a music therapist is ideal when working with children who have special needs. She says, “Many teachers are self-conscious about their musical abilities, but by focusing on doing music for fun they will be engaging children in activities that have multiple benefits.”
Music is about creating a space where children feel safe, heard, and understood. Recognising the professional nature of music therapy ensures that children receive the specialised support
they need to thrive. As research continues to highlight the incredible potential of music therapy, there is an increasing need for investment in this essential discipline to make it accessible to more children in need. After all, music is a language we all understand.
Dr. Rickson draws from the following resources: Music Therapy New Zealand, & Rickson, D. (2024). A History of Music Therapy New Zealand (1974-2023): Passionate People. Te Hītori o “Te Rōpū Puoro Whakaora o Aotearoa” (1974-2023): Te Hunga Ngākau Whiwhita. Glen Rock, PA, USA: Barcelona Publishers.
Rickson, D. J. (2022). Music therapy with autistic children in New Zealand: Haumanu ā-puoro mā ngā tamariki takiwātanga i Aotearoa. London: Palgrave Macmillan.
Rickson, D. J., & McFerran, K. S. (2014). Creating Music Cultures in the Schools: A Perspective from Community Music Therapy. University Park, IL: Barcelona Publishers.
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Celebrating New Zealand’s best educators
National Excellence in Teaching Awards (NEiTA) nominations are open.
For three decades, the NEiTA Foundation has awarded professional grants and prizes to New Zealand and Australia’s best educators. It’s the longeststanding community-driven awards program dedicated to recognising teaching excellence in Australia and New Zealand.
The Foundation encourages parents, students, principals and schools to identify and nominate exceptional teachers who have displayed extraordinary enthusiasm, commitment and creativity for a prestigious
National Excellence in Teaching Award.
Supported by Futurity Investment Group, the NEiTA has recognised more than 1,110 exceptional educators in both New Zealand and Australia and gifted more than $1.4m in professional development grants and prizes.
NEiTA Foundation Chair, Catherine O’Sullivan, said the 2025 awards will recognise educators and school leaders who embody excellence. “NEiTA nominees are inspirational,
Nominations are open until 27 June 2025. The Apple Award recognises Australian and New Zealand primary and secondary teachers who exceed expectations, with the winners receiving a $5,000 professional development grant.
talented, committed and engaging teachers who are dedicated to their students, schools and the community.
“Teachers and principals show our children what is possible. They inspire both from within and outside the classroom. A NEiTA nomination is the perfect way for parents and students to reward teacher quality, and to recognise inspirational educators, teachers and school principals.”
Maria Kroonenberg, the whānau leader senior school, Year 6 leader and English curriculum leader at Three Kings School in Auckland, won an Apple Award at last year’s gala event.
“A National Excellence in Teaching Award means a lot,” Mrs Kroonenberg said. “Teaching is undervalued, but NEITA Foundation clearly values what I do and values what my team does.
“My National Excellence in Teaching Award celebrated all of the educators at my school. It raised everybody up. The best thing you can do is nominate a brilliant educator for a National Excellence in Teaching Award. Even if they don’t win, just being recognised is a celebration.”
Nominations are open until 27 June 2025. The Apple Award recognises Australian and New Zealand primary and secondary teachers who exceed expectations, with the winners receiving a $5,000 professional development grant.
The Leadership Award honours outstanding leadership by a principal or school leader, awarding a $10,000 grant for advancing educational excellence.
For more information, visit www.neita.com
NEiTA Foundation Chair, Catherine O’Sullivan and Maria Kroonenberg receiving her National Excellence in Teaching Award.
Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.
Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being:
Wonderglas is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25 year warranty for light transmission.
Webglas is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of it’s trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities.
Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range and the Panorama soffit lining system.
To find out about these products and more visit us online at www.ampelite.co.nz or call 0800 267354 to find your closest stockist/distributor.
Webglas in school walkway applications
From Term 1 of this year, schools across New Zealand have adopted a revised set of attendance codes.
The Ministry of Education has looked over the past attendance codes system, and reduced the number of codes from 26 to 15.
According to the Ministry of Education, educators shared feedback that the previous attendance system was complex. There were multiple codes to describe similar scenarios, which led to confusion and inconsistencies across schools.
The changes in the new system have addressed the feedback given. By merging similar codes and removing unused or unnecessary ones, the Ministry of Education is aiming to streamline the process for schools while making sure that attendance data better reflects student engagement.
The revised system has kept the categories of marking students
as Present, Justifiably Absent, or Unjustifiably Absent – but it has merged and clarified the codes within those categories.
For example, multiple codes previously used to justify medical or family-related absences have been merged under one broader code. This means schools no longer have to determine between a number of reasons for an excused absence – the broader category now provides enough detail to support student needs without overcomplicating.
No new codes have been introduced. The comparison table by the Ministry, which is available on their website, shows how old codes have been mapped to the updated list. A decision tree has also been created to help teachers and schools choose which code to use in different situations, along with a guidance document and FAQs.
The new system still categorises attendance into three main groups:
• Present (P): For students who are attending school
or involved in an approved learning activity
• Justified Absence (J): For legitimate reasons, including sickness, bereavement, or school-approved leave
• Unjustified Absence (U): When a student is absent without a valid reason or explanation.
According to the Ministry of Education, teachers and administrative staff should all understand how to use the codes and the reasoning behind them. But, if teachers or staff are still unsure an Attendance Code Query Management System (QMS) has been developed.
The 2025 attendance code updates, with their streamlined and improved tools, mean that schools are better able to track student attendance accurately, respond to issues quickly, and add to nationwide efforts to rebuild attendance and support learning.
The 2025 attendance code updates, with their streamlined and improved tools, mean that schools are better able to track student attendance accurately, respond to issues quickly, and add to nationwide efforts to rebuild attendance and support learning.
To see the full documentation available, including the updated codes, decision tree, and support resources, visit the official Ministry of Education website at www.education.govt.nz
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English curriculum draft raises eyebrows
PPTA Te Wehengarua president Chris Abercrombie says the recently released draft English curriculum, which introduces several key changes across all year levels, is “out of touch”, and doesn’t align with the realities of secondary education in 2025.
“Its focus on cursive writing at Year 8, for example, shows a complete lack of understanding of the challenges of secondary teaching and the extent to which teachers have to work to engage and motivate students and manage an everincreasing range of abilities and behaviours,” he says.
“Similarly, making Shakespeare and authors from the 1800s compulsory. Does this actually reflect what the teaching profession considers would be best for the students that they teach?”
Chris Abercrombie adds that shifting away from a curriculum underpinned by Te Tiriti o Waitangi was a significant step backward.
In February, the New Zealand Association of Teachers of English (NZATE) withdrew from work on the draft, labelling the Ministry of Education as unreliable.
Abercrombie described this as “extremely concerning”.
“Due to the unreliability of the Ministry of Education, the ad hoc directives they seem to be issued with, and the increasing concern that NZATE will be represented as agreeing to what is being developed, we have decided to step back from working with the MOE at this time,” the association said in a letter to its members.
“The process for the development of a revised curriculum continues to be of concern to NZATE. We began working with the MOE as a way
By Ben O’Connell
“Due to the unreliability of the Ministry of Education, the ad hoc directives they seem to be issued with, and the increasing concern that NZATE will be represented as agreeing to what is being developed, we have decided to step back from working with the MOE at this time.”
to advocate for English teachers and to give feedback, which we hope will be useful. However, what has happened is a line-byline rewriting of a document in order to make it “palatable”.
“If the draft curriculum has been written outside of the frameworks developed by the
profession, and the curriculum writers are not listening to the subject association that represents the profession, then we have to question what connection it has to the reality of the classroom,” Abercrombie says.
“If there is no link between the curriculum and reality, then it will not be delivered or received well, resulting in more students being disengaged and more teachers leaving the profession. Good curriculum needs the input of the subject specialist teachers who are on the ground delivering it.”
Chris Abercrombie urged all English teachers, school leaders, and the community to provide feedback on this. “We will be watching to see whether the Ministry of Education responds to that feedback.”
The Ministry of Education has opened a consultation period from March 31 to June 13, 2025, inviting feedback from educators, experts, and the public to refine the curriculum content. The finalised curriculum is scheduled for release in Term 4, 2025, with mandatory implementation beginning at the start of 2026.
Do we have an EOTC culture of fear?
By Ben O’Connell
Education outside the classroom (EOTC) has been an integral part of New Zealand’s educational fabric for over a century. But as the list of safety concerns to consider grows, so do fears that taking students out on field trips has more risks than rewards.
Workplace Relations and Safety
Minister Brooke van Velden has announced further changes to health and safety, as part of the ACT-National Coalition’s commitment to reform health and safety law and regulations. Instead of placing liability for injuries on the landowner, the responsibility would fall on the activity organisers.
Schools already must develop and review health and safety policies in line with the National Administration Guideline 5, identify at-risk students, outline emergency procedures, and ensure staff are first aid trained. Staff must also inform parents and caregivers about trip details in advance, collect up-to-date medical data, and discuss requirements and concerns before, during, and after the trip.
“For many Kiwis, outdoor recreational activities are a way of life that has been enjoyed for generations. Unfortunately, New Zealand’s work health and safety settings have reduced the appetite to allow these activities, inadvertently creating a culture of fear amongst landowners who are now worried about their legal liability if someone gets hurt,” she said. “Landowners will not be responsible if someone is injured on their land while doing recreational activities. Health and safety responsibilities will lie squarely on the organisation running the activities.”
The reform should reduce liability concerns for schools organising field trips. Schools may also find it easier to secure access to private farmland, forestry areas, or other outdoor locations for educational trips.
But schools will still need to ensure that the activity providers they partner with have appropriate safety measures in place. If a school directly organises an outdoor activity, such as a hiking trip without an external provider, it would still need to manage health and safety risks for its students.
“For
many Kiwis, outdoor recreational activities are a way of life that has been enjoyed for generations. Unfortunately, New Zealand’s work health and safety settings have reduced the appetite to allow these activities, inadvertently creating a culture of fear amongst landowners who are now worried about their legal liability if someone gets hurt.”
And so, whether this reform will reduce the fear culture surrounding EOTC depends on how it affects educators’ perceptions of risk themselves. What do you think?
Outdoor activities involve risk; it’s a somewhat inherent part of the fun. Schools might be daunted by the administrative tasks associated with organising EOTC, but these experiences have undeniable benefits for students. Groups like EONZ (Education Outdoors New Zealand) help schools navigate regulations rather than avoid outdoor trips altogether. Some level of risk aversion is necessary and healthy, but there is learning to be had when
students engage in activities with risk involved.
While this reform aims to alleviate liability concerns and promote greater access to outdoor spaces, the actual impact on EOTC will depend on how schools interpret and implement these changes. If educators feel more confident navigating health and safety requirements, students may benefit from richer, more frequent outdoor learning experiences. But risk management will always be a key consideration. The challenge remains in striking a balance between safety and the invaluable opportunities that EOTC provides.
Breathing easy
Indoor mould exposure can significantly impact children with asthma and other respiratory illnesses. Mould produces allergens, irritants, and mycotoxins, which can trigger asthma attacks, worsen symptoms, and increase the frequency of respiratory infections.
Children, particularly those with pre-existing respiratory conditions, are more susceptible to these effects because their immune systems and airways are still developing.
When mould spores are inhaled, they can cause inflammation in the airways, leading to coughing, wheezing, shortness of breath, and chest tightness. For children with asthma, even low levels of mould exposure can worsen their asthma control, making it harder for them to breathe and engage in physical activities.
Additionally, mould can aggravate other conditions such as allergies and bronchitis, leading to further respiratory complications.
Long-term exposure to mould can result in chronic respiratory problems, including reduced lung function. In some cases, it may even contribute to the development of new asthma cases in genetically predisposed children.
To protect children with asthma and respiratory illnesses, it is essential to maintain a mouldfree indoor environment by controlling moisture levels, ensuring proper ventilation, and promptly addressing any mould growth.
Early intervention and remediation can help prevent exacerbation of symptoms and improve overall respiratory health.
Alarmingly, New Zealand has the second-highest casualty rate of asthma and respiratory diseases per capita in the world. There are over 1,000 premature
deaths per year with associated costs in excess of $6 billion (see updated data below).
Mould Inspections NZ says there is clinical evidence that exposure to mould and other dampness-related microbial agents increases the risks of rare conditions, such as hypersensitivity pneumonitis, allergic alveolitis, chronic rhinosinusitis and allergic fungal sinusitis.
“Toxicological evidence supports these findings, showing the occurrence of diverse inflammatory and toxic responses after exposure to microorganisms isolated from damp buildings, including their spores, metabolites and components.
“While groups such as atopic and allergic people are particularly susceptible to biological and chemical agents in damp indoor
“The increasing prevalence of asthma and allergies in many countries increase the number of people susceptible to the effects of dampness and mould in buildings.”
environments, adverse health effects have also been found in nonatopic populations.
“The increasing prevalence of asthma and allergies in many countries increase the number of people susceptible to the effects of dampness and mould in buildings.”
Mould Inspections NZ is an accredited and qualified mould specialist company that conducts mould testing, mould assessment reports, decontamination, and occupational safety certifications. Visit www.mouldinspections.co.nz for more information.
Keeping your classroom healthy on the inside
On average, we breathe 13,000 litres of air per day and spend around 90% of our day indoors – either at home, work or school.
Though the Covid-19 era is a fading memory, the pandemic served as a reminder that optimum levels of ventilation in classrooms are important for student health, comfort and learning. The unprecedented arrival of a worldwide viral pandemic in modern times dramatised the benefits of continuous fresh air circulation through open windows.
The ‘Healthy Schools’ project partsponsored by APL Window Solutions and carried out by Massey University’s School of Engineering and Advanced Technology involved extensive monitoring of air quality in numerous schools, and tracked the build-up of CO2 under a variety of conditions.
We already knew that excessive CO2 concentrations lead to drowsiness and cognitive impairment. What the Covid-19 pandemic underlined were the benefits of preventing cross-infection from student carriers of airborne viruses and winter flus. The ideal of good classroom ventilation, a standard practice in earlier times, came back into the public consciousness as a commonsense step that paid dividends with student and teacher wellbeing.
Studies confirmed the obvious - that airborne viruses from droplets and
microdroplets will spread dangerously with closed windows. With windows open the viral concentration remains densest near the infected student but the contaminants are diluted in the rest of the room.
What’s the solution?
There are many window formats appropriate for education facilities. These include high level windows, remotely controlled sashes, hopper windows, awning and sliding windows, as well as passive ventilation options.
Trickle ventilators can help provide a useful level of background ventilation. In the APL product range, options include Aerovent (head or transom of fixed windows), Sashvent (bottom rail of awning windows), and Ventient (range of installations possible). Other window manufacturers offer their own passive ventilator designs.
The key is: multiple ‘air changes’ on a regular basis, either through open windows or through the installation of a significant number of passive ventilators.
A proven priority
Massey University’s ‘Healthy Schools’ project, led by Dr Mikael Boulic, involved monitoring of air quality in 28 classrooms in 10 schools across the country. Air quality was continuously monitored for more than 12 months. It was a major project supported by a number of organisations including BRANZ, NIWA, NZMIE, the Ministry of Education, and APL Window Solutions.
Schools in the Hawkes Bay, Christchurch and Dunedin, accepted School Monitoring Boxes (SKOMOBO’s) in selected classrooms. These compact sensors, developed by Massey, assess temperature, relative humidity, carbon dioxide, and dust levels. The data recorded by these was sent by WiFi module to the university every two minutes during the school day across this whole period.
The results of the study threw light on what types of windows worked best in certain wind conditions, with wind direction a key factor. Cross ventilation proved necessary to ensure good classroom ventilation. High-level windows were also more effective than low-level windows. Finetuning on the suitability of various window types was identified.
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Returning to School with Asthma
With the start of a new school year, students typically catch colds and take some time to adjust to a more strenuous lifestyle after the summer break.
This year, the Asthma and Respiratory Foundation New Zealand was right to expect a spike in asthma-related hospitalisations is expected as children flock through school gates again.
They encourage everyone to be aware of the symptoms of an asthma attack and how to respond. Hospitalisations from attacks are at their highest during Week 3 of Term 1.
One-third of all respiratoryrelated hospital admissions are children and it is estimated that more than 360,000 school days are lost each year due to asthma-related symptoms in children.
Chief executive Letitia Harding says the back-to-school period is always a vulnerable time for
the one in eight Kiwi children with asthma.
“The ‘back-to-school effect’ is greater than the ‘winter effect’ when it comes to children’s respiratory disease with the risk of hospitalisation two and a half times higher on the peak day in the third week of Term 1 than on the first day of term.
“International studies have shown that various factors are associated with the increase, including a change of environment and exposure to different allergens, changes in emotions such as stress or anxiety, and exposure to more viruses from being around more people.
“To keep children safe through the return-to-school period, parents and caregivers should ensure that their child has an Asthma Action Plan, which is shared with their school and their teacher.”
“Make sure your child is taking their preventer medication as prescribed and bringing their
“The ‘back-to-school effect’ is greater than the ‘winter effect’ when it comes to children’s respiratory disease with the risk of hospitalisation two and a half times higher on the peak day in the third week of Term 1 than on the first day of term.”
reliever inhaler to school, and check that it’s not empty or out of date.”
Reducing asthma triggers in schools
For most children, going back to school is an exciting time, Harding says. “But unfortunately, for many, this period can lead to severe reactions - putting children at risk.
“That’s why investing in educating children about asthma is a huge focus for us,” she says.
Managing asthma at school starts with following your doctor’s prescribed treatment and
creating an asthma action plan tailored to your school activities.
Share this plan with your school nurse, teachers, coaches, and friends so they can support you if needed. Keep your medicine accessible, whether in your backpack or the health office, and take it as directed.
Learn to manage triggers like pollen, stress, or cold weather by communicating with teachers and preparing for activities like sports or gym class.
If a flare-up occurs, use your inhaler immediately and don’t ignore the symptoms—taking
action quickly can help you breathe easier.
Improving air quality
Improving indoor air quality is essential for creating a safe environment for students, particularly those with asthma.
Proper ventilation systems should be maintained to ensure clean airflow, and air purifiers can be used where possible to further reduce airborne irritants.
Opening windows during favourable weather conditions promotes natural airflow, especially during activities like arts and crafts that may produce fumes or particles.
Humidity control is also vital; using dehumidifiers to maintain levels below 50% can prevent mould growth, while addressing water leaks and quickly drying spills can minimise the risk of mildew.
Regular inspections for mould in bathrooms, kitchens, and storage areas, coupled with immediate remediation if mould is found, help ensure a healthy classroom environment.
Reducing exposure to allergens and irritants further supports asthma management.
Schools should limit classroom pets or choose hypoallergenic options to avoid triggering pet
dander allergies, and during high pollen seasons, windows should remain closed or fitted with screens to block pollen.
Establishing allergen-free zones where items like peanuts or strong fragrances are prohibited can also reduce risks.
Strongly scented products such as air fresheners and candles should be avoided, and nontoxic, unscented cleaning supplies should be used instead.
Schools should opt for low-fume markers, paints, and
“Make sure your child is taking their preventer medication as prescribed and bringing their reliever inhaler to school, and check that it’s not empty or out of date.”
glue for art projects, ensure science laboratories are well-ventilated, and employ non-toxic pest control methods.
Outdoor activities should be carefully planned, with daily air quality monitored to adjust activities when pollution or pollen levels are high.
Shaded areas on playgrounds also provide relief during hot days, as heat can exacerbate asthma symptoms.
Asthma symptoms
Asthma is a common illness in New Zealand, affecting one in eight children and one in eight adults. About 96 people die from asthma each year - that’s nearly two people per week. Knowing the symptoms of an asthma attack is paramount.
Symptoms of an asthma attack can vary in severity but often include a worsening, uncontrollable cough that may persist and intensify, especially at night or during physical activity.
Persistent wheezing, a highpitched whistling sound when breathing, is another common indicator and occurs due to the narrowing of airways.
Shortness of breath is also a key symptom, making it difficult to take in enough air, which can feel alarming and physically exhausting.
A tight or constricted sensation in the chest may accompany these symptoms, making breathing feel laboured or uncomfortable.
These symptoms can escalate quickly, so it’s crucial to recognize them early and take appropriate action, such as using a prescribed reliever inhaler or seeking medical assistance if the symptoms do not improve.
The connection of mould in educational facilities to asthma in children: Understanding the hidden health hazard
The presence of mould in school buildings poses a significant health risk to children, particularly those with asthma.
It is imperative for educational institutions to prioritise indoor air quality by implementing preventive measures and efficient remediation strategies. By doing so, schools can provide a safe and healthy environment that supports the well-being and academic success of all students.
Asthma, a chronic respiratory condition, affects millions of children worldwide. Its triggers are varied and complex, ranging from genetic predispositions to environmental factors. Among these, indoor air quality stands out as a significant contributor. In recent years, concerns have been raised about the presence of mould in school buildings and its impact on the respiratory health of children. This document explores the connection
between mould in educational institutions and the prevalence of asthma among students.
The prevalence of mould in school buildings
Mould, a type of fungus, thrives in damp and humid environments. School buildings, particularly those that are old or poorly maintained, are susceptible to mould growth. Leaking roofs, plumbing issues, and inadequate ventilation can create the perfect conditions for mould to flourish. Studies have shown that a significant number of schools have reported mould problems, with some institutions experiencing severe infestations that require extensive remediation efforts.
Types of mould commonly found in schools
Several types of mould commonly found in school environments, including:
• Aspergillus: Contains mycotoxins and is often found in HVAC systems and damp areas
• Cladosporium: Commonly grows on wood, textiles, and other damp surfaces
• Penicillium: Contains mycotoxins, and is frequently found on water-damaged materials and can spread rapidly
• Stachybotrys chartarum (black mould): Found in saturation situations such as roof and plumbing leaks, and contains mycotoxins, which can be particularly harmful.
The health impact of mould exposure
Exposure to mould has been linked to a variety of health issues, especially respiratory problems. When mould spores are inhaled, they can cause allergic reactions and exacerbate pre-existing conditions such as asthma. Children, with their
developing respiratory systems, are particularly vulnerable to the effects of mould exposure.
Symptoms of mould exposure in children
Children exposed to mould may exhibit the following symptoms:
• Persistent coughing and wheezing
• Shortness of breath
• Chest tightness
• Frequent respiratory infections
• Allergic reactions, including sneezing, runny nose, and itchy eyes
These symptoms can significantly impact a child’s quality of life and academic performance.
Mould and asthma: the connection
Research has established a clear connection between mould exposure and the development
and exacerbation of asthma in children. Mould spores contain allergens that, when inhaled, can trigger asthma attacks or worsen existing asthma symptoms. Additionally, certain moulds produce volatile organic compounds (VOCs) and mycotoxins that can further irritate the respiratory system.
Pathways of exposure
Children can be exposed to mould in several ways within the school environment:
• Inhalation: Breathing in mould spores present in the air
• Skin contact: Touching mouldy surfaces or materials
• Ingestion: Accidentally consuming mould spores that have settled on food or other objects.
“When
mould spores are inhaled, they can cause allergic reactions and exacerbate pre-existing conditions such as asthma. Children, with their developing respiratory systems, are particularly vulnerable to the effects of mould exposure.”
Case studies and research findings
Numerous studies have highlighted the link between mould in schools and asthma in children. For example, a study conducted by the Environmental Protection Agency (EPA) found that children attending schools with significant mould problems had higher rates of asthma and respiratory issues compared to those in mould-free environments. Another research project by the American Academy of Pediatrics (AAP) reinforced these findings, emphasising the need for better indoor air quality management in schools.
Preventive measures
• Regular maintenance: Conduct routine inspections and maintenance of school buildings to identify and address potential sources of moisture.
• Improve ventilation: Ensure adequate ventilation in classrooms, bathrooms, and other areas prone to dampness.
• Moisture control: Use dehumidifiers, fix leaks promptly, and keep humidity levels below 60% to prevent mould growth.
• Education and awareness: Educate staff, students, and parents about the dangers of mould and the importance of reporting potential issues. (information Pack on requestinfo@mouldinspections.co.nz)
Remediation strategies
If mould is detected, remediation should be carried out promptly and thoroughly:
• Professional assessment: Hire certified mould remediation professionals to assess/test the extent of the problem
• Containment: Isolate affected areas to prevent the spread of mould spores during clean-up
• Removal: Remove and properly dispose of mouldinfested materials
• Disinfection: Decontaminate air and surfaces to eliminate residual mould spores
• Post-remediation testing: Conduct post-remediation testing to ensure the affected areas are mould-free.
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A study conducted by the Environmental Protection Agency (EPA) found that children attending schools with significant mould problems had higher rates of asthma and respiratory issues compared to those in mould-free environments.”
Who is making your decisions on mould in school buildings?
THE FIRST 48 hours and the importance of having a toxic mould procedure already in place. The importance of having a certified mould company in place cannot be overstated for MOE property and facility
managers. Regardless of a building’s age, toxic mould can quickly become a serious issue.
In light of the recent surge in unqualified ‘mould experts’ offering services, it is crucial for managers to identify an accredited and qualified mould inspection company before the event.
Time is of the essence when children could be exposed to toxic spores. The responsibility lies in swiftly assessing the property, conducting tests, and devising an occupational safety plan, which may even involve potential temporary relocation. You need a qualified/ certified mould expert to make these decisions, not a caretaker, cleaner or local builder. Childrens health is priority, not budget!
In a world-first law, the Australian Senate passed legislation in November 2024 that will ban social media access for children and teenagers.
Aiming to protect their mental health and wellbeing, anyone under the age of 16 will be blocked from using TikTok, Instagram, Snapchat, Facebook, and similar platforms when the laws come into effect at the end of 2025. Unlike in France, where under 15s are banned and parental consent circumvents the laws, there will be no exemptions from the law for any Australian children, including those who already have social media accounts.
“Social media is doing harm to our kids, and I’m calling time on it,” Australian Prime Minister Anthony Albanese told reporters. He says young people should be out on the footy field instead of on their devices consuming negative social media content. “If
you’re a 14-year-old kid getting this stuff, at a time where you’re going through life’s changes and maturing, it can be a really difficult time, and what we’re doing is listening and then acting.”
Under the laws, social media companies could be fined up to $50 million for failing to take reasonable steps to keep children off their platforms. The onus won’t be on parents or children but on social media platforms to uphold the law. The question remains: will New Zealand ever follow our neighbours across the ditch?
Netsafe’s CEO Brent Carey argues the ban distracts from deeper issues. He says many young people rely on social media spaces for support, including mental health services, the reason for the laws. With improved digital literacy education and critical thinking about online spaces; Carey says we’d address the issues the social media ban tackles. He says that when mobile phones
were banned in schools in April 2024, students simply accessed social media on other devices, driving unwanted behaviours underground. A social media ban might do the same.
Social media plays an integral role in modern daily life. At its best, social media connects everyone to communities of like-minded people who share their niche interests and sparks creativity and innovation. At its worst, social media is fraught with cyberbullying, privacy breaches and misinformation and can lead to addiction and sleep and mental health issues.
Some Australian critics say that the social media ban is blunt, delays but doesn’t address the problem, and prevents crucial conversations from being had. Parents cannot decide what’s best for their children, and many children might feel unable to talk to adults about their online lives. Instead of slowly introducing children to digital spaces, they will
abruptly enter the online world at the age of 17, its harms intensified by the sudden change.
Supporters of the ban see it as long overdue. They say social media companies continue to fail to protect children from digital harm. They cite research which proves tricky algorithms often amplify the negative, making it hard to avoid distressing content. They prefer the abrupt introduction at 17 to early exposure to harmful content during vulnerable developmental years; 17-year-olds are more mature.
New Zealand rangatahi won’t be disconnected any time soon. Prime Minister Christopher Luxon says he’s open to proposals to introduce a similar ban, but it isn’t on his immediate agenda. Labour leader Chris Hipkins encourages parents to know what their kids are looking at online. “Whether there should be mandatory requirements or not, that’s not something that I’ve looked at.”
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Protecting your school network from VPNs
Virtual Private Networks (VPNs) can be a legitimate way to protect your personal or business data online. In schools and kura, however, they pose a potential security risk, as they can provide students with a means to bypass firewalls and access inappropriate content. We look at how VPNs work, how they’re used and how Network for Learning (N4L) can help protect your school network.
VPNs are often marketed as tools to protect privacy and bypass virtual barriers. Some people use them to access overseas streaming content, others rely on them to keep their data secure while using public Wi-Fi, and many businesses use them to help remote staff safely access work tools and systems. In most cases, VPNs are a helpful workaround or legitimate business tool. But in schools, the story is a little different. VPNs on the school network can allow
ākonga to bypass filters and firewalls designed to keep them safer online, allowing access to content that would normally be blocked.
What is a VPN?
Typically, when you browse the internet, your activity is linked to an IP (Internet Protocol) address tied to your home, workplace, or school network. Websites and apps can identify this IP and track where requests are coming from.
A VPN creates a private digital tunnel between your device and a remote server, effectively hiding your IP address. This means your online activity is harder to trace and can bypass many location-based restrictions or network filters. While there are many valid reasons to use a VPN, there are risks with usage at schools. If a student installs a VPN on a school-owned or BYO device, they may be able to access unsafe or inappropriate content usually blocked
by your network, without your systems detecting it. Detection the best protection So, how do you protect your school network from tools like VPNs?
N4L’s Internet Safety & Security Services includes VPN blocking, including attempts to download VPN software from known providers. N4L also works with services that continuously scan for new VPNs and update blocklists accordingly.
ākonga and kaiako about VPN risks and responsible online behaviour. It’s also helpful if VPN use is addressed in school agreements and online safety guidelines.
While they can’t spot every breach, N4L network security includes VPN detection, which can catch new threats as they emerge. In the vast majority of cases, N4L can spot VPN usage on your network and alert you.
Getting ākonga on board Technical protections are vital, but user behaviour also plays a key role. Education is one of the most powerful tools schools have. It’s important to talk with
Want help securing your network?
Contact N4L at support@n4l.co.nz and find out more about their Internet Safety & Security Services: www.n4l.co.nz
Growing technology confidence
Many schools deem adopting new technology too complicated and lack motivation and belief that their systems can ever be improved. One study found that only half of Kiwi schools feel confident they would cope with a major cybersecurity breach and yet consistently sit on their hands and don’t investigate solutions.
Persistent tech challenges are more common for schools than one might first think. It can be easy to fall into shiny object syndrome where we focus our attention on new and trendy gadgets without understanding their potential. A critical project might have ground to a halt but the business doesn’t know where change should start. Or you might have the right equipment but lack someone strategic and objective to kick things off and troubleshoot when things go wrong.
Target State Consulting has been empowering educational institutes and solving challenges like these since 2018. They are perfectly placed to simplify your
tech journey and harness the full potential of your tech resources with their range of services. Their digital advisors deliver value for businesses looking to scale, helping schools to reach their vision faster, smoother, and more cost-effectively.
Don’t think that your digital issues cannot be solved. Countless clients attest the capabilities and strategies of Target State; clients spanning several unique industries. Target State Consulting will save you money, connect you with the right technology partners, build vital strategy unique to your school, and manage your IT and projects to get you on tech track.
The Target State team are always up for a chat and coffee. Visit targetstate.co.nz to let them know how they can best help you and your business.
Target State Consulting 09 832 0833 info@targetstate.co.nz www.targetstate.co.nz
New Zealand’s premier company dedicated to delivering exceptional technology outcomes. We offer a comprehensive suite of services to help your school thrive: • Strategic Planning • Incident Management • Procurement Support • Recruitment Support
New Zealand’s premier company dedicated to delivering exceptional technology outcomes. We offer a comprehensive suite of services to help your school thrive:
• Strategic Planning
• Incident Management
• Procurement Support
• Recruitment Support
Supporting ADHD in the classroom
By Ben O’Connell
It’s estimated that about 280,000 New Zealanders and 20,000 Kiwi students live with ADHD. It stands for attention deficit hyperactivity disorder and is characterised by difficulty staying focused, impulsive behaviour, and challenges in regulating emotions. Our understanding of ADHD has grown in recent years. Yet, much more can be done to raise awareness, reduce stigma, and support New Zealanders with Aroreretini, the reo Māori for ADHD, with a literal translation meaning ‘attention goes to many things’.
Of those presumed to have ADHD, four out of five New Zealanders are undiagnosed. Receiving an ADHD diagnosis often means validation, reasons for current and past difficulties, increased access to resources and support, and personal growth. For many children and adults, their ADHD will long go undiagnosed; for some, this might be the case forever. New Zealand wait times for ADHD diagnoses are notoriously lengthy. Cases where people give up on a diagnosis entirely because of the long wait or the costs associated are all too common. The cost of an ADHD diagnosis in New Zealand can range from $1,000 to $4,000. Other issues people seeking an ADHD diagnosis face include doctors not taking them seriously nor listening to them or receiving a diagnosis
of depression, anxiety, or another mental health condition that is deemed more important than an ADHD diagnosis. A doctor might tell someone taking antidepressants that they already have the coping mechanisms needed to manage their ADHD and that a formal diagnosis is unnecessary.
As a result, there are no accurate details of how many New Zealanders have ADHD. Data comes from international research put into a New Zealand context. From this, it’s estimated that 2.4 % to 3% of those under 18 will have ADHD.
Debunking ADHD myths
It might seem that ADHD is on the rise. Darrin Bull, chair of ADHD New Zealand, says that the reality is that ADHD is just
“What has happened is the stigma has reduced, empowering those with ADHD and neurodivergence to seek more help. We think there are about 240,000 to 280,000 New Zealanders with ADHD.”
Darrin Bull, chair of ADHD New Zealand,
as prevalent as it always has been. “What has happened is the stigma has reduced, empowering those with ADHD and neurodivergence to seek more help. We think there are about 240,000 to 280,000 New Zealanders with ADHD.” Of them, 60,000 need medication. Darrin notes that not everyone with ADHD needs help.
Another myth is that the rise of social media and screen time has increased the prevalence of ADHD. Darrin adds that those with ADHD are more likely to be distracted generally, including by their phone.
“I would add, though, that the rise of social media and excessive screen time has a significant impact everywhere. As an aside, those with ADHD often have social anxiety. Social media provides a real opportunity to connect socially as well.”
“Our understanding of ADHD has improved significantly,” Darrin says. ADHD describes the unique structure of your brain. It’s now clearly understood that the prefrontal cortex in the ADHD brain matures at a slower rate, generally by a rate of about three years in developing rangatahi. The frontal lobe is responsible for attention, behaviour, emotions, energy, judgement, and executive functioning. As ADHD brains have to work much harder to control aspects that come naturally to others, children can be very fatigued by the end of the school day.
ADHD has three primary types. The predominantly inattentive presentation (formerly ADD) is marked by difficulty sustaining attention, forgetfulness, disorganisation, and being easily distracted,
“Women and girls are more likely to be diagnosed with a predominantly inattentive presentation, they are often not diagnosed in the school system, instead getting to their adult years before they realise potential ADHD. “
Darrin Bull, chair of ADHD New Zealand,
and is most often seen in women and girls. The predominantly hyperactiveimpulsive presentation involves excessive fidgeting, talking, interrupting, and difficulty with impulse control and is most commonly associated with males and boys. The combined presentation includes symptoms of both and has a more varied and noticeable impact.
Darrin says that as women and girls are more likely to be diagnosed with a predominantly inattentive presentation, they are often not diagnosed in the school system, instead getting to their adult years before they realise potential ADHD. “There are significant barriers to getting diagnosed in New Zealand,” he says. “Males with Type 2 ADHD (a predominantly hyperactiveimpulsive presentation) are more obvious and get picked up earlier.” Many people hold the longstanding myth that only boys have ADHD, perpetuated because
hyperactive boys typify the condition. As girls with ADHD are typically less disruptive and impulsive than boys with ADHD and might mask their difficulties more, they are not as easily identified.
Strategies to consider
Whether it’s creating a predictable environment or developing self-regulation, there are many ways educators can support students with ADHD. Underlying all of these strategies is Darrin’s important reminder that “someone with ADHD has no less intelligence than those without, which means with the right focus, love and understanding, anyone can be successful”.
Educators can curate their daily schedules with students with ADHD in mind. Clear expectations and wellexplained instructions leave the ball in the student’s court. Preparing students for transitions also helps them to adjust, such as a warning that in five minutes, we will switch
to a new activity. Similarly, large assignments can be overwhelming, so breaking them down into smaller steps makes them more achievable. Managing classroom behaviour can be a tough balance for educators. Accommodating students with ADHD with movement breaks and alternative seating options can help improve the focus of those students but disrupt the classroom as a whole. With this in mind, creating a supportive peer environment matters. Students should respect and embrace their differences. Further, recognising and celebrating the unique strengths of students with ADHD boosts self-esteem and engagement.
Darrin says that ADHD comes with hyper-focus. If a student
is really focused on a subject or task, they should be able to be really successful,” he says. ADHD is often labelled as a ‘superpower’ or a ‘gift’, which might come from a well-meaning place, but these terms can be rather harmful. Using them can invalidate the challenges people with ADHD face and create unrealistic expectations. To avoid being potentially dismissive and patronising, it’s more helpful to recognise both the strengths and difficulties of ADHD and promote it without oversimplifying the condition.
Another way to support students with ADHD is multisensory learning. Hands-on and interactive activities are more engaging and impactful, as can be movement-based learning for holding student attention. Timers and apps like Google Keep can be useful, but building self-regulation in students is an important lesson. Teach students strategies to recognise when they’re feeling overwhelmed and encourage goal-setting and regular communication. ADHD New Zealand offers learning modules for teachers and students on their website.
“ADHD NZ is small and works on a one-to-many model,” Darrin says. “This means we provide information and courses at a group level. Indeed, we have a wide range of courses and partnerships for parents and school teachers. (check out www.adhd.org.nz). We can also facilitate a partner to present to a school (but for a fee).”
Supporting the Wellbeing and Attendance of Tamariki and
Rangatahi
Ensuring the success and wellbeing of tamariki and rangatahi requires a collaborative, strengths-based approach that addresses both mental health and attendance challenges. Mana Ake, Tupuranga Attendance Service, and Rangatahi Well work together to provide the right support at the right time, empowering young people, their whānau, and schools.
A Unified Approach to Wellbeing and Attendance
Tamariki and rangatahi thrive when they feel supported both emotionally and educationally. Mana Ake, Tupuranga Attendance Service, and Rangatahi Well are committed to providing wraparound support to ensure every young person has access to the resources and guidance they need.
Mana Ake – Stronger for Tomorrow is a collaboration across 13 NGOs and provides mental health and wellbeing support for tamariki in school years 1–8 across Canterbury. Through individual and group sessions, their diverse team of social workers, counsellors, teachers, and youth workers partners with schools and whānau to support tamariki facing challenges such as emotional regulation, friendships, bullying, parental separation, cultural connection, and grief.
Tupuranga Attendance Service, a collaboration between Purapura Whetū, Odyssey House and Stepping Stone Trust, works holistically with kura, ākonga, and whānau to address attendance barriers in Ōtautahi, North Canterbury, and Selwyn. Our kaimahi provide individualised attendance support, engage families in solutions, and collaborate with agencies to create lasting change.
Rangatahi Well serves as a valuable resource hub for schools, providing guidance, attendance strategies, and well-being-related resources. Schools can access practical tools and professional development opportunities designed to support students and whānau.
How We Work Together
By working in partnership, Mana Ake, Tupuranga Attendance Service, and Rangatahi Well provide a comprehensive support system that addresses both the emotional and practical challenges affecting school engagement.
Early Intervention and Wellbeing Support – Mana Ake helps tamariki build resilience and cope with emotional challenges before they impact school attendance.
Attendance Engagement and Family Support – Tupuranga Attendance Service works with schools and whānau to identify and resolve attendance barriers through structured, session-based support.
Resources and Guidance for Schools – Rangatahi Well offers schools a centralised hub for attendance and wellbeing strategies, empowering educators with tools to support their ākonga.
A Collective Approach to Supporting Rangatahi
Tupuranga Attendance Service also benefits from the expertise of our Advisory Group, which includes school leaders, youth services, and social support agencies. Their collective insights guide our approach, ensuring we remain culturally responsive and adaptable to the needs of rangatahi and their whānau.
“For me, the benefit of the Tupuranga Attendance Service Advisory Group is that we have a consistent philosophy of giving ‘hope’ that rangatahi can attend school regardless of the challenges we see. We get to listen and discuss challenges in our own schools whilst trying to support wider solutions that Tupuranga can use to increase school attendance.”
- Sam Forward, Deputy Principal, Hillmorton High School
Take Action
Schools and supporting services looking for guidance, strategies, and well-being resources can visit Rangatahi Well for key information. Visit rangatahiwell.org.nz to request access to attendance support strategies, mental health resources, and professional development opportunities.
Stay Connected
If you haven’t connected with us yet, we’d love to add you to our mailing list! Reach out at tupuranga@pw.maori.nz.
What’s keeping parents awake at night
Majority of Kiwi parents concerned about their children’s financial future, wellbeing and social media threats
A study has highlighted that the majority of New Zealand parents are deeply concerned about their children’s financial future, with over 93% identifying at least one threat to their children’s financial security.
The research, conducted by OneChoice in partnership with consumer research group MyMavins, found that parents are particularly worried about the rising cost of living, expensive homeownership, and economic instability.
The OneChoice Kiwi Parenting Report surveyed 505 parents with children under 18, focussing on their concerns regarding parenting, financial goals, maintaining their children’s wellbeing, and managing the dangers posed by social media.
The report found that financial stability and securing a future for their children were the most significant worries, particularly among female parents, 68% of whom expressed concern, compared to 50% of male parents.
Other concerns included nurturing mental and emotional
health (52%), ensuring safety and overall well-being (51%), and maintaining a healthy worklife balance (48%). Managing screen time and technology use also ranked highly, with 48% of parents citing it as a major issue.
Paediatric psychologist Clare Rowe remarked on the growing concern about screen time, stating that there has been a significant increase in parental worry regarding children’s mental health, which she believes is largely linked to excessive social media use and screen time. Clare stressed the need for greater awareness and actionable strategies to address these digital challenges.
The research also found that the rising cost of living is prompting many parents to adjust their spending habits.
Almost nine out of 10 parents (89%) have felt the impact of higher living costs on their family budgets, with many choosing to cook at home more (48%), reduce entertainment costs (44%), and opt for cheaper family activities (42%). Some parents are also saving or investing less regularly (38%).
When it comes to financial goals for their children, over
70% of parents stated that only one or two children are affordable in the current economic climate, while 10% felt that having children at all was financially unfeasible.
parents, with many relying on extended family to care for their children. Grandparents are the most common caregivers, with 61% of parents depending on them, followed by aunts and uncles (30%) and cousins (13%).
half of parents plan to start a savings account (56%) and aim to help their children become financially independent (54%). Other aspirations include saving for their children’s education (43%) and teaching them about investing (41%).
Financial concerns have influenced many parents’ decisions about having children. 70% of parents stated that only one or two children are affordable in the current economic climate, while 10% felt that having children at all was financially unfeasible.
Additionally, childcare costs are a major concern for 56% of
Clare explained that rising financial worries are shaping the way Kiwi parents approach parenting, with more discussions around budgeting and saving. She noted that these financial pressures not only affect day-today family life but also introduce children to the concepts of money and economic responsibility from a young age.
While less than half of parents (45%) feel reasonably confident about their children’s financial future, a significant portion remains uncertain or worried. Key concerns include limited job opportunities, a lack of financial literacy, and the affordability of education.
However, there is some optimism, particularly among parents of children aged five and older, with 55% expressing confidence in their children’s future career prospects despite the ongoing cost of living pressures.
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Choose Novalab for your educational furniture needs and benefit from our expertise in creating environments that foster learning and creativity. Our West Auckland plant ensures that each product is crafted
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Visit us at Novalab to explore our extensive range of educational furniture solutions. Let Novalab help you transform your school into a modern, efficient, and inspiring learning space where students and educators thrive. Also keep an eye out for our new
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The Ōamaru Blue Penguin Colony’s school programme is an immersive, hands-on educational experience to inspire our next generation of change-makers.
Explore penguin habitats, observe nesting behaviour, and learn firsthand from experts and scientists about how the Colony protects the kororā (little blue penguins) in Ōamaru.
explore penguin habitats
learn firsthand from experts and scientists observe nesting behaviour
Beyond the classroom – what little blue penguins can teach our future leaders
Nestled on the waterfront in a small town on the east coast of the South Island, the Ōamaru Blue Penguin Colony stands out as an exemplary model of how environmental education can inspire and instil a sense of responsibility in young minds.
Each year, hundreds of students from a range of primary, intermediate and secondary schools across Aotearoa visit Ōamaru to take part in the Colony’s school programme. This immersive, hands-on experience brings the fascinating world of little blue penguins, or kororā, to life.
About the programme
The interactive sessions are designed to engage students in a way that is both informative and entertaining. Through guided tours, educational talks, and interactive activities, students learn about the penguins’ natural habitats, their behaviours, and the conservation challenges they face. This direct exposure fosters a deep understanding and appreciation for wildlife, encouraging students to consider how they might play a part in future conservation efforts.
During the daytime, students explore the colony under the guidance of experienced educators. Gaining insights on the penguins’ habitat, adaptations, and how they have responded to human-induced changes, students will then observe penguins in their nests, before having a go at making their own. Learning from the colony’s top researchers, they will discover how scientists study the penguins, to better understand the threats they face, and will draw inspiration from the conservation efforts needed to keep their population flourishing.
In the evening, the penguins return from a day foraging at sea. Students listen to expert guides deliver informative commentary while observing the penguins
and their fascinating behaviours as they return to their nests.
It’s about spreading the message of conservation beyond the classroom – building a community that is knowledgeable and passionate about protecting its natural heritage.
your curriculum,
might just inspire the next generation to pursue research and conservation. All students – whatever their interests – will come away with a unique and enriching educational experience.
Much more than a field-trip:
• Immersive learning Experience: The programme provides hands-on opportunities for students to engage with the natural world.
• Expert guidance: Students are led by experienced educators who offer deep insights into the penguins’ world. Their knowledge is second-to-none, ensuring students receive a wellrounded education that is grounded in the latest scientific knowledge.
• Penguin habitat exploration: Daytime activities include exploring penguin habitats and observing nesting behaviour, while in our evening sessions students observe penguins returning from foraging at sea.
• Inspiring future changemakers: With an aim of inspiring and educating future change-makers, the experience facilitates a deep appreciation for the natural world, scientific enquiry, and reinforces the importance of conservation.
Book your visit today www.penguins.co.nz
By incorporating the Ōamaru Blue Penguin Colony school programme into
you
Qualification inflation
By Jamie Quinn
New Zealand’s education system is in a state of flux, and for good reason. For years, the push toward higher education has been relentless, with an unspoken expectation that every student should aim for a university degree. The idea of skipping university and heading straight into a trade or vocational career? That’s been treated as a backup plan rather than a legitimate first choice. This mindset has come at a cost. It has led to what’s known as qualification inflation, where degrees have become the norm—even for jobs that historically never required them. It sounds like a positive step forward, right? More education, a more skilled workforce? But in reality, it’s created a system where degrees are often necessary just to get a foot in the door, not because the job requires university-level training, but because so many people now
have degrees that employers feel they need to raise the bar.
Meanwhile, literacy levels are dropping. University lecturers have been sounding the alarm, with some even describing new students as “functionally illiterate.” That’s not to say these students aren’t intelligent or hardworking—far from it. The problem is that the current education system is allowing them to progress without ensuring they have strong literacy and numeracy skills. The focus has been on getting students into university rather than preparing them for it.
Dr Bronwyn Wood from Victoria University argues that New Zealand’s NCEA university entrance system is too relaxed. It’s no secret that in today’s digital age, literacy has suffered across the board, but the looseness of the NCEA structure has made the problem worse.
Dr Wood, along with other education experts, believes the system needs firmer literacy and numeracy requirements to
ensure students are truly ready for university-level work.
Canterbury University’s Dr Mike Grimshaw recently voiced concerns that many first-year students arrive on campus without the basic reading and writing skills needed to succeed. This aligns with findings from a 2020 UNICEF report, which showed that nearly 65% of 15-year-olds in New Zealand had only basic proficiency in reading and maths.
For decades, New Zealand’s education reforms have focused on making tertiary education more accessible, with student loans, an expansion of university programs, and an increasing number of degrees offered by polytechnics. However, accessibility without quality control is dangerous. If students graduate with a degree but lack the skills needed for the workforce, they end up in lowskilled jobs with debt they can’t repay—a lose-lose situation. At the same time, vocational training has taken a hit. The
assumption that a degree is the ultimate goal has pushed many young people away from trades and technical careers, despite these being some of the most in-demand jobs in the country. The irony is while university graduates struggle to find well-paying work in oversaturated fields, the construction and trade sectors are desperate for skilled workers.
If we continue allowing students to graduate without the necessary skills, the problem of qualification inflation will only get worse. It’s time to rethink what we value in education.
Pushing students toward degrees they don’t need without ensuring they have the literacy and numeracy skills to succeed is a disservice to them and the economy. Strengthening NCEA’s standards might mean some students fail in the short term, but in the long term, it’s the only way to ensure young New Zealanders are truly prepared for the workforce—whether they go to university or not.
Engineering trades the ‘visible invisible’ career pathways
From high-performance titanium sailing T-foils to fabricated bridges, and even sleep apnoea masks – the work of engineers influences every aspect of modern life.
Dubbed our “most visible, invisible industry,” engineering trades offer diverse career opportunities, but are frequently overlooked in favour of building, plumbing and electrical trades. As Competenz National Manager Career Development Lisa Reid explains, opportunities are vast for those willing to broaden their horizons.
“Engineering trades are the forgotten trades in schools but New Zealand is crying out for skilled engineers,” says Lisa. “School leavers considering a trade should be adding engineering to their shortlist.”
Engineering and related trades cover 11 different specialisations – fabrication, mechanical engineering, general engineering, fitting and machining, maintenance engineering, toolmaking, fire protection, mechanical building services, refrigeration and air conditioning (RAC), locksmithing and dairy systems.
“There are numerous pathways, making it a compelling option for anyone who enjoys working
with their hands and figuring out how things work.”
Simon Smith, branch manager at leading refrigeration business CoSell, wishes more schools would recognise the importance of engineering trades like RAC and promote them more actively.
“Refrigeration is a ‘ghost’ trade and exposure of the trade to potential apprenticeships at school level would add value and depth to our industry resource issue,” says Simon.
Steve Powell, General Manager of Hobsonville-based steel fabricator BSM, is another advocate. He plays a pivotal role in connecting students to potential careers in fabrication engineering.
“By collaborating with Competenz and schools we can meet with young people and explain what we’re about, helping them realise there’s more to trades than building, electrical and plumbing opportunities,” says Steve.
Apprenticeships offer clear pathways to fulfilling careers, in innovative, future-focussed, and growing sectors.
“Students earn while they learn, which means no debt when they graduate,” adds Lisa. “Graduates are in demand and have several pathways open to them, including entrepreneurship.”
Engineering: the invisible pathway to high-demand careers
From infrastructure that makes up our cities to technology driving our future, engineering is at the heart of modern life.
Our careers team supports schools class presentations, industry connections and resources to help highlight the exciting opportunities in engineering trades.
Engineers are in high demand from industry – we can help put this future-proofed career on the radar at your school!
Email schools@competenz.org.nz to learn more.
Artist finds her way in the automotive industry
Bailey’s passion for art has been a longstanding one, leading her to initially envisioning a career as an art teacher.
However, her perspective shifted when she engaged in a project car and was inspired by her brother to explore opportunities in the automotive industry. Intrigued by the idea, she decided to embrace the challenge and give it a go.
Still at school, Bailey joined MITO’s StartUp® programme, working and learning once a week at Straight-N-Paint in Rangiora. StartUp® offers students the chance to earn micro-credentials in the automotive industry approved by NZQA, credits towards NCEA Levels 2 and 3 and an introduction to a workshop environment.
While Bailey was completing StartUp®, Managing Director at Straight-N-Paint, Steve, was impressed by her work ethic and decided to offer her an apprenticeship. “We actually didn’t have enough room for her, but she was doing so well, we decided that we didn’t want
her going anywhere else! We made a position available for an apprentice here and offered her the job.”
Bailey started her New Zealand Certificate in Automotive Refinishing (Level 3 and 4) through MITO and hasn’t looked back.
“We actually didn’t have enough room for her, but she was doing so well, we decided that we didn’t want her going anywhere else!”
“I love that it doesn’t feel like other jobs,” she says. “It’s a very delicate process and I like that aspect of it. It’s more of an artform than anything.”
Steve says that Bailey has exceeded his expectations, and her positive attitude is a standout among apprentices he’s had in the past.
As she progresses in her career, it’s Bailey’s passion for art that’s influencing her career aspirations. “I want to finetune my finishing and colourmatching. That takes years to be good at. Eventually, I’d love to get more into the art side of it, like airbrushing and pinstriping.”
A bright career move
Meet Daniel, a current EarnLearn electrical apprentice who got his start in the industry through the Gateway programme.
When Daniel Joint tried his hand at being a trainee electrician through EarnLearn’s Gateway programme, he knew he’d found his career path. “I knew straight away I wanted to be in the electrical industry.”
Daniel completed Gateway with Dunedin’s Dalco Electrical Ltd as a Year 13 student at John McGlashan College in 2024, working ten hours a week. His hard work and commitment through that time saw him hired by Dalco as an electrical apprentice earlier this year, training through EarnLearn.
“The great thing about Gateway is that it lets you show employers things you can’t see on a CV, like how
hard you work and how much you enjoy the work. It let me prove myself.”
Daniel adds that the whole Dalco team has been supportive through his transition to becoming an apprentice. “They have guided me through to where I am now and it’s been really good working as part of a team.”
“If you have the chance, always give Gateway a go. I don’t think most people realise what a big opportunity it offers.”
One of Daniel’s highlights so far has been working on jobs for Dalco’s clients in the fuel industry, and says that’s an
EarnLearn Gateway programmes
area he would love to continue working and training in. “There are so many pathways electrical can take you down that people don’t realise.”
For other students considering Gateway, Daniel’s best advice is to make the most of the opportunities it offers. “If you have the chance, always give Gateway a go. I don’t think most people realise what a big opportunity it offers.”
About EarnLearn’s Gateway programme
Gateway offers students in Years 11-13 a unique opportunity to gain practical work experience in Plumbing, Gasfitting and Drainlaying, Electrical or Scaffolding - while still in school.
Through partnerships with secondary schools and local businesses, EarnLearn’s Gateway programmes combine on-job training with theory learning.
Register your school with EarnLearn’s Gateway programmes now. earnlearn.ac.nz/gateway 0800 EARN IT (0800 327 648) registrations@earnlearn.ac.nz
Provide your students with a foot in the door and a pathway to success with Gateway!
EarnLearn’s Gateway programmes offer Year 11-13 students a unique opportunity to gain practical work experience in Plumbing, Gasfitting and Drainlaying, Electrical or Scaffolding - while still in school.
Combining theory with on-job training, students doing Gateway will kick-start their careers, all while earning credits towards NCEA Level 2 and 3 qualifications.
To register your school with our Gateway programmes, call 0800 EARN IT (0800 327 648) or email gateway@earnlearn.ac.nz today.
Hands-on experience opens up career options for young women
When Auckland high school student Kyra Baylon attended a Connexis Girls with Hi-Vis® (GWHV) event in 2024, she had no idea it would open up a whole new world of career possibilities in infrastructure trades for her.
“Seeing the opportunity to explore this kind of path was really cool. I’ve been really confused about what I wanted to do in the future and this has really set me on what I want to do now.”
Kyra was one of hundreds of female students who attended Connexis GWHV events around New Zealand last year. GWHV involves Years 11-13 students spending the day onsite gaining hands-on experience with some of the country’s leading
infrastructure employers and talking to women already working in sectors like civil, energy, telecommunications and water.
The events not only expose the students to career paths and opportunities they may not have considered, but they also connect students to potential employers and gives them a clear understanding of how their work could contribute to some of
New Zealand’s key infrastructure assets such as hydro dams, wind farms, highways and water treatment plants.
June 2025 will see 35 GWHV events held in regions across the country hosting up to 600 students.
Feilding High School Careers Advisor Greg Pryce says GWHV offers an exceptional chance for students to gain
practical understanding of infrastructure trades.
“Our young women finished the day with a deeper appreciation of what is possible and now consider infrastructure a viable career pathway,” he says.
Students wanting to explore a career in infrastructure after attending a GWHV event, can signup to a Connexis Infrastructure Gateway programme which allows them to work onsite with an employer while completing unit standards towards NCEA. Connexis is the training provider for infrastructure sectors of civil construction, energy, telecommunications and water, and can help students kickstart their career and gain nationally recognised qualifications.
To register for a GWHV event or to find out more, go to connexis.org.nz/girls-with-hi-vis
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Literacy and numeracy requirements impact NCEA Level 1 pass rates
Provisional data indicates the introduction of new literacy and numeracy requirements has impacted the NCEA Level 1 pass rates.
According to the Qualifications Authority, only 64% of Year 11 students attempted Level 1 last year, and 70% of those students were successful. This represents a decline from 82% in 2023.
The New Zealand Qualifications Authority (NZQA) attributed the drop to the newly implemented literacy and numeracy requirements, which were assessed through online tests in reading, writing, and maths. Additionally, changes in the composition of the cohort that attempted Level 1 contributed to the decline.
NZQA explained that 64% of Year 11 students participated in a full Level 1 programme last year, down from 75% in 2023. It noted that as more schools opted out of the optional NCEA Level 1,
the participation rate became more concentrated in schools with moderate to high socioeconomic barriers.
However, NZQA reported that pass rates for NCEA Levels 2 and 3, as well as for University Entrance (UE), remained largely consistent with those in 2023.
Provisional data for 2024 showed that 72.7% of Year 12 students attained NCEA Level 2, slightly lower than the 73.2% in 2023. Meanwhile, 68.2% of Year 13 students achieved NCEA Level 3, up from 67.7% in 2023, and 48.2% of Year 13 students attained University Entrance, compared to 49.7% the previous year.
NZQA pointed out that final results usually tend to be slightly higher than provisional figures. It suggested that the final Level 1 result was expected to be 1 to 1.5 percentage points higher than the provisional result.
Education Minister Erica Stanford stated that the results
reflect the reality of literacy and numeracy achievement, which, in her view, the previous NCEA system had failed to capture. She emphasised that although the Level 1 students would have another two years to meet this requirement, the standard was set at a foundational level, aligning with the end of Year 8 and the beginning of Year 9 in the curriculum.
Stanford also highlighted that the government was working to enhance literacy and numeracy through curriculum adjustments and targeted support for students who needed it the most.
Focus on literacy and numeracy
As schools reopened for 2025, Education Minister Erica Stanford emphasised that there would be a strong focus on teaching the basics effectively, ensuring that all New Zealand children develop the knowledge, skills, and competencies necessary to shape the country’s future.
“A world-leading education system is a key driver to economic growth. We want all children to be proficient and confident in reading, writing and maths, so they grow up and live the lives they want. Our future playwrights and songwriters need to have a mastery of literacy and numeracy as much as our future mechanical engineers, doctors and electricians.
“From this week all state schools will benefit from a clear, detailed and knowledge-rich curriculum grounded in the science of learning.
“Students will benefit from explicit teaching through structured teaching of literacy and mathematics that doesn’t leave learning to chance. They will also benefit from consistent assessment tools so those students who need targeted interventions will get them earlier to bring them up to speed.”
Removing Barriers to Outdoor Play
University of Canterbury Professor Simon Kingham runs the Research for Resilient Environments and Communities course, where students are provided with an issue or question the community has raised. Students then work on the projects with local community groups and organisations to answer the research questions.
Led by UC Bachelor of Science student Rosemary Yorke and supervised by Phoebe Eggleton, the findings underline the importance of creating safer, more accessible spaces for children to play outside.
The research, in partnership with Christchurch City Council and a local play advocate, explored parental concerns about the decline in children’s play, attributing barriers to factors like road safety, community safety, and urbanisation.
A small group of Riccarton parents were surveyed, which revealed that over 50% of respondents identified safety concerns as the primary obstacle to outdoor play, with about 30% of the parents naming road safety issues specifically.
In response to these findings, the UC researchers proposed creating ‘play streets’ –temporary closures of residential roads, turning them into safe, supervised spaces
where children can freely play. These initiatives are particularly effective in areas where playgrounds are overcrowded or inaccessible.
“Play streets create an opportunity for children to play close to home, form connections with neighbours, and develop vital cognitive and social skills,” says Yorke. “They are a proven way to foster community cohesion while addressing safety concerns.”
The UC study also recommended reducing speed limits around play areas in Riccarton to promote safer environments for children. Researchers emphasised the importance of collaborative efforts between local councils and agencies such as the Waka Kotahi New Zealand Transport Agency to implement these measures.
The research echoes trends observed internationally, where urbanisation and shifting parental perceptions have led to a decline in outdoor play. The team’s findings will be
Inspired by successful models like the UK’s Playing Out movement, Denmark’s childfriendly cities, and car-reduced neighbourhoods in the Netherlands and Germany, these cities are prioritising children’s needs in urban design.
provided to the Christchurch City Council, hoping it will inspire community-led initiatives and policies to prioritise children’s wellbeing.
Children’s outdoor play continues to decline globally due to safety concerns, technology, and urbanisation, negatively impacting their well-being.
Cities like Auckland and Wellington are addressing this with initiatives like temporary play streets, leading to permanent urban planning changes.
Inspired by successful models like the UK’s Playing Out movement, Denmark’s child-friendly cities, and car-reduced neighbourhoods in the Netherlands and Germany, these cities are prioritising children’s needs in urban design.
Local councils are key to fostering this change, collaborating with community initiatives. Public petitions have already proven effective in achieving safer streets, and schools, businesses, and public spaces can further integrate outdoor play into their plans.
Countries like Sweden and Norway, with dedicated childsafe play zones in urban design, offer valuable examples.
Despite progress, parental safety concerns and increasing screen time remain significant barriers. Balancing technology with outdoor activity is crucial.
Interactive initiatives like geocaching and park challenges can bridge the gap between digital engagement and outdoor exploration. Research emphasises the vital role of free play in developing problem-solving skills, resilience, and independence.
Educators can further support this through outdoor learning in schools and after-school programs. Increased outdoor play strengthens community bonds and fosters active citizenship.
Challenges persist, including resident resistance to street closures, council funding constraints, and prioritising vehicle traffic.
Continued advocacy from parents, educators, and local groups is essential to create safer and more accessible outdoor play opportunities for future generations.
University of Canterbury
Playgrounds for everyone: building accessible and inclusive fun
Every child deserves the joy of a playground, a place to run, play, and make friends. Creating accessible and inclusive playgrounds isn’t just a nice idea; it’s a necessity. It’s about building spaces where every child, regardless of ability, feels welcome and included.
It starts with the basics: smooth, wide pathways leading to the playground. Inside, safety surfacing is key, allowing children using wheelchairs to move freely. Then comes the fun part – the equipment. Think about accessible equipment first. These are items that children can use while staying in their wheelchairs, like in-ground carousels or a
wheelchair seesaw. Ramps and tiered designs make elevated platforms accessible too.
Next, consider transferable equipment. These require children to move from their wheelchairs, so smooth surfaces and sturdy supports are essential. Things designed at wheelchair height, with enough space to transfer, make a big difference.
Don’t forget about sensory equipment. Many children benefit from sensory experiences. Textured panels and visually stimulating elements can create a rich, engaging environment for everyone.
An inclusive playground isn’t just about equipment. It also needs quiet spaces where kids can take a break, or areas for social interaction. Accessible seating and retreat areas are
vital for creating a balanced and welcoming atmosphere.
Thoughtful design goes beyond physical access. Using contrasting colours helps children with visual impairments, while braille signage and tactile maps aid navigation. Communication boards and sign language panels support children with communication needs, while quiet areas and sensory integration equipment
can help children with cognitive disabilities.
A truly inclusive playground is more than just a place to play. It’s a community hub where every child feels valued and empowered. By designing with awareness and care, we can create spaces that encourage connection and fun for all.
Transform your school’s sports field Performance, safety, and visual appeal!
Urban Turf Solutions manufacture and install artificial turf for school sports fields. Our products not only offer top-notch performance for sports activities, but also look great and add a colourful visual appeal to your grounds.
Urban Turf Solutions boasts a diverse product range designed to meet the specific needs of schools across New Zealand. We have products designed for multisport courts, hockey fields, football fields, tennis courts, cricket wickets, putting greens and playgrounds.
Urban Turf Solutions artificial grass has a durable construction and advanced technology, their turf ensures optimal playability and safety for students
Educational learning Resources
engaging in sports activities. From preventing slips and falls to cushioning impacts, Urban Turf Solutions turf keeps your students safe while they play.
“Whether you need a dedicated 5-a-side soccer field, a multipurpose sports surface, or even a playground, Urban Turf Solutions has the perfect turf solution for you.”
What’s more, Urban Turf Solutions artificial grass requires minimal maintenance, saving your school time and resources
in the long run. Urban Turf enhances the overall appeal of your school and the courts and turf facilities are a great resource for the wider school community. Whether you need a dedicated 5-a-side soccer field, a multipurpose sports surface, or even a playground, Urban Turf Solutions has the perfect turf solution for you. By choosing Urban Turf Solutions artificial grass for your school’s sports surface, you’re
not just investing in athletic enjoyment – you’re investing in the overall attractiveness and reputation of your school.
Don’t miss out on this opportunity to transform your school’s sports field into a showpiece that will impress students, parents, and visitors alike. Contact Urban Turf Solutions today.
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By using our resources, you can easily integrate your current teaching with the new curriculum. The new material for each year supplements our existing books where the curriculum has changed.
Urban Turf is an excellent solution for schools looking to create safe, low-maintenance outdoor spaces and multisport surfaces.
With its realistic appearance and durable construction, it provides a perfect playground surface. Our multisport turf range is ideal for new sports courts and fields or the replacement existing ones.
Urban Turf Artificial grass eliminates the need for constant watering, mowing, and fertilizing, which can be timeconsuming and costly.
By installing Urban Turf, schools can save money on maintenance costs, reduce the risk of injury, and create a beautiful outdoor area that encourages students to engage in physical activity and outdoor play.
Bridge Hill fire evacuates several school camps
By Ben O’Connell
When a large fire broke out across Canterbury high country in December 2024, police and fire investigators questioned whether it had been inadvertently started by school students camping nearby. It took five days for emergency services to control the Bridge Hill fire, which grew to almost 1000 hectares and left significant damage in its wake, with the wind causing further flare-ups. The initial fire investigation suggested a tyre blowing out on a vehicle caused the blaze, but a more detailed report confirming the cause is still to come.
Four schools were on camp in the surrounding area, some staying at the Environment Education Centre and some at Forest Lodge. Students from Christchurch Rudolf Steiner School and Papanui High School were among those evacuated from the area. All students and staff taking part in these school camps were safely evacuated. Emergency services spoke with all of these schools to gather as much information as possible about the blaze’s origin.
Incident commander Brian Keown commended the work of firefighters, support staff, and the wider community for their efforts and thanked locals and visitors to the area for their patience. “The
local community have also been a great assistance by enacting their emergency plans, and as we know, SH73 is an important road, so we thank the public for their patience both while the road was closed and for the controlled access once it was reopened,” he said.
Emergency services were prepared for the Bridge Hill fire as the Port Hills has been subject to devastating fires since 2017. At the peak of the February 2024 blaze, the Port Hills saw over 100 firefighters and 15 helicopters firefighting over 650 hectares. 110 properties were evacuated, and fire ground management continued for three weeks, though it was largely put out
after a few days. The cause of the fire is officially unknown. Further stretching firefighters, a fire also occurred in the Waikari Valley at the same time.
No laughing matter
Given the region’s precedent for fires, incidents of reckless fires lit by students are even more serious. Following the February 2024 Port Hills fire, the region went under a total fire ban. Yet that month, fire alarms rang out at Avonside Girls’ High School after two waste paper bins were lit ablaze by students. The school, Shirley Boys’ and Ferndale School were all evacuated.
“There’s been a lot of talk about the dangers of fire in media, so it’s really upsetting to think that some students would think that it’s a funny thing to do, if that was indeed what they thought,” school principal Catherine Law told media.
“Whilst we all know that young people don’t necessarily do these things with the intention of malice, of hurting people, they don’t necessarily think that through.
At the peak of the February 2024 blaze, the Port Hills saw over 100 firefighters and 15 helicopters firefighting over 650 hectares. 110 properties were evacuated, and fire ground management continued for three weeks.
“I need every single student in our school to know that it’s not fun, it’s not a joke, that’s not a funny thing to do - it put a lot of people’s lives at risk.”
One consequence of the fires was water damage in some classrooms thanks to the automatic sprinklers. Classes were cancelled for the rest of
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Rotorua Blue Lake TOP 10 can offer large groups discounted rates from March – November (excluding peak season only) and can work with you to accommodate any size group and any budget.
the day, with students escorted in small groups to gather their belongings. Thankfully, nobody was harmed in the incident, but it did serve as a timely reminder that fires are no laughing matter.
EOTC emergency planning
The Bridge Hill fire is a reminder that schools conducting education outside the classroom (EOTC) must be prepared for fires and other major events by having emergency event processes in place and educating their students on fire safety. All schools must meet the requirements of the Fire and Emergency New Zealand (Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018.
There are many things to consider when planning for emergencies during school camps and excursions. The Ministry of Education says emergency plans must include evacuation procedures for the service’s premises consistent with the building’s fire evacuation
A hub to explore nature
Taylor Lodge is a family-run and operated business based in the Ruapehu region. The business is owned by the Tuck family, a family of six who live nearby the lodge and run the entire business themselves.
Taylor Lodge is in close proximity to Mt Ruapehu, Mt Tongariro and Mt Ngauruhoe making it a perfect location for skiing, biking and tramping.
As well as one of the famous Great Walks, the Tongariro Crossing, there are plenty of other exciting activities close by including rock climbing, horse trekking, water rafting and more.
Te Ara Mangawhero, an extension of the Mountain to Sea Ngā Ara Tūhono Great Ride, is now open. The new 11.4-kilometre section is the first of two parts to make up the 21.4km eco-tourism hiking and
cycling trail connecting Tūroa and Ohakune on Mt Ruapehu.
In construction and coming soon is another part of the Mountain to Sea cycle trail, connecting the ‘Last Spike’ to Horopito - and going directly past the lodge. Soon you will be able to bike offroad from the Lodge to Ohakune.
The lodge is perfect for school or other larger groups; however, families are slowly being introduced into the mix.
With 46 beds in 11 different rooms, a large kitchen, multiple common rooms, a drying room for ski gear and a new outdoor heated area with barbeque, Taylor Lodge is perfect for your next school camp’s location.
To book your next school excursion call the lodge today on 06 385 3210 or email them at info@taylorlodge.co.nz.
For more information visit their website at: www.taylorlodge.co.nz
Fun and adventure
Riverside Adventures located in the Waikato offers fun filled adventures for your next school excursion!
Perfect for your outdoor education classes or groups wanting an adventure and a challenge, Riverside Adventures recommend their amazing adventure race!
The adventure race is based in the South Waikato, including multiple fun activities:
• Swimming
• Run/Walk (to find clues and answers to riddles)
• Biking
• Kayaking (to find clues)
• Brain teasers
• Secret challenges.
Nestled just off SH4, Taylor Lodge in Pokaka is a secluded property surrounded by nature, providing a feeling of ‘getting away from it all’ while maintaining convenient access to Ohakune, National Park and all that the Ruapehu District has to offer.
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Riverside Adventures also offer bike skills sessions at their new location at the Grassroots Trust Velodrome.
Their experienced instructors begin with foundational skills and progress to riding the pump track, finally finishing with a breathtaking journey along the Te Awa River Ride if time and skills allow.
Bike skills sessions are fully customizable, tailored to meet the specific needs of each group.
Additionally, we have a fleet of bikes available for schools and shuttle services to bring them to you for added convenience and flexibility.
If an adventure race or a bike skills session sounds like the next adventure for your school group, then look no further.
Riverside Adventures
396 Horahora Road, Piarere 0800 287 448
info@riversideadventures.co.nz
www.riversideadventures.co.nz
Kayaking, Adventure Races, Paddle Boarding and more Contact us to create day or multi day adventures for your group, Phone 0800 287 448 | www.riversideadventures.co.nz
“Ideally,
any equipment needed should be stored near the exits of the building to avoid the need to retrieve it from
more distant storage areas when evacuating the building in an emergency.”
scheme. In other words, don’t embark on a school camp somewhere without plans in place. An appropriate assembly area should be chosen, and the camp should be checked to ensure nobody can be trapped in an area from which they cannot escape.
“Ideally, any equipment needed should be stored near the exits of the building to avoid the need to retrieve it from more distant storage areas when evacuating the building in an emergency,” the Ministry of Education says.
Surfing Education for Schools Yr 3-13
“A ‘grab bag’ ready near the building exit to take when centres evacuate to an assembly area should be provided. In addition to emergency supplies and medication, this could include books or other items that can be used to engage children’s attention while at the assembly point.”
Visit www.education.govt.nz for more information.
Learning from past incidents like the Bridge Hill fire can help refine safety protocols further. Going beyond basic compliance and actively preparing for fire emergencies, especially in the context of outdoor excursions, is especially important as the risk of fire events increases.
“Consideration should be given as to how children will be kept warm and dry if evacuation takes place during wet or windy weather. Centres may be able to make some arrangements with a nearby business or other organisation to assist with this.
With regular fire drills, staff training in fire extinguisher use and first aid, clear communication protocols, and fire safety education, including survival skills, for students, New Zealand’s school communities will be well-equipped in case of emergency.
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Surfing is not just a sport, it’s something that will challenge, educate, inspire - getting students hooked for life!
We offer a variety of programmes, from our ‘Beach Safety Days’ to NCEA Achievement standard courses, which cater for every age; starting with primary through to high school and adulthood. You’ll be amazed at how transformational this sport can be for our younger generations! With 15 years of experience and over 250 schools under our belt, we pride ourselves on being one of NZ’s top surf education providers.
Our philosophy is that learning is something to enjoy and have fun with! Soaking up information is always easier when there’s a mix of visual, vocal and kinaesthetic styles, which is why we combine land-based lessons with water sessions, providing students with a mix of all styles; a space to better themselves. Our moana is the greatest teacher after all!
Experience the ripple effect as students become more confident, safe, and self-assured in the water after just one session; and how this pertains to other aspects of their lives. You pick the beach, we do the rest!
A smart move for sustainability
More New Zealand schools are looking into solar power as a way to cut costs and reduce their environmental impact. While the idea of switching to solar sounds great, the Ministry of Education has guidelines to help schools make informed decisions before jumping in.
Before installing solar panels, schools are encouraged to first improve their energy efficiency. Simple steps like upgrading insulation, switching to LED lighting, and using timers for heating and hot water can significantly reduce energy use. In many cases, these changes offer more immediate savings than solar panels alone.
Schools have two main options for going solar: buying the panels outright or leasing them from a provider. The Ministry doesn’t endorse specific companies, so schools need to do their own research. Getting multiple quotes and checking that proposals meet structural and electrical requirements is key.
If a school decides to use 5YA funding to purchase solar panels, they should know that these projects fall under priority 4 in their 10-Year Property Plan. This means essential maintenance work (like fixing roofs and plumbing) must be addressed first. Schools also need to coordinate with the Ministry if solar panels will affect existing infrastructure.
For schools opting for a lease arrangement, an Energy Services Agreement (ESA) is required. These agreements ensure that third-party-owned solar panels don’t cause issues down the line.
Beyond saving money, solar panels provide a great learning opportunity for students, helping them understand renewable energy in action.
The Ministry has set minimum standards for these agreements, and schools must get approval before signing anything.
Proper installation and maintenance are also important. Schools need to think about how panels will be accessed for cleaning and repairs, as well as the condition of their roofs—replacing a roof shortly after installing panels can be an expensive hassle.
Beyond saving money, solar panels provide a great learning opportunity for students, helping them understand renewable energy in action. With the right planning, solar power can be a win-win for schools and the environment. For more information, visit www.education.govt.nz
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Are your workers protected from airborne asbestos fibres at your place of work, and how do you know?
These are the questions WorkSafe New Zealand is asking builders and contractors to consider.
Health and safety (asbestos) regulations require all businesses where asbestos has been identified, is likely to be, or where they ought to know it is present, to develop an asbestos management plan.
There is no requirement to develop an asbestos management plan (AMP) for a business, or organisation, that is sure their workplace is free from asbestos.
However, if you know there is asbestos at your workplace then you must develop a plan.
For those who are unsure, WorkSafe NZ strongly suggest that an asbestos management survey is done by a competent person to check for the presence of asbestos. In place of a survey, it’s possible to assume that
Surveying your building or structure may lead to the discovery of asbestos. It comes in two forms:
• Friable asbestos can be in powder form, or able to be crumbled, pulverised, or reduced to a powder by hand pressure when it is dry
• Non-friable asbestos is usually safer than friable asbestos, because asbestos fibres are bonded into other products. Non-friable asbestos can become friable if it is disturbed or manipulated.
Depending on what you identify, it’s best to seek specialist assistance from a competent person, such as an asbestos assessor in order to determine the best way to manage the risk to risk to you, your workers and anyone else.
You can check the WorkSafe website for ways to find a competent person near you who can provide expert advice.
asbestos is present and develop a management plan accordingly. While many people understand their duty to have an AMP for their workplace, a workplace can be more than a building. Businesses with workers who visit different worksites and locations should ask to view the AMP for that location.
All people conducting a business or undertaking (also known as PCBUs), whether tenants or building owners, have a responsibility to work together to develop a plan if asbestos is present, he says.
An asbestos management plan is your written record – it must be in writing - of where asbestos has been identified at your place of work, what you plan to do to manage it, and how often you will revise your plan. The plan should also cover details such as what happens in an emergency if the asbestos is disturbed.
Just because asbestos is present, does not necessarily mean that
it is a high risk or that it must be removed. There are some cases where removal may not be reasonably practicable.
There is a wealth of guidance, including a document designed to help you work through the process of developing an asbestos management plan on the WorkSafe website. Visit: www.worksafe.govt.nz/asbestos.
Asbestos Testing and Laboratory Services
Auckland-based Aerem offers expert asbestos testing to detect the presence of asbestoscontaining materials (ACMs) in buildings. Their certified team employs advanced technology to conduct thorough inspections, ensuring accurate identification. For laboratory analysis, Aerem’s IANZ-accredited facility identifies and quantifies asbestos in materials and waste, adhering to New Zealand guidelines. Services include bulk sample analysis and air monitoring, which are crucial for compliance and health safety.
Facts about asbestos
• Around 170 people die each year in New Zealand from asbestos-related diseases
• Exposure to asbestos dust can cause serious health issues, including various forms of cancer such as lung, larynx, and ovarian cancers
• Asbestos in good condition and left undisturbed is unlikely to pose a health risk and doesn’t need to be removed
• If asbestos is present NEVER cut it, drill it, sand it, scrape it, scrub it, waterblast it, or demolish it, unless you have had asbestos awareness training
• If you accidentally damage or uncover asbestos - stop work immediately, keep people away, minimise the spread of contamination and get advice on what to do next
• Never use high pressure waterspray, compressed air or power tools on asbestos or suspected asbestos materials
• Always wear the correct personal protective equipment (PPE) when working with asbestos materials
• All asbestos removal work over 10 square metres must be done by either a Class A or Class B licensed company
• All friable asbestos must be removed by a Class A licensed asbestos removalist.
Just because asbestos is present, does not necessarily mean that it is a high risk or that it must be removed.
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Day-to-day asbestos management
1. Identify if asbestos is present
Identifying asbestos or ACM in the workplace [WorkSafe] is the first step for managing asbestos exposure risk.
How to identify asbestos:
• If your building was built prior to 1 January 2000 it is likely to contain asbestoscontaining material (ACM) and you could assume that your school building contains asbestos
• You could follow the WorkSafe Approved Code of Practice Guidance to identify what is likely to contain asbestos
• You could consider training your staff to better understand how to identify asbestos
• Or you can employ a surveyor to assess your building.
Where asbestos has been identified by a surveyor or it is assumed to exist in a school, your school needs to have an asbestos management plan in place.
2. Producing an asbestos management plan
If you identify or assume the presence of asbestos in your school, an asbestos management plan is required. An asbestos management plan sets out how the identified asbestos or ACM will be managed.
You do not need to engage a surveyor to prepare your asbestos management plan. You can create your own asbestos management plan as long as you follow WorkSafe guidance.
All asbestos management plans must be in writing. They can be in hard copy or electronic form, as long as the legally required information outlined above is included.
If the condition of the identified or assumed asbestos changes then you need to alter the Asbestos Management Plan accordingly.
3. Recording asbestos risks in your hazard and risk register
To ensure that any potential risks arising from asbestos are proactively managed, it is important that details are included in your school’s hazard and risk register and the information is maintained and updated.
The hazard and risk register should detail whether any asbestos or ACM has been identified or assumed and if so, it should refer to an Asbestos Management Plan which will contain detailed information about the location, condition, quantity and monitoring plan for asbestos or ACM.
Ensure you monitor the area regularly and have a process
in place in case unexpected asbestos is found.
You should provide the hazard and risk register to any contractors undertaking work within your school.
4. Communicating asbestos information
Ensure asbestos information, including the Asbestos Management Plan and Hazard and Risk Register, is accessible to staff and provided to all contractors undertaking work at your school.
5. Monitoring asbestos condition
You should schedule regular inspections of asbestos or ACM and record any changes to the condition in your Asbestos Management Plan.
Who can remove and dispose of asbestos containing materials?
There are two types of asbestos removal licences – Class A and Class B.
• Class A Licence holders can remove all types of asbestos, including friable (crumbling).
• Class B Licence holders can only remove non-friable asbestos (solid).
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