Manaakitia Ngā Tamariki Kia Ora Ai: Supporting Children's Wellbeing - Professional Reading 2022

NCZER Report of Learning Experiences from Six Good Practice Schools
Compiled by Sally Boyd, Nicola Bright, Maraea Hunia & Elliot Lawes. c. 2021

I enjoyed reading this and reflecting on our own practise at Beckenham Te Kura ō Puroto. The report advocates the ongoing importance of prioritising wellbeing / hauora learning at school and beyond. It promotes taking a culture-centred approach, primarily that of Māori and Pasifika groups.

Key information & my reflections 

• Having shared school values, which students are well-versed in, is important for wellbeing. We do this well at Beckenham, with values included in teaching, displayed and referenced in classrooms, celebrated by way of student kete awards, and values also shape part of student reports. 
• Passion-based learning adds significantly to students' wellbeing - this includes discovery, senior passion time etc
• Relationships are key: teacher-student; teacher-whānau; whānau-school
• Learning should encompass emotions (labelling, understanding and managing), identity, diversity, upstanding and bullying, confidence/strengths
• Whole school professional development and planning is critical, so all are on the 'same page' and students have the same set of expectations, learning and support available. This evolves with student demographic and needs. We do this via wellbeing and PB4L professional learning, plans and daily notices. Some of these aspects have involved whānau and community consultation in the past.
• Specialist teachers / support staff ideally will be available to support students who need extended help with wellbeing challenges. This may be a team lead, SENCO, leadership personnel or external support such as Mana Ake Kaimahi.
• Cultural awareness: be aware of and accommodate in practise. This includes: 
• Pronouncing students' names correctly
• Seeking input from Māori elders or voices (seniors or staff) at school, into the wellbeing plan
• Seeking support from hāpu and local marae where possible 
• Perhaps having key Māori champions or role models (and/or for other key cultures not represented in the mainstream school staff / leadership)
• Activities or groups e.g. kapa haka
• Staff also need to be aware of institutional racism and guard against it
• Schools would benefit from educating staff about cultural characteristics e.g. making eye contact is considered rude in some cultures; using a first name for a teacher is considered rude in other cultures; wait time is expected in some cultures
• Staff who are competent in at least basic Te Reo / other key languages, and use them in instruction
• Having language walls in classrooms, and other culturally relevant displays 
• Five optimal conditions for Māori success (Mana Model from Webber & Macfarlane, 2020)
• Mana Whānau (familial pride)
• Mana Motuhake (personal pride and a sense of embedded achievement)
• Mana Tū (tenacity and self-esteem)
• Mana Ūkaipo (belonging and connectedness)
• Mana Tangatarua (broad knowledge and skills).