Well being – Teaching & Learning Research Initiative

Co-constructing a culturally and linguistically sustaining, Te Tiriti-based Ako framework for socio-emotional wellbeing in education: A collaborative project among teachers, whānau, hapū and iwi to enable a holistic approach to education

Introduction Schools have a role to play in improving youth social emotional wellbeing (SEW) by supporting their development of social-emotional knowledge, skills, and capacities through social emotional learning (SEL). However, schools in Aotearoa New Zealand vary widely when responding to and promoting tamariki wellbeing (Education Review Office, 2015a, 2015b). More successful schools show a comprehensive approach, including more explicit curriculum connections (Boyd et al., 2017). Enhancing SEW and SEL practices in schools can play a part in mitigating the adverse effects that low rates of wellbeing have for tamariki, particularly for Māori, Pacific, and other underserved youth (Bishop et al., 2009). SEL programmes are effective for fostering students’ wellbeing through social-emotional

Te Whakapūmautia te mana: Enhancing Mana Through Kaitiakitanga

Introduction Wellbeing is fundamental to an individual’s ability to function and live well (Durie, 1998). Wellbeing statistics in New Zealand highlight that Māori have some of the worst levels of educational attainment, high levels of unemployment and incarceration, decreasing levels of home ownership, lower than average incomes, higher than average mortality rates, inequitable access to healthcare, and the highest levels of suicide since records began (Chalmers & Williams, 2018). From a Māori perspective, wellbeing, or hauora, involves spiritual, physical, mental, emotional, and social wellbeing (Durie, 1998). Mana and kaitiakitanga encapsulate the relationships central to Māori understandings of hauora (Dobbs & Eruera, 2014). Mana translates as “authority, control, influence, prestige, power” (Hemara,

Using a wellbeing framework to recognise, value and enhance the broad range of outcomes for learners in adult literacy and numeracy programmes

Aotearoa New Zealand’s attention to adult literacy and numeracy (L+N) education arose from the results of the OECD / Statistics Canada International Literacy surveys begun in the mid-1990s, when, as a nation, we achieved unexpectedly low results for L+N proficiency. The Government responded with an adult L+N strategy (Ministry of Education, 2001) that spellt out initiatives in building professional capability for delivery, improving the quality of the system, and ensuring that larger numbers of learners could access L+N learning. Over the next 10 years, further measures were included, such as credentialising tutors, expanded funding for educational provision, a national literacy centre housed in the University of Waikato, a national set of

Te Kura Mai i Tawhiti: He Tau Kawekaweā: Building the foundation for whanau educational success and wellbeing; a Kaupapa Māori ECE approach

Introduction Te Kōpae Piripono (TKP), Māori immersion early childhood education (ECE) centre, was recognised by the Ministry of Education in 2005 as a Centre of Innovation (COI), funding a 3-year practitioner research project which looked at whether Whānau Development at Te Kōpae Piripono fosters leadership across all levels of the whānau enhancing children’s learning and development (Tamati, Hond-Flavell & Korewha, 2008). The COI research identified obstacles to individual and collective whānau development and participation in TKP that can have negative consequences for the educational and life outcomes of children and their whānau (families). This study, He Tau Kawekaweā, has built upon understandings derived from that earlier research. The aim of this