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Everybody Belongs provides teachers with ideas for planning units of work to meet the identified learning needs of their students. Teachers are not expected to implement all the suggested activities in this book. However, the key concepts do describe a developmental process that should be followed when planning and implementing this unit. These concepts are:
- personal identity and self-worth,
- societal attitudes and beliefs,
- critical thinking and action.
As part of the Mental Health key area of learning, students require opportunities to develop:
- understandings and personal and interpersonal skills to enhance relationships
- knowledge, understandings, and skills to support themselves and other people during times of stress, disappointment, and loss
- values and attitudes that support the enhancement of mental health for the students themselves, other people, and society.
In meeting the learning needs of their students, teachers may use any or all of the activities in this book, but it is important that the following aspects are developed in order:
- understanding change and loss
- understanding the feelings of grief
- coping with disappointment, loss, and grief
- helping others who are grieving
- building a supportive environment.
This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. This book should be used in conjunction with an appropriate relationships manual. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select activities designed for other year levels.
This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select from activities designed for other year levels.
A new Whole School approach to protecting young people from drug-related harm and keeping them engaged in education is being adopted by many New Zealand schools. This resource outlines the reasons why holistic, supportive approaches are needed, with examples of how some schools are responding.
Share this with your class
TOP TIPS FOR TWEENS, TEENS & SCREENS. Devices and phones are here to stay – but how can I restore some balance in my home?
Self-injury typically refers to a variety of behaviours in which an individual intentionally inflicts harm to his or her body for purposes not socially recognized or sanctioned and without suicidal intent (ISSS, 2007).
In this strategy guide, we share a number of helpful coping strategies that have been found to be useful by others struggling with self-injury. Often, recovery comes down to trying to cope moment-to-moment with the urges to self-injure, the day-to-day struggles with difficult emotions, as well as improving overall well-being in our lives. None of this is easy.
A Guide to Understanding Self-Injury for School Professionals
Website with access to training and resources.
The Zero Suicide methodology is a discrete set of tools and processes that work together to reduce deaths by suicide in care within health and behavioural health systems.
Children and young people spend a large proportion of their time in school. There are few other settings where
large numbers of children and young people can be reached during their formative years of cognitive, emotional and
social development. Promoting mental, emotional and social wellbeing early in life provides a strong platform for
The Māori philosophy towards health is based on a wellness or holistic health model. For many Māori the major deficiency in modern health services is taha wairua (spiritual dimension).
This section describes 3 models of Māori health.
The Wellbeing@School online application provides schools with self-review tools to build a safe and caring climate that deters bullying.
The online application is designed around a self-review cycle and offers a range of tools:
Preparing students to live in a world where drugs and alcohol exist.
Interesting external view of a programme that is widely used in NZ schools.
The school uses multiple ways to seek feedback about what the school is doing well and what can be done better. These include, for example: principal-parent forums; parent, whanau and fono group meetings; Year 12 leadership forums; Awhina student meetings; Student Council meetings; Year 13 leadership groups; staff learning groups, head-of-department and staff meetings and a range of surveys with students, staff, parents and whanau and the community. The information gathered is analysed for trends and shared across the school, often providing the trigger for new developments.
Below is an example of an evaluation that has strategic implications. The school is in the process of developing a long-term sustainable response to an important cluster of issues.
Sample Inquiry Questions and ideas to support exploration of BULLYING throughout the curriculum.
ERO. 2016. Wellbeing for success: a resource for schools has been developed to help schools evaluate and improve student wellbeing. It highlights the importance of schools promoting the wellbeing of all students as well as the need for systems, people and initiatives to respond to wellbeing concerns for students who need additional support.
By the Chief Science Advisor. July 2017.