Kairaranga - weaving educational threads, weaving educational practice – is an interprofessional journal about equity in education. Kairaranga acknowledges, affirms, and upholds the tenets of Aotearoa New Zealand's founding bicultural document Te Tiriti o Waitangi. To that end, Kairaranga provides contributors with opportunities to celebrate the first language of our country, te reo Māori. We welcome contributions that are written in te reo Māori. Ko te reo te mauri o te mana Māori. Contributions may focus on: Practice – celebrating, challenging and transforming practice Research – sharing literature reviews, research projects and inquiries into practice Positioning – critiquing an educational issue, including reviews and think pieces Experiences – foregrounding perspectives of mokopuna, whānau, teachers and other educators Kairaranga is hosted by the Institute of Education, Massey University.
Copyright (c) 2025 Timu Niwa https://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining education with Dan O’Brien: The importance of young people in Tiriti-led partnerships
Ko Airangi, Kōtirangi me Ingarangi te kāinga tūturu o ōku tūpuna. Ko O’Brien, me Auchterlonie ōku hapū. Ko Ōtepoti te whenua i whakapakekehia ahau e ōku mātua. Dan O’Brien is a Year 13 student at John McGlashan College. He was the school’s first senior te reo Māori speaker at Te Whakataetae o Ngā Manu Kōrero. He intends to study law and Māori at University next year. As a keen sportsman, Dan enjoys all sports, but will most likely be found at the turf, playing hockey. In this reimaginging education conversation, Dan shares ways of partnering with youth in Te Tiriti-led ways.
Copyright (c) 2025 Dan O'Brien https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating leadership complexities: Doing the right work, the right way
This case study explores the complexity of leading adaptive change within a large RTLB (Resource Teacher: Learning and Behaviour) cluster in Aotearoa. Centred on the dilemma of how to adapt an internal case management tool (eRTLB) to strengthen best practices, the reflection draws on the principles of adaptive leadership and Robinson’s (2022) collaborative problem-solving model. It highlights the interplay between context, leadership, and professional learning in navigating systemic variability and fostering coherence across a diverse team. Through deliberate attention to relationships, cultural responsiveness, and shared decision-making, the process sought to balance consistency with practitioner autonomy—honouring both professional judgement and collective responsibility. The case illustrates how strategic and virtuous leadership can support sustainable change by embedding collaborative inquiry, reflective learning, and cultural grounding into everyday practice. In doing so, it reinforces the importance of ‘doing the right work the right way’—an approach that acknowledges complexity, leverages collective expertise, and places mokopuna at the centre of improvement efforts.
Copyright (c) 2025 Erin Sawyer https://creativecommons.org/licenses/by-nc-sa/4.0
Early communication development support for autistic children in Aotearoa New Zealand: Perspectives and experiences of specialist providers
Timely and coordinated early communication supports are critical to ensuring positive outcomes for all children. This is especially important for autistic children. Autism can be associated with delayed or varied communication development, impacting a child’s participation and inclusion in the early years. The purpose of this study was to describe the perspectives and experiences of specialist providers and their use of supports and practices to enhance the communication development of autistic toddlers and preschoolers, and their collaboration practices with caregivers and early childhood kaiako (teachers). An online questionnaire was developed and distributed to specialist providers working in the early intervention sector across Aotearoa New Zealand. Fifty responses were collected from speech language therapists (SLTs), and 21 responses were collected from early intervention teachers (EITs) supporting autistic toddlers and preschoolers in their homes and early education services. The questionnaire yielded rich data from both SLTs and EITs in terms of the nature and frequency of early learning support offered to caregivers and kaiako of autistic children. The findings highlighted barriers, including a lack of funding and time to provide quality evidence-informed support, and insufficient professional learning and development (PLD) opportunities to develop quality services. Recommendations and clinical implications are discussed.
Copyright (c) 2025 Estelle Pretorius, Sally Clendon, Tara McLaughlin https://creativecommons.org/licenses/by-nc-sa/4.0
It is with deep sorrow that we at Kairaranga remember Professor Angus Hikairo Macfarlane (Ngāti Whakaue, Te Arawa) CNZM, FRSNZ, a visionary educator and respected colleague. Professor Macfarlane’s contributions to the field of education are significant and enduring. His legacy includes not only his well-known educational models such as the ‘Educultural Wheel’, the Hikairo Schema, the Mana Model, and He Awa Whiria, but also his deep commitment to equity, his belief in the importance of manaakitanga and whanaungatanga and his generosity of spirit. Perhaps lesser known is the very significant contribution that Professor Angus Macfarlane has made to the journal Kairaranga. Professor Macfarlane was instrumental in the development of the journal, and was there at its inception when four RTLB who were engaged in the original RTLB training programme got together to discuss how they might provide a platform for RTLB to share their research and practice. These four were Cath Steeghs, Carol Watts, Paul Mitchell, and Grant Ackerman. A fifth RLTB was to join soon after, Graeme Nobilo. At this time, Professor Angus Macfarlane was approached for support and guidance, and he quickly saw the value of what was being proposed.
Copyright (c) 2024 Alison Kearney https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2024 Timu Niwa https://creativecommons.org/licenses/by-nc-sa/4.0
Experiences of intermediate and secondary school students with auditory processing disorder and remote microphone systems
Under the umbrella of the United Nations Convention on the Rights of the Child (UNCRC), this research explored the experiences of nine intermediate and secondary school students from Aotearoa New Zealand with auditory processing disorder (APD) who used a remote microphone (RM) system at school. Much of the school-based research with those with APD has been conducted with primary-aged students, making post-primary settings of interest in this project. Employing a qualitative research design using semi-structured interviews and subsequent thematic analysis, three themes were identified: the student as expert, the ‘hassle factor’, and teacher cognisance and action. Findings showed that at a school level, post-primary APD students have space for a voice, can share their voice, have an audience to listen to their voice, and influence, but at a systemic level, this is less apparent. Future Ministry of Education assistive technology policy reviews should therefore include student views about RM systems.
Copyright (c) 2025 Erica M. Webb, Catherine Jill O'Brien https://creativecommons.org/licenses/by-nc-sa/4.0
Autistic children: Promoting their inclusion, engagement and skill development in early childhood education
The early childhood education (ECE) sector in Aotearoa New Zealand is committed through policy to inclusive pedagogy for all children, however translating such policies into everyday practice for teachers can be challenging. According to an Education Review Office (ERO, 2022) report, many ECE teachers do not feel confident teaching children with disabilities. With increasing numbers of autistic children with additional needs enrolling in ECE, it is vital that teachers build capability through professional learning to promote the rights, wellbeing and belonging of these children (ERO, 2022; Ministry of Education, 2017). Our intention in this article is to forefront the rights of autistic children attending ECE settings in Aotearoa New Zealand and the importance of culturally responsive, thoughtful, intentional pedagogy to meet their learning needs. We identify and describe the characteristics and strengths of autistic children that teachers can affirm and build on, highlight evidence-based practices from research that can help facilitate the active participation and inclusion of these children and their families, and discuss the importance of culturally responsive practice. We also share freely available resources that support teachers’ professional development and implementation of inclusive curriculum. We conclude by emphasising the critical importance of the type of working conditions in ECE settings and support systems that promote inclusive practice.
Copyright (c) 2025 Kate McAnelly, Laura J. Hall, Samuel L. Odom, Erin Hall, Kerry Purdue https://creativecommons.org/licenses/by-nc-sa/4.0
“They’re in our heads and in our hearts”: RTLB experiences of how He Pikorua: Our Practice Framework supports student voice
A recent development for learning support practitioners in Aotearoa New Zealand is He Pikorua: Our Practice Framework. This study explores the potential of He Pikorua to further bridge the gap between inclusive policy and practice through the lived experiences of 10 specialist teachers using the framework. In line with the principles of He Pikorua, this study took a relational approach using appreciative inquiry into ways the framework supported student voice. Thematic analysis of the specialist teachers’ perceptions resulted in two overarching themes. The first, framework as foundation, highlights key practices of strong relationships, shared language, being responsive, and a dynamic view of practice. The second theme, framework for confidence, describes two key practices of using the framework as a reference point and being deliberate. These findings demonstrate ways in which specialist teachers use He Pikorua to successfully support student voice. However, questions remain about responsibility for facilitating voice and how this can be supported throughout more of the framework’s elements.
Copyright (c) 2025 Katrina Stephenson https://creativecommons.org/licenses/by-nc-sa/4.0
What’s in a name? A comparative literature review of disability within early childhood education
Handicapped, special, or diverse? Segregated, mainstreamed, or included? The field of disability and difference within education, is vast and wide-ranging. This review of the literature highlights how, although we have come far in the last 40 years, there is still much to learn about effective inclusion of disabled children in early childhood settings. The article compares literature between two distinct decades – the 1980s and the 2010s – identifying the shifts within the field around language, social development of, and attitudes toward, disabled children in early childhood settings. Although international literature is used, the discussion focuses on the Aotearoa New Zealand context. The importance of teachers is acknowledged as a predictor of a positive and inclusive learning environment where disabled children can thrive and succeed.
Copyright (c) 2024 Debbie Rickard https://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining education: An interview with Dr Claire Achmad, Te Kaikōmihana Matua – Chief Children’s Commissioner
Ngā mihi ki a koe and to all of the viewers and readers of Kairaranga, it’s such a pleasure to have the chance to kōrero with you all today. Ko wai au? I te taha o tōku matua, no Indonesia ahau. I te taha o tōku māmā, no Airani, Kōtirana, me Ingarangi ahau. On my dad’s side, I’m from Indonesia, from Central Java, and from my mum’s side, Irish, Scottish, and English ancestry. I grew up in the beautiful west of Tāmaki Makaurau, amongst the kererū and kauri trees there, and that’s a place that has really shaped me. I did my schooling in Tāmaki Makaurau, out west in Auckland and then went to university in Tāmaki Makaurau and then offshore in the Netherlands. My career has basically been dedicated to children’s rights, human rights and social justice. Throughout the various roles that I’ve had, a focus on children and their rights has always been there, and over the past 10 years or so I’ve really deepened that even more. I went and did my Masters and then my PhD in international children’s rights law, but practice and working to advance the rights of tamariki, of mokopuna has always been something that has been my guiding force, whether that’s been overseas internationally working for organisations like Unicef advocating in places like the European Union and the Council of Europe, or back home here in Aotearoa New Zealand. I really have a strong belief in the potentiality of all of our mokopuna, all our children and young people. To see them fully flourish, their full range of holistic rights really need to be upheld and realised in their everyday lives. I guess it’s all of those different threads that have led me through into this role as Chief Children’s Commissioner, which is such a privilege, but also a very, very big responsibility. I’m grateful to work with an amazing team and board alongside me, and the focus is really now on ensuring that we’re advocating as strongly as possible for the rights of mokopuna here in Aotearoa New Zealand.
Copyright (c) 2024 Claire Achmad, Nicola Leete https://creativecommons.org/licenses/by-nc-sa/4.0
Pūrākau a māmā: Teenage Māori mothers’ experiences of holistic support
The pūrākau presented in this article come from a narrative inquiry underpinned and guided by kaupapa Māori theory and research principles (G. Smith, 1997; L. T. Smith, 2015). This rangahau explored four teenage Māori mothers’ experiences of support in health, social, financial, education and whānau domains. The pūrākau presented here are the research participants’ experiences. The wider research project sought to ascertain which support systems were effective for strengthening holistic wellbeing and success for this group. This was achieved by overlaying Te whare tapa whā (Durie, 1984) pou upon the pūrākau. Each of the supports were explored in terms of their impact on the taha tinana (physical), hinengaro (mental and emotional), wairua (spiritual), and whānau (family and social relationships) health and wellbeing of wāhine. Research participants were sourced from one Teen Parent Unit (TPU), are Māori, and became mothers as teenagers. The research found health, social and financial support systems lacking. The young wāhine had mixed or variable experiences of support in each of these three domains. In contrast, education and whānau experiences of support were overwhelmingly positive. These two domains were found to be effective in supporting holistic wellbeing and success for each of the wāhine Māori who took part in the research. Further to this, research findings are made visible through each of the pūrākau shared below.
Copyright (c) 2024 Lisa Heke https://creativecommons.org/licenses/by-nc-sa/4.0
Embracing trauma-informed practice in Aotearoa New Zealand schools: The perspectives of those at the coalface
‘Trauma-informed’ is fast becoming a buzzword, a term being used widely across health, education, and other sectors. Online technologies are enabling an increasing number of schools to have instant access to ‘expert’ trauma-informed approaches, practices and research, however, the ways in which this information is being used varies greatly. This professional inquiry explores educators’ perceptions of the enablers of implementing sustainable, culturally responsive trauma-informed approaches in Aotearoa schools. It details the narrative inquiry and semi-structured interviews used to collect the perspectives of six school tumuaki (principals) in a diverse range of schools including urban, rural, low socio-economic and bilingual. Themes mirror both international and Aotearoa research of systems change in schools by identifying leadership, vision, inclusive culture, and innovation as the key levers in providing a trauma-informed inclusive education approach based on strengths-based, mana-preserving, culturally responsive practice.
Copyright (c) 2024 Catherine Barrie https://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining education with Dorothy Taare-Smith:Takiwātanga and community-based support
Haere mai, Dorothy. Tell us a bit about yourself and what brought you to this Takiwātanga mahi? Ko Hikurangi te maunga Ko Waiapu te awa Ko Horouta te waka Ko Ngãti Porou te iwi Ko Dorothy Taare-Smith tōku ingoa No Tūranganui a kiwa ahau e noho ana I’m married to Tuhi and we have a blended family of three grown daughters and eight mokopuna. My number five mokopuna is our taonga takiwātanga. My journey began way before my mokopuna was born; the takiwātanga journey began for me when I was teaching. The skills and knowledge I acquired came from the tertiary institutes I had studied at, and the PLD I received as a classroom teacher. Both approaches were very Western, and this suited most but not all families. At the time when I was teaching, I had children in my class who were from different ethnic backgrounds, and for some English was not their first language. I was interested in looking at indigenous approaches to autism, approaches that are different from a Western approach. I enrolled in the postgrad Specialist Teaching Programme through Massey University, then I went on to do my Master’s degree, hoping to learn a little bit more about the indigenous approaches to autism in pre-colonial times. I was blessed to have Jill Bevan-Brown as my lecturer when I did my postgrad; she paved the way for what I’m doing in the space today. I was curious to learn about autism, first and foremost, and then later on in my career, I became interested in indigenous autism, particularly Māori autism.
Copyright (c) 2023 Dorothy Taare-Smith https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2023 Wendy Holley-Boen https://creativecommons.org/licenses/by-nc-sa/4.0
What are New Zealand primary teachers' beliefs and understandings of using ChatGPT to support their own practice?
The purpose of this study is to understand the current situation where practising New Zealand primary educators have utilised ChatGPT. More explicitly, the research considered how educators perceived the beneficial affordances and used them to support their classroom practice. Concurrently, negative implications of use are noted and an attempt to draw out their impact is also considered. A survey with open and closed questions was created and shared online for New Zealand Primary teachers. Sixty-one teachers responded to the survey. The data were analysed using both qualitative and quantitative methods using a mixed-methods approach. The findings from the study suggest ChatGPT has been beneficial to teachers and has also improved their teaching. It also showed teachers were actively taking measures to mitigate potential harm through their own use. Recommendations are made to support educators going forward.
Copyright (c) 2024 Simon Ashby https://creativecommons.org/licenses/by-nc-sa/4.0
Kaiako perspectives on professional learning and development in structured literacy in Māori-medium settings: A case study
This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Māori-medium immersion context. Through interviews with kaiako in a kura kaupapa Māori (Māori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the literacy practices in classrooms, participants share their perspectives on their PLD training. The findings revealed some of the difficulties kaiako face, such as limited resources and working within a standardisded curriculum, whilst attempting to implement changes based on their PLD training. The findings highlight the need for support from all stakeholders (including policy makers and the school leadership team) to successfully implement SL in Māori-medium settings. The need for further resources in Māori-medium settings and the challenge of making changes to a standardised curriculum also emerged from the study. Finally, the findings indicate some of the potential benefits of PLD in SL for Māori-medium educators and ākonga (students), such as an understanding of how the brain learns to read, some of the key elements of reading success, and instructional principles for effective literacy instruction.
Copyright (c) 2023 Amy Smith, Melissa Derby https://creativecommons.org/licenses/by-nc-sa/4.0
Belonging: Improving outcomes for a diverse range of high school students. A qualitative systematic literature review
A diverse range of high school students dominate negative outcome data in Aotearoa-New Zealand, and a shift in how we support them is needed for outcomes to improve. Following PRISMA guidelines, a systematic review of published and grey literature was carried out to identify how research shows belongingness is an important element in improving outcomes for this population. Eight qualitative studies which explored the subjective experience of belonging for diverse students in high school education were identified and reviewed. The review highlights the paucity of research in Aotearoa-New Zealand, which privileges the voices of young people and focuses on their experiences of belonging, or not-belonging, in high school. The results identified four overarching themes: a sense of belonging is a protective factor, teachers are pivotal in creating a sense of belonging, safe spaces are needed to belong, and schools experienced as unsafe spaces. This study provides school staff with a window into the lived experiences of diverse students and links contemporary education policies with belongingness research. The findings of this review have important implications concerning the health and wellbeing of our young people in Aotearoa-New Zealand, and highlight belonging as a fundamental component in improving outcomes for diverse students.
Copyright (c) 2023 Sarah Darke, Kayleen Clark-Howard https://creativecommons.org/licenses/by-nc-sa/4.0
What do Māori educators want Pākehā outreach teachers to know when working with tamariki Māori on the autism spectrum with high, complex needs?
This research paper asks what Māori educators want Pākehā outreach teachers to know when working with tamariki Māori on the autism spectrum with high, complex needs. A review of the literature noted a shortage of specialists who can speak te reo Māori and practice in a culturally responsive way. Three Māori educators participated in semi-structured interviews as part of this qualitative research, addressing what Pākehā outreach teachers need to know to be culturally responsive to Māori. The following themes emerged: Māori environments are relationally inclusive and involve whānau; outreach teachers should respect te reo and tikanga; and outreach teachers should practice with humility as part of a team. These themes emerge within the context of a chronic shortage of Māori specialists. Most of the specialists working with tamariki Māori are non-Māori. In order to meet their needs Pākehā outreach teachers need to be able to work with tamariki Māori and their whānau in a culturally responsive way. Understanding cultural hegemony and its impact on education is an area in need of further discussion if outreach teachers are to understand the concept of humility and its importance for Māori.
Copyright (c) 2023 Catherine Noakes-Duncan https://creativecommons.org/licenses/by-nc-sa/4.0
What are the reasons for absenteeism in secondary education in New Zealand/Aotearoa? A systematic review of the qualitative literature using student voice research
In New Zealand/Aotearoa, high levels of secondary school absenteeism are a nationwide problem. Absenteeism is associated with a range of adverse outcomes for individuals and has detrimental effects on society. Since the global COVID-19 pandemic, with the government closing schools during lockdowns, absenteeism has reached epidemic proportions as students have failed to return to school. Despite the considerable concerns around absenteeism, there remains a significant gap in the research literature regarding the circumstances that influence students’ decisions not to attend school. This systematic literature review of qualitative research conducted in Aotearoa through student voice examines adolescents’ reasons for being absent from school. The review found that many underlying factors influence absenteeism, including teacher/student relationships, the school environment, peer relationships, curriculum and pedagogy, and family and personal well-being. This review found that the most critical theme that influenced student non-attendance at school is relationships. These findings indicate that relational pedagogies and restorative practices in schools, which serve to support and sustain student relationships with their teachers and peers, could reduce absenteeism.
Copyright (c) 2023 Anna Richards, Kayleen Clark-Howard https://creativecommons.org/licenses/by-nc-sa/4.0
A conversation with Jean Annan – Author of 7 Dimensions: Children’s Emotional Well-being
Dr Jean Annan’s 7 Dimensions: Children’s Emotional Well-being reflects the multiple perspectives she has encountered on children’s development through her broad experience with young people. She has worked as an educational psychologist, university lecturer, researcher, teacher, leader and systems facilitator in educational settings. In recent times, Dr Annan has supported school staff to integrate positive psychological practices into their everyday school programmes. This facilitation has focused on the integration of pro-active, nurturing practices designed for all children as well as the establishment of additional support for those young people who are in most urgent need. 7 Dimensions: Children’s Emotional Well-being builds on Dr Annan’s diverse publications in professional journals and books, the underlying theme of which has been the notion that if complex situations are rendered meaningful, they are easier to manage and positively redirect. In the video, Jean engages in conversation with Roger Phillipson. Roger is a registered psychologist and counsellor with the Ministry of Education in Tāmaki Makaurau. He has a passion for supporting the complex and layered lives of children with a focus on their wellbeing.
Copyright (c) 2023 Jean Annan https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2023 Mike Sleeman https://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining education with Rebekah Corlett: A whānau perspective on partnership and inclusion
Kia ora koutou Ko Hikurangi te maunga Ko Waiapu te awa Ko Ngāti Porou te iwi Ko Rongohaere te marae Ko Rebekah Corlett toku ingoa I’m a mum to Sophia who is fourteen. She was diagnosed as autistic at age 2 1/2; she is non- speaking and uses Augmentative and Alternative Communication (AAC) to communicate which for her is an iPad with a communication app on it. She uses a mixture of a few spoken words, AAC, a few NZSL signs and lots of gestures. That’s how she makes herself known. We live on the Kapiti Coast which is about an hour north of Wellington. I live with my husband Jason and also our son Ryan who is eleven. Sophia is ORS funded, and she has moved in the last couple of years from a specialist primary school to a mainstream high school, which has been a massive undertaking and mostly successful. I write a blog Reasonable Accommodations with Rebekah which explains what those experiences and education are like, and gives a voice to whānau who are supporting and keeping their child or young person engaged in the education system.
Copyright (c) 2023 Rebekah Corlett https://creativecommons.org/licenses/by-nc-sa/4.0
Children with cerebral visual impairment related visual issues in the classroom
Cerebral visual impairment is a high incidence visual issue with a prevalence rate of 3.4% of children in mainstream education (Williams et al., 2021). However, it is still a very unknown condition with very little awareness in the general public (Ravenscroft et al., 2021). The aim of this research was to better understand how CVI related visual issues impact children in the mainstream classroom. Ten parents and eleven classroom teachers of eleven children with CVI related visual issues participated in the research, which used interviews and focus groups to develop a better understanding of the children and to ascertain the effectiveness of a range of strategies that were implemented to support the children throughout the research period. This was shorter than planned due to the COVID pandemic and school lockdowns. The research found that 82% of the children had learning support needs, 100% had emotional support needs, and 91% experienced challenges with social interactions. The CVI education sessions, decluttering, mindfulness, gratitude and calm breaks all helped the children, however the research period was not long enough to assess the overall effectiveness of the strategies and further research is needed in this area.
Copyright (c) 2023 Nicola McDowell https://creativecommons.org/licenses/by-nc-sa/4.0
RTLB Allies to Senior Leaders with Culturally-Relevant and Responsive Pedagogies in English-Medium Schools
Senior leaders in English-medium settings have a complex role which includes growing and sustaining cultural capacity within their teams to address the inequities in achievement for Māori. Cultural relevance, in this instance, refers to engagement with the individual context of each school and the people who come together to form that community. As RTLB working in schools with a wide and varied stakeholder pool, we have positions of influence and support, often across multiple contexts. This small-scale study looked at what we, as RTLB, can do to support the efforts of senior leaders to promote and embed culturally-relevant pedagogies. This study takes a subjectivist (exploring how others make sense of their worlds) and intervening (being agents of change) theoretical approach, with qualitative data being gathered via semi-structured interviews. The data was analysed using a conceptual (thematic) approach. Key findings emerged that highlight the importance of leadership and the skills of coaching and mentoring, and link to the ongoing development of personal professional knowledge.
Copyright (c) 2023 Natasha Paenga https://creativecommons.org/licenses/by-nc-sa/4.0
Animal-Assisted Learning in Inclusive Schools and Early Childhood Settings in Aotearoa
The presence of animals in school and early childhood settings is commonplace in Aotearoa New Zealand. This article provides an overview of the literature and evidence pertaining to animal-assisted programmes. Findings support the view that animal assisted learning (AAL) can provide positive supports to children in the domains of emotional regulation, social interaction, child-as-nurturer, and as non-judgemental support for learning. As such, AAL is an area worthy of attention for schools/kura and early childhood centres/kōhanga as a possible effective intervention to further enhance the well-being and learning readiness of ākonga. This article looks at how relevant research can be utilised to support AAL in practice, and what further practical measures need to be in place for AAL to be successful in the mainstream context.
Copyright (c) 2023 Jilly O'Brien https://creativecommons.org/licenses/by-nc-sa/4.0
Implementing the ‘Indicated Actions’ Component of the KiVa Anti-Bullying Programme in New Zealand Schools
The evidence-based anti-bullying programme known as KiVa was introduced into New Zealand in 2015 as an attempt to address high bullying rates. A key component of this programme includes a set of ‘indicated actions’ that are enacted when bullying incidents are reported. This study looked at the implementation of the ‘indicated actions’ component in a small sample of schools in New Zealand over a specific time period. Data collection included individual interviews with KiVa team members from each school. They were asked to provide information about the range and frequency of bullying incidents that were identified using the ‘indicated actions’ procedures, a description of the KiVa procedures in place in the schools, parents and teacher involvement in the KiVa process, and their perceived effects of the programme. Results revealed large variations across schools in the frequency of bullying incidents reported and acted upon. In addition, verbal name-calling was reported by a majority of the schools as being the most prevalent form of bullying. Although all 12 schools reported (and had documentation to show) that they had followed KiVa procedures as outlined in the manual, the use of the screening form was varied and the majority of the KiVa team members perceived the effects of the programme to be positive.
Copyright (c) 2023 Vani Narayanan, Vanessa Green, Lisa Woods https://creativecommons.org/licenses/by-nc-sa/4.0
Universal Design for Learning: Implications for RTLB
Universal Design for Learning (UDL) is a framework for developing inclusive educational practices. The primary purpose of this small-scale professional inquiry was to investigate the effective ways in which Resource Teachers: Learning and Behaviour (RTLB) across New Zealand implement and evaluate the UDL framework in their practice to improve the educational achievement of all learners. The enablers and barriers to implementing UDL in practice were explored through an anonymous online questionnaire using a mixed-method approach. This study highlighted that RTLB were using the UDL principles in several areas at different stages of the RTLB practice sequence. The results indicated that ongoing professional learning development and collaboration within the organisation were the preferred modes of support to implement the UDL framework. RTLB also articulated several barriers to its implementation including teacher resistance and lack of knowledge. The need for more UDL training for educators was identified. Differences were found in ways of monitoring the UDL interventions amongst practitioners. The results further underlined the need for developing a clear criterion to monitor the application of UDL in practice.
Copyright (c) 2023 Neena Chawla https://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening the Impact of Using a Trauma-informed Lens in the Classroom
This paper explores how changing an approach from a traditional behaviour model to that of a trauma-informed lens for children who have experienced adverse childhood experiences from abuse, neglect, violence or witnessing violence in the home, grief and loss (death, divorce, unnatural events) can have an impact on their engagement to learning and emotional challenges. This study comes from a strengths perspective acknowledging students' character strengths that can be built on for overcoming adversity. It aims to put forward a framework from a trauma-informed lens to support teacher capacity to strengthen the use of interventions that contribute to improved student engagement. Research collected through seven teachers’ narratives examines the complex relational, behavioural and cognitive learning needs of these students and their teachers’ needs to feel empowered to teach in an inclusive classroom or innovative learning environment. The study aims to suggest that all children can benefit from trauma- informed principles and pedagogy as protective factors enhancing resiliency. The key findings of the study was that frameworks need to be tailored to the needs of the individuals. The interventions used to meet specific goals need to be explicit, planned and purposeful. A proactive strengths-based approach in an inclusive environment through a trauma-informed lens is required for best outcomes.
Copyright (c) 2023 Mandy Bullard https://creativecommons.org/licenses/by-nc-sa/4.0
Promoting inclusive practice for autistic learners: Universal design for learning
The Universal Design for Learning (UDL) framework has the potential to enhance the inclusive practices of teachers with autistic learners in their classes. This study examines the extent to which the UDL framework is currently being used as a model for the inclusion of autistic learners in New Zealand primary schools. This study gathered data from a survey conducted online by primary teachers of autistic learners, and used the Universal Design for Learning guidelines to ask teachers how they felt they were using them within their classroom programmes. The study concludes that while some teachers are aware of and use the UDL framework, there is still work that needs to be done to ensure that it is consistently and consciously used to benefit autistic learners. There needs to be robust professional development programmes accessible to all teachers to see the UDL framework fully utilised within New Zealand primary schools.
Copyright (c) 2023 Fiona Mitchell https://creativecommons.org/licenses/by-nc-sa/4.0