Wellbeing

PHYSICAL, MENTAL, SPIRITUAL & SOCIAL

This report is concerned with the wellbeing of everyone involved in learning: not just ākonga but their whānau, community, and kaiako. Hybrid learning can enhance wellbeing but is also difficult for ākonga to engage with if their wellbeing is not well-supported. Derek Wenmoth acknowledges this in Being Resilient, emphasising the need for approaches to learning where “academic success and wellbeing are seamlessly integrated” and quoting Micheal Fullan’s statement that “in our ever-complex and contentious world we can no longer afford to separate wellbeing and learning.” 

Wellbeing itself is multifaceted, as reflected by Te Kura’s use of the Whare Tapa Whā model (originally developed by Sir Mason Durie). This takes into account physical, mental, spiritual, and social wellbeing as well as a connection to one’s land and roots, acknowledging that wellbeing as a whole cannot be achieved if one element is out of balance. 

This is particularly important to Te Kura because hybrid learning often comes with a decrease in social interaction between members of a school, making it all the more important for the social element of wellbeing to be nurtured. Te Kura has created a strong culture around wellbeing check-ins, with a whole section of their website devoted to each ākonga’s wellbeing and extra pastoral staff called kaiāwhina employed to support the wellbeing of the school’s most vulnerable ākonga. Engagement and wellbeing are regularly spoken about by Te Kura kaimahi (staff) in the same breath, showing an awareness that learning will not occur if ākonga wellbeing is not looked after.

Ākonga at both Te Kura and Greenhithe said that being able to see upcoming learning on a centralised online platform helps reduce their stress, because they have a sense of where their learning is going and are not surprised by approaching deadlines or assessments. All interviewed schools discussed how having shared planning as an element of hybrid learning reduces stress and workload for kaiako, and Ormiston Primary has notably planned its entire homework programme to reduce stress for whānau at home.

The schools that really shine in terms of wraparound wellbeing are those that create strong community connections, such as Wesley Primary and Tāmaki College. These schools set ākonga up to engage confidently with hybrid learning by providing support for their whānau, from subsidised internet access to tech support with their own devices led by ākonga at the school. Ākonga at schools like this feel confident because they can access support continually and for multiple aspects of their lives, not just for their learning and when they are at school.

Part of the purpose of hybrid learning is to provide stability and flexibility in a world that is constantly changing. Upheaval is a stressor, and it is crucial that hybrid learning develops in such a way that wellbeing of all involved is a priority, especially when less and less learning happens in a setting where ākonga and kaiako are all sharing a physical space. Each interviewed school displays thoughtful and innovative practice in this area, with a common theme of supporting ākonga by creating strong relationships with whānau and community.

Deep Dive into each kura