title: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa

authors: Haimona, Mark Waihape

abstract: Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

text: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

year: 2023

title: Mental health of people of diverse genders and sexualities in Aotearoa/New Zealand: Findings from the New Zealand Mental Health Monitor

authors: Tan, Kyle K. H.

subjects: Science & Technology

abstract: Issues addressed: To examine mental health inequities, and social exclusion and isolation and protective factor differences between people of diverse genders and sexualities (lesbian/gay, bisexual, gender diverse, and takatāpui) and cisgender and heterosexual people in Aotearoa/New Zealand.  Methods: We employed data from the pooled probability sample of 2016 and 2018 New Zealand Mental Health Monitor. The sample comprised of 2,938 people at least 15 years old, of which 93 had diverse gender and sexuality identities. Generalised linear models were used to test for differences in mental health (current and lifetime mental distress, depression, anxiety, self-harm and suicide), social exclusion and isolation, and friend and family support for people of diverse genders and sexualities. We also conducted exploratory linear regression analyses to examine whether mental health difficulties were associated with social exclusion and isolation and friend/family support.  Results: People of diverse genders and sexualities had high rates of mental health difficulties across all variables we examined. For example, people identifying as diverse genders and sexualities had three times the risk of considering self-harm and suicide than their cisgender and heterosexual counterparts (22% vs 5%; RR = 3.12). People of diverse genders and sexualities also scored an average of 6.08 points higher on the 27-point PHQ-9 depression scale when they had experienced social isolation, and 4.01 points higher when they experienced social exclusion. Conclusion: Our results are consistent with current literature on the large mental health inequities faced by people of diverse genders and sexualities.  So what?: Policy makers and healthcare providers in Aotearoa/New Zealand should consider the negative mental health consequences of social exclusion and isolation for people of diverse genders and sexualities.

text: Mental health of people of diverse genders and sexualities in Aotearoa/New Zealand: Findings from the New Zealand Mental Health Monitor Issues addressed: To examine mental health inequities, and social exclusion and isolation and protective factor differences between people of diverse genders and sexualities (lesbian/gay, bisexual, gender diverse, and takatāpui) and cisgender and heterosexual people in Aotearoa/New Zealand.  Methods: We employed data from the pooled probability sample of 2016 and 2018 New Zealand Mental Health Monitor. The sample comprised of 2,938 people at least 15 years old, of which 93 had diverse gender and sexuality identities. Generalised linear models were used to test for differences in mental health (current and lifetime mental distress, depression, anxiety, self-harm and suicide), social exclusion and isolation, and friend and family support for people of diverse genders and sexualities. We also conducted exploratory linear regression analyses to examine whether mental health difficulties were associated with social exclusion and isolation and friend/family support.  Results: People of diverse genders and sexualities had high rates of mental health difficulties across all variables we examined. For example, people identifying as diverse genders and sexualities had three times the risk of considering self-harm and suicide than their cisgender and heterosexual counterparts (22% vs 5%; RR = 3.12). People of diverse genders and sexualities also scored an average of 6.08 points higher on the 27-point PHQ-9 depression scale when they had experienced social isolation, and 4.01 points higher when they experienced social exclusion. Conclusion: Our results are consistent with current literature on the large mental health inequities faced by people of diverse genders and sexualities.  So what?: Policy makers and healthcare providers in Aotearoa/New Zealand should consider the negative mental health consequences of social exclusion and isolation for people of diverse genders and sexualities.

year: 2021-10-03

title: Can we call ourselves a Restorative School yet? Report on an Innovations Project in Restorative Practices

authors: Kaveney, Kathleen Mary

subjects: Restorative Practices

abstract: This report will discuss the impact of an Innovative Restorative Practices professional development of three years, 2009-2011, introduced to a mid-decile, urban, multi-cultural, New Zealand secondary school.

There are a number of reasons that a school might choose to commit to a restorative model and at the heart of this professional development (PD) was a belief that implementing Restorative Practices (RP) would have a positive impact on the well-being of teachers and students. In 2008 the school successfully won funding for a three year professional development and the project began in 2009. One of the challenges of Restorative Practices is the adaptation of the practices so that they can be utilised on a daily basis by teachers to deal with issues that arise each day, that impact both teaching and learning. The school developed a model of classroom meetings and taught teachers to use a discursive process of inquiry. This process and these skills were used to challenge poor learning behaviours by students and difficulties in relational dynamics in classrooms.

This report analyses data that is collected as a matter of course by the school to consider whether or not the introduction and implementation of Restorative Practices has had an impact. It discusses evidence that this adaptation of RP for daily use has made any difference to the school and explores the implementation of Restorative Practices by considering various data: stand down, suspensions and exclusions, referrals from class and the student management records that record student behaviour. It also explores the self reported impact of the professional development on participants.

The data show decreased involvement of Senior Leaders in various behaviour situations and increased contribution from the deans, form teachers and classroom teachers in the management of student behaviour. This suggests that teachers/staff are more able to de-escalate behaviour situations and that behaviour management is better aligned with staff roles and/ or expectations. Feedback from participant teachers suggest that learning the new skills and the regular discussion meetings have positively impacted their classroom management and their mental well being.

The teachers’ self-reported sense of competency in using the skills and processes introduced/ taught to participants is analysed and it is apparent that some of the skills are more readily utilised than others. It appears that the use of a discursive process, and the regular opportunity to discuss issues of learning and teaching, have provided teachers with an opportunity to better understand both themselves and their students, enhancing their professional identity. Restorative practices at this school have been utilised in both a proactive and reactive way. It seems that the practices have much potential as an everyday tool, rather than just a reactive device. This report sought to answer the question “Is the school able to call itself restorative yet?” but argues that perhaps the concern should be “Are we restorative enough?”

text: Can we call ourselves a Restorative School yet? Report on an Innovations Project in Restorative Practices This report will discuss the impact of an Innovative Restorative Practices professional development of three years, 2009-2011, introduced to a mid-decile, urban, multi-cultural, New Zealand secondary school.

There are a number of reasons that a school might choose to commit to a restorative model and at the heart of this professional development (PD) was a belief that implementing Restorative Practices (RP) would have a positive impact on the well-being of teachers and students. In 2008 the school successfully won funding for a three year professional development and the project began in 2009. One of the challenges of Restorative Practices is the adaptation of the practices so that they can be utilised on a daily basis by teachers to deal with issues that arise each day, that impact both teaching and learning. The school developed a model of classroom meetings and taught teachers to use a discursive process of inquiry. This process and these skills were used to challenge poor learning behaviours by students and difficulties in relational dynamics in classrooms.

This report analyses data that is collected as a matter of course by the school to consider whether or not the introduction and implementation of Restorative Practices has had an impact. It discusses evidence that this adaptation of RP for daily use has made any difference to the school and explores the implementation of Restorative Practices by considering various data: stand down, suspensions and exclusions, referrals from class and the student management records that record student behaviour. It also explores the self reported impact of the professional development on participants.

The data show decreased involvement of Senior Leaders in various behaviour situations and increased contribution from the deans, form teachers and classroom teachers in the management of student behaviour. This suggests that teachers/staff are more able to de-escalate behaviour situations and that behaviour management is better aligned with staff roles and/ or expectations. Feedback from participant teachers suggest that learning the new skills and the regular discussion meetings have positively impacted their classroom management and their mental well being.

The teachers’ self-reported sense of competency in using the skills and processes introduced/ taught to participants is analysed and it is apparent that some of the skills are more readily utilised than others. It appears that the use of a discursive process, and the regular opportunity to discuss issues of learning and teaching, have provided teachers with an opportunity to better understand both themselves and their students, enhancing their professional identity. Restorative practices at this school have been utilised in both a proactive and reactive way. It seems that the practices have much potential as an everyday tool, rather than just a reactive device. This report sought to answer the question “Is the school able to call itself restorative yet?” but argues that perhaps the concern should be “Are we restorative enough?”

year: 2012