Section Five: Perspectives on the desired outcomes of student wellbeing

In schools where student wellbeing is promoted and responded to, the following perspectives from students will be evident.

Student perspectives

Belonging and connection

  • I am valued and accepted and have opportunities to make a positive contribution to my wellbeing, learning and culture of my school.
  • I feel proud to be part of my school.
  • I have lots of different friends at school.
  • I like my school, my teachers and my friends.
  • My whānau like my teachers and they are involved in lots of things at school.
  • I look forward to play time and lunch time activities.
  • My school advocates for me.


  • Learning is interesting and fun.
  • I have a say in what I learn about and how.
  • I know when I am working well.
  • I am achieving my learning goals and my teacher helps me when I’m stuck.
  • My teachers celebrate the things I am good at.
  • I share my progress and what I have achieved at school with my friends, parents and whānau.
  • I am challenged.
  • My teachers see potential in me and want me to succeed.
  • I know that my health and wellbeing are connected to how well I can learn.


  • I am learning skills to help me feel better when I am down.
  • I get on well with lots of different people at school.
  • It’s OK to take risks.
  • I know what to do when I have a problem.
  • I learn from my mistakes.
  • I know if things are tough I have support to help me keep going.
  • There are teachers at school that help me when I am sad or upset.
  • I can easily access information on topics that are concerning me.
  • Our school has lots of adults that I can talk to and help me

Socially and emotionally competent

  • I make sensible decisions.
  • I have good relationships with my friends, my teachers, leaders at school and at home.
  • I know what to do when I see someone else needing help.
  • I know what I am good at and what others are good at.
  • I know what pushes my buttons and have the strategies to improve my situation.
  • I can communicate what sort of help I need.
  • I am a leader at school.
  • I am confident and organised.


  • There are lots of spaces where I can play, exercise, dance and   relax.
  • I have the skills to look after my body, including my diet, hygiene and physical activity.
  • I am encouraged to participate and feel safe to go outside my comfort zone.
  • I treat my body with kindness and respect.
  • There are lots of activities that I can participate in with my friends.
  • I am part of a school team, club or interest group.
  • I know that keeping active, eating well and getting a good amount of sleep is part of feeling good.

Nurtured and cared for

  • My teachers and friends at school are there for me when I need them.
  • All my teachers are trustworthy, fair, good listeners, non-judgemental and keep me safe.
  • My teachers care about me and all the other kids in our class/school.
  • My teacher listens to me and makes time to talk with me about lots of things.
  • My teachers tell me when I have done a good job.
  • I feel comfortable and confident to get help from a lot of adults at school if I am down, or experiencing hard times.

Safe and secure

  • I feel safe at school; all the spaces and people at school are friendly and safe.
  • I feel confident to ask for help when I am in trouble or upset.
  • I know the routines in class and at school.
  • I feel supported by lots of adults at school.
  • I know what is expected of me.
  • The adults at school do something when I tell them there is a problem.
  • I know what to do when I see someone else who is making unsafe decisions.


  • My  opinions matter.
  • My friends include me.
  • I am invited to birthday parties and other activities that my friends go to.
  • I see other kids like me in leadership, art, sport, academic and cultural activities.
  • I know that people in my school are supporting me to stay at school.
  • There are opportunities to get help with my learning or extension to challenge myself.
  • I am part of a team or group that shares my interests.
  • There are lots of options, groups and people at school that can help develop what I am good at.
  • I am involved in decisions about my health and wellbeing.

Strong sense of identity

  • My language, culture and identity are acknowledged, valued and celebrated.
  • I am treated fairly and have the same opportunities that other kids have.
  • My mana remains intact at all times.
  • I like my teachers and can talk to them about things that matter to me.
  • My teachers respect, accept and celebrate all the things that make me, me.

Parents, whānau and community perspectives on student wellbeing

Parents, wha-nau and community are fundamental to promoting and responding to the desired outcomes for student wellbeing. In schools where student wellbeing is being promoted and responded to, the following perspectives from parents, whānau and community will be evident.

  • We feel welcomed at our child/ren’s school, we are valued and our opinion counts.
  • The school’s culture and values reflect practices that we know promote student wellbeing.
  • Efforts to address student wellbeing priorities use the strengths of the community.
  • We have a positive relationship with the teachers and leadership team at our child/ren’s school.
  • We feel comfortable talking with our child’s teacher(s) about any concerns we have about his/her wellbeing.
  • There is a good flow of communication between home and school: we share information that affects our child’s wellbeing with his/her teacher(s) and teachers share information with us.
  • We are actively involved in the development of strategies that improve school-wide student wellbeing.
  • We are involved in developing joint strategies to enhance our child’s wellbeing.
  • Our child has access to guidance and support at school.
  • We are aware of the services and programmes that our child can access through the school and the community.
  • We are able to access resources from the school about relevant wellbeing  topics.

Teacher perspectives on student wellbeing

Teachers have a significant role in promoting and responding to the desired outcomes for student wellbeing. In schools where student wellbeing is being promoted and responded to, the following perspectives from teachers will be evident.

  • I build strong relationships with all students and their whānau.
  • I care for students and understand that student success is enhanced when student wellbeing is prioritised.
  • Students see me as an approachable, knowledgeable, fair and trustworthy teacher.
  • I am committed to student wellbeing and contribute positively to the culture for wellbeing at school.
  • I am a positive and empathetic role  model.
  • I make time for students to talk about issues that are concerning  them.
  • I contribute to curricular and extra-curricular activities across the school.
  • My practice is student-centred, inclusive, non-judgemental and culturally  safe.
  • I use my holistic knowledge of learners to create meaningful and interesting learning opportunities for all students.
  • I capitalise on students’ expertise in the classroom.
  • I use a range of strategies to engage diverse learners.
  • I have a thorough knowledge of the curriculum and use this knowledge to promote The New Zealand Curriculum’s vision and key competencies.
  • I use the concepts of the Health and Physical Education curriculum in my delivery of the Curriculum and promote hauora as part of my day-to-day teaching   practice.
  • I deliberately teach social and emotional skills, including self-awareness, self-management, social awareness, relationship skills and responsible decision-making.
  • I have the skills and resources to promote and respond to student wellbeing and identify when a student is at risk or needs further support.
  • I enjoy my working environment.
  • My wellbeing is supported by a range of systems, processes and people.

Leader perspectives on student wellbeing

  • In schools where student wellbeing is being promoted and responded to, the following perspectives from principals, other senior managers, middle managers, teacher leaders and school trustees will be evident.
  • We are committed to creating a positive school environment through a vision, school culture and values that promote student wellbeing.
  • We make decisions that are informed by expert advice and  guidance.
  • We implement effective, evidence-based programmes that respond to wellbeing priorities that are identified by school data.
  • We celebrate diversity and achievements.
  • Leadership activities are shared.
  • We allocate resources to prioritise student wellbeing.
  • We participate in and promote student wellbeing initiatives.
  • Wellbeing priorities are documented and action is taken to address  them.
  • We are clear about the roles and responsibilities staff have for student wellbeing.
  • We provide training and resources for school staff to promote student wellbeing.
  • We have established a high level of coordination of the systems, people and initiatives that promote student wellbeing.
    • Inquiry and improvement processes indicate that our guidance system is effective for all students.
    • We recruit safe teachers.
    • We create opportunities for staff to inquire into and adapt their practice to promote student wellbeing.