Appendix 3: Information about wellbeing programmes and initiatives

Positive Behaviour for Learning School-wide (PB4L)

PB4L is an evidence-based framework designed to help schools build a positive school culture. It guides school leaders in using data for decision-making and problem-solving, so they can create their own system of behavioural supports for students.

PB4L is aimed at changing the school environment, systems and practices, so that students are supported to make positive behaviour choices. It looks at building a clear, relevant and consistently applied set of school values that underpin everything that happens in a school.

The expectation is that, as students' behaviour improves, teachers will be able to spend more time teaching, so students will be more engaged and better able to achieve.



Wellbeing@School is a toolkit to support schools' self review of their culture. It includes a range of survey tools to collect data from all community members, including teachers, students, parents and whānau.

Schools are able to use the surveys to focus on the experiences of specific groups of students, as well their overall school culture.

Once school leaders have accurate information about the experiences of people in their school, they are in a position to plan how to respond. The Wellbeing@School toolkit includes a template for creating an action plan to guide improvement of the school culture.

The surveys can be retaken at regular intervals to help leaders track their school's progress towards a safe and caring school culture.


Restorative practice

Restorative practice (RP) is an alternative to a punitive disciplinary system. Instead of looking at punishing perceived wrongdoing, restorative practices look at making things right.

In schools using RP, there is a focus on understanding what happened, and why it happened. Individuals are then supported to identify what needs to be done to put the situation or relationship back to rights.

RP is seen as more effective at bringing about lasting change in behaviour, and building and maintaining positive relationships when compared to disciplinary approaches.


Angus MacFarlane's Educultural Wheel

The Educultural Wheel was developed by Angus MacFarlane as a theory of student management.

It was designed to support the development of positive Interactions between teachers and Māori students, and built on what Māori students had identified as being most beneficial to their learning - the relationship they had with their teachers.

The Educultural Wheel shows how Whanaungatanga, Kotahitanga, Manaakitanga, Rangatiratanga and Pumanawatanga are interrelated, and vital for students' learning. It gives examples of what is included in each of these aspects.


Quality Circle Time

Quality Circle Time is a method used to build social awareness and responsibility in schools. It is a whole-school approach, and used from early childhood settings through to secondary.

It involves a weekly meeting where the whole class sits in a circle and shares in exercises, games and discussions. The aim of each meeting is to encourage participation, and build self-discipline and communication skills.


Peer Sexuality Support Programme (PSSP)

The Auckland Sexual Health Service provides the Peer Sexuality Support Programme (PSSP) to 25 secondary schools across Auckland. The aim is to help students make informed decisions about their own sexual health.

PSSP provides Years 12 and 13 students with the training, information and resources to support their peers to make healthy choices about their sexual health and sexuality. The student PSSP team are taught communication skills so that they can discuss all aspects of sexuality with their peers in a confidential way. These include subjects such as contraception, sexually transmitted infections, pregnancy and sexuality issues.


Travellers programme

Travellers is a school-based programme for Year 9 students. A short, online wellness questionnaire is used to identify students who might benefit from a focus on building resilience.

Small groups of students, supported by trained school staff, then spend eight to 10 sessions exploring and reflecting on daily challenges and major life events. Sessions support students to accept that:

  • change can be stressful
  • some stressful situations cannot be avoided
  • not all situations can be changed, but the way you think about them can
  • fun, laughter and relaxation all help deal with stress
  • everyone needs support at times
  • challenges help you grow as a person.