Students build emotional literacy and describe how feelings, thoughts, and body signals affect wellbeing.
How this handout aligns
The handout gives students explicit vocabulary, a signal-mapping scaffold, and a structured way to notice how taha hinengaro affects the rest of the whare. That supports health learning that is practical rather than vague.
Strongest when students need language and structure for discussing wellbeing in a safe classroom way.
Students identify support pathways, strategies, and respectful help-seeking behaviours.
How this handout aligns
The support-mapping and next-step sections help students move beyond naming feelings to planning what safe action might look like. That gives the task value for health education, mentoring, and pastoral contexts.
Useful when kaiako need students to connect reflection with appropriate support rather than staying at the level of private feeling only.
Students understand mental wellbeing as one part of a wider, culturally grounded model of hauora.
How this handout aligns
The page keeps taha hinengaro connected to tinana, wairua, and whΔnau. That protects against a narrow individualised model of wellbeing and strengthens the handout's relevance in Aotearoa classrooms.
Most useful when mental wellbeing learning should stay relational, cultural, and mana-enhancing.
Students practise safe participation by choosing between personal, fictional, and shared scenario pathways.
How this handout aligns
The handout explicitly gives safer reflection options, which supports inclusive participation and better classroom management around sensitive content. That makes it more usable for teacher delivery tomorrow.
Helpful when kaiako need a low-risk way to teach wellbeing content to mixed groups with different levels of comfort and experience.