Students build wellbeing literacy by noticing patterns across Te Whare Tapa WhΔ.
How this handout aligns
The checklist asks students to identify repeated signs across tinana, hinengaro, whΔnau, and wairua rather than seeing concern as only a mental event. That supports holistic hauora learning in an Aotearoa context.
Strong when kaiako want students to recognise concern signs as patterns that affect the whole whare.
Students identify protective factors and support as part of healthy help-seeking.
How this handout aligns
The protective-factor section prevents the page from becoming deficit-only. Students notice what already helps, then connect that to next-step support planning.
Useful where the teaching goal is to normalise early support rather than waiting for crisis-level distress.
Students practise safe participation by moving concerns into trusted adult pathways.
How this handout aligns
The page explicitly states that noticing is not diagnosing and that repeated or urgent concerns belong with adults. That strengthens safety, teacher readiness, and appropriate classroom use.
Most useful when kaiako need a classroom-ready tool that does not blur the line between reflection and unsupported diagnosis.
Students use reflection and observation to decide when a pattern needs action.
How this handout aligns
The pattern-check table builds reflective judgement: What is happening, how often, and what next step is needed? That adds practical self-management value beyond a static checklist.
Helpful where kaiako want students to move from vague concern toward a more reasoned response pathway.