Students build self-management by planning what they will notice, do, and say when support is needed.
How this handout aligns
The action-plan format asks students to identify warning signs, first steps, and follow-up actions. That supports practical managing-self development rather than vague advice.
Strong when kaiako want Δkonga to turn wellbeing discussion into a usable sequence.
Students understand help-seeking as a normal and skillful part of hauora.
How this handout aligns
The plan treats support as a named pathway rather than a last-minute crisis move. That aligns with health learning around normalising help-seeking and relational wellbeing.
Most useful where kaiako want support literacy to be explicit and practical.
Students connect support planning to the whole whare rather than only one emotional response.
How this handout aligns
The warning-sign and support prompts span all four pou. That keeps the handout aligned with Te Whare Tapa WhΔ and avoids a narrow, decontextualised model of distress.
Helpful where teachers want support planning to stay culturally grounded and whole-person focused.
Students participate more safely when plans include local adults, places, and escalation steps.
How this handout aligns
The public version leaves room for each school to insert actual support pathways. That improves safe participation and makes the handout more trustworthy for classroom use.
Useful when kaiako want a public resource that can still connect cleanly to local systems and pastoral practice.