Students practise help-seeking by identifying who, what, and where supports wellbeing.
How this handout aligns
The support map gives explicit structure for naming trusted people, places, and systems. That supports health learning around seeking help rather than leaving it implied.
Strong when kaiako want students to move from general wellbeing talk into concrete support planning.
Students understand wellbeing support as layered across self, whΔnau, school, and community.
How this handout aligns
The four-layer structure frames support as relational and community-based, which fits a hauora model better than a purely individualised approach.
Most useful when kaiako want students to see support as something built with others, not only within themselves.
Students use language for asking for help and supporting others with mana.
How this handout aligns
The help-seeking scripts and manaakitanga prompts strengthen communication and relational skills. That gives the resource relevance for health, wellbeing, and classroom culture work.
Useful when kaiako need students to rehearse what help-seeking actually sounds like.
Students learn safe participation through localised, school-ready support structures.
How this handout aligns
The public page intentionally leaves room for each school or kura to insert its own real support pathway. That makes the handout more trustworthy and more relevant for actual teacher use.
Helpful where kaiako want public content to connect cleanly to local wellbeing systems.