Health / Hauora • Years 7-10 • Support planning with named next steps

Tautoko Help-Seeking Action Plan

Use this plan to help ākonga decide what they will notice, what they will try first, and which adults, spaces, and systems they will use when things stop feeling manageable. It turns “reach out if you need to” into a real pathway.

Ingoa / Name

Akomanga / Class

Best for

Lesson 9 follow-up, pastoral mentoring, transition meetings, or tutor time where students need a practical, low-drama sequence for what to do when concern signs persist.

Kaiako use

Model the plan with a fictional tauira first. Then, where appropriate, students can adapt it for themselves or a composite scenario using your school's actual support structures.

Ākonga use

Students identify warning signs, fast first steps, named support people, sentence starters, and the urgent pathway their school wants them to follow.

Linked next step

Build this alongside the Tautoko Support Pathways Map so the plan contains real people and spaces rather than generic promises.

Free planning scaffold, premium value when schools need specificity

This page works as-is tomorrow. The premium workflow becomes useful when you want your dean, counsellor, hauora room, iwi provider, or house system built directly into the plan students take away.

Insert your actual support adults, spaces, and follow-up process.
Create a scenario-only or simplified version for safer participation.
Save a tutor-group or mentor version to My Kete for ongoing use.

Adapt this in Te Wānanga Open Creation Studio Open My Kete

Kaiako planning snapshot

Use length: 25-40 minutes, or shorter in mentoring and tutor contexts.
Grouping: Individual planning with optional paired support and teacher check-ins.
Prep: Have your named adults, spaces, and urgent support process visible before students complete this page.
Teaching move: Help-seeking should read as a skilful routine, not as failure or drama.

🛟 Help-seeking literacy 🤝 Named support steps

Resources already provided

Whole-whare warning-sign prompts
First-steps action sequence
Named-support mapping
Sentence starters for asking for help
Urgent support reminder
Curriculum companion for planning and reporting

The page leaves room for kaiako to insert local supports because a real school pathway is more trustworthy than a generic list copied from the internet.

Ngā Whāinga Akoranga / Learning Intentions

We are learning to identify warning signs across the whole whare.
We are learning to plan practical first steps and trusted support options.
We are learning to use clear, mana-enhancing help-seeking language.

Paearu Angitu / Success Criteria

I can name warning signs that tell me or the scenario extra support is needed.
I can identify who I would go to and what I would do first.
I can explain the urgent pathway my school wants me to follow.

Curriculum integration / Te Marautanga alignment

The curriculum companion makes the self-management, help-seeking, and healthy-community links explicit so this handout supports classroom planning, conferencing, and reporting in Aotearoa schools.

💚 Health / Hauora 🧭 Managing self 🏫 Healthy communities

Open curriculum companion

Good help-seeking plans are short enough to remember

The strongest plan is not the one with the most services written on it. It is the one students can actually follow when mauri drops, stress rises, or concern signs keep repeating.

For some classes, that means completing this plan for a fictional tauira first, then personalising it later with kaiako support.

1. What tells me help is needed?

Taha Tinana

Taha Hinengaro

Taha Whānau

Taha Wairua

2. My first actions

When I first notice the signs	If things are not easing	Who I tell next	How I will remember this plan

3. Who and what supports me?

Trusted people at kura

Whānau or home supports

Safe spaces or routines

Community or professional supports

4. What could I say?

Quiet check-in

“Can I talk with you privately? Something has been feeling heavy and I need tautoko.”

Clearer ask

“These signs are not going away and I need an adult to help me work out the next step.”

Asking for company

“Can you come with me? I do not want to do this kōrero by myself.”

Write the words you are most likely to use:

5. If support becomes urgent

1
Tell a trusted adult straight away Use the adult, office, or support room your school has already named for urgent wellbeing concerns.
2
Stay with people Do not leave yourself or another person isolated when stronger support is needed.
3
Follow the urgent pathway Record your school's urgent support process here:

6. My follow-through commitment

Complete these two prompts

The first person or place I will use is:
The sign that tells me not to wait any longer is:

Keep the support plan realistic

Students are more likely to use a short, named pathway than a crowded page of helplines they do not really understand. Pair this with your school's support map so the plan points to real adults and spaces.

Ngā Whāinga Akoranga · Learning Intentions

Identify trusted adults and peer supports who can help in different situations
Name specific school and community support pathways relevant to my context
Practise language for asking for help with clarity and mana
Understand why help-seeking is a strength, not a weakness

Paearu Angitu · Success Criteria

My plan names at least two trusted people with contact details or locations
I have included both informal (whānau, friends) and formal (school, community) support
I have written at least one sentence I could actually use to start a help-seeking conversation
I can explain my plan to someone else and it makes sense to them

Hononga Marautanga · Curriculum Alignment

Health and Physical Education — Hauora

Level 3–4: Identify and describe the relationship between feelings, thoughts, and actions; develop strategies to maintain and enhance hauora across the four pou of Te Whare Tapa Whā; recognise the impact of connections and relationships on wellbeing.

Social Sciences — Tikanga ā-Iwi

Level 3–4: Understand how cultural practices and values shape identity and wellbeing; recognise the role of community and whānau in supporting individuals; explore how Indigenous frameworks offer ways of understanding health that are distinct from Western biomedical models.

Aronga Mātauranga Māori

In Māori tradition, seeking help from kaumātua, tohunga, or whānau was not weakness — it was the recognition that some problems belong to community, not just to individuals. The whakatauki Ehara taku toa i te toa takitahi, engari he toa takitini — my strength is not the strength of one, but the strength of many — captures this. A help-seeking plan that names real people and real places is a practical act of whanaungatanga: making visible the network of care that already exists around each ākonga.

Ngā Rauemi Tautoko · Support Materials

Unit 8 Support Circle (unit-8-support-circle.html) — identify who is in your support network
Unit 8 Support Pathways (unit-8-support-pathways.html) — school and community support map
Unit 8 Concern Checklist (unit-8-concern-checklist.html) — notice what is going on before making a plan
Unit 8 Whānau Conversation Card (unit-8-whanau-conversation-card.html) — talk through the plan with whānau

Tuhia ōu whakaaro · Write Your Thoughts

If something was really bothering you, who is the first person you would go to? What makes it easy (or hard) to go to them?

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

Students will engage with this hauora resource to build holistic wellbeing knowledge, connecting te ao Māori perspectives on hauora with personal, social, and environmental dimensions of health.

Ngā Paearu Angitū — Success Criteria

✅ Students can explain key hauora concepts using their own words and personal examples.
✅ Students can connect te ao Māori frameworks (e.g. Te Whare Tapa Whā) to real wellbeing contexts.

Differentiation & Inclusion

Scaffold support: Provide sentence starters, graphic organisers, and entry-level tasks to scaffold access. Offer extension challenges for capable learners to address a range of readiness levels.

ELL / ESOL: Pre-teach key vocabulary (hauora, wairua, tinana, hinengaro, whānau). Allow students to draw or respond in their home language as a first step.

Inclusion: Hauora topics can be sensitive — create a safe learning environment. Neurodiverse learners benefit from choice in how they demonstrate wellbeing understanding. Use accessible, non-threatening language.