Best for
Lesson 10, mentoring, transition planning, tutor-group goal setting, or any follow-up where students need to turn resilience ideas into a live support network.
Health / Hauora • Years 7-10 • Follow-through and accountability
Support Circle Commitment Sheet
Use this page to move from general resilience talk into named relationships and practical follow-up. Students map the people, places, and routines that sit closest to them, then decide how those supports will actually stay active over the next week or month.
Free follow-through sheet, premium value when support structures vary
This version is ready to use immediately. The premium workflow becomes useful when you want your school's pastoral structure, house system, or mentoring programme built straight into the template.
- Insert actual school adults, spaces, and check-in systems.
- Create mentor, tutor, or whānau-conference variants.
- Save a class-specific version to My Kete for future check-ins.
Kaiako planning snapshot
- Use length: 20-35 minutes after resilience or help-seeking learning.
- Grouping: Individual planning with optional teacher conference or support buddy.
- Prep: Encourage students to name people who are both safe and realistically reachable.
- Teaching move: Treat support as an ongoing relationship, not just an emergency contact list.
Resources already provided
- Inner / middle / outer circle prompts
- Support-role planning table
- Resilience goal prompt
- Check-in sequence planning
- Gap review prompt
- Curriculum companion for planning and reporting
A support circle is most useful when students can explain what each person, place, or routine is actually for.
Ngā Whāinga Akoranga / Learning Intentions
- We are learning to identify support layers around us.
- We are learning to explain how different supports contribute to resilience.
- We are learning to plan realistic check-ins and follow-through.
Paearu Angitu / Success Criteria
- I can name supports across more than one layer of my circle.
- I can explain what I would ask from a support person or place.
- I can set a check-in plan that is realistic and specific.
Curriculum integration / Te Marautanga alignment
The curriculum companion makes the help-seeking, relationship, and healthy-community links explicit so this support-circle page works as a real classroom tool rather than a generic wellbeing sheet.
A useful support circle is reachable, not aspirational
Students do not need to fill every space with perfect answers. They need a smaller circle they are genuinely likely to use, update, and return to when life gets heavy.
1. Map the layers of support
Inner circle
Daily anchors, close whānau, best friends, or trusted adults who know you well.
Middle circle
Kaiako, deans, coaches, mentors, youth workers, neighbours, or regular support spaces.
Outer circle
Community organisations, wider whānau, health services, cultural groups, or named school systems.
2. What is each support for?
| Person, place, or routine | What they help with | How I would contact or use them | When I know to reach out |
|---|---|---|---|
3. My resilience goal and kaupapa
Goal for the next 1-2 weeks
Why this matters to my hauora
4. Check-in plan
| Who will check in? | How will we connect? | When? | What tells us extra support is needed? |
|---|---|---|---|
5. If my circle has a gap
One gap I still need to address:
The adult or process that can help fill that gap:
Ngā Whāinga Akoranga · Learning Intentions
- Map the people who make up their personal support network
- Identify different types of support — emotional, practical, informational, cultural
- Recognise gaps in their support circle and consider how to address them
- Connect the concept of whanaungatanga to the importance of support relationships
Paearu Angitu · Success Criteria
- My circle includes people from at least three different areas of my life
- I have identified what kind of support each person in my circle provides
- I have noted at least one person I could build a stronger connection with
- I can explain the concept of whanaungatanga and how it relates to my support circle
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
The concept of whanaungatanga — kinship, relationship, and belonging — is one of the foundations of Māori social life and wellbeing. No one stands alone: every person exists within concentric circles of relationship that carry obligations of care in both directions. This support circle activity makes those relationships visible, named, and valued. For ākonga whose whanaungatanga is disrupted — through whānau fragmentation, migration, or social isolation — the circle also becomes a map of what needs to be rebuilt. Naming who is in our circle is the first step to consciously nurturing those connections.
Ngā Rauemi Tautoko · Support Materials
- Unit 8 Help-Seeking Plan (unit-8-help-seeking-plan.html) — turn the circle into a concrete action plan
- Unit 8 Support Pathways (unit-8-support-pathways.html) — school-level support to add to the circle
- Unit 8 Whānau Conversation Card (unit-8-whanau-conversation-card.html) — talk to whānau in the circle
- Relationship Health Checklist (relationship-health-checklist-unit8.html) — evaluate relationships in the circle
Tuhia ōu whakaaro · Write Your Thoughts
Is there anyone you wish was in your support circle but isn't yet? What would it take to build that connection?