Both are in the Tākitimu block.
“Giving students opportunities to participate and excel in sport has had a positive impact on their attendance, wellbeing, behaviour and academic achievement,” acting principal Manny Horua said.
“We know that regular, repetitive movement helps to calm the body and the brain and helps with self regulation if students become stressed or deregulated.
“Many of our students, both current and former, represent the region in their age groups, across multiple sporting codes. Our gym will benefit staff, students and their whānau too.”
Matua Albie Nepia, the school’s sports coordinator, and former student, is the lead person of Ruawharo.
Matua Tam Tuhou, also a former student, is the leader of the arts space Tūpai.
“We have a lot of very talented student artists at our kura,” kōkā Manny said.
“Tamariki expressed how calm they felt when they were carving, doing mahi tukutuku and drawing.”
The students will be able to explore many other different art forms and media such as painting, raranga/weaving and clay sculpture.
A new laser and vinyl cutter is an exciting addition.
“Tūpai will provide a space where they are able to express themselves in the arts of their tīpuna.”
“Both spaces complement our Puna Ora where students can come to co-regulate, in a safe space with a trusted adult.”
Students are excited about the new spaces.
“Our tuakana (senior students) have been included and involved in every step of the way and helped to set up both spaces, and assembled the gym equipment.
“Through our Waiora programme, students are very familiar with the gym environment, the machinery and its purpose.”
The students also helped both Matua Tam and Matua Kauri with painting the poutama on the outside walls.
“They are very proud of these new spaces — spaces which have been designed for them.”
They are areas much needed after the impact of this year’s cyclones and other weather events on their routines.
“Our tamariki have a strong sense of how to manage themselves when they become deregulated due to stress, anxiety and more. They use the social and emotional strategies taught to find their calming space, technique, or go-to person,” kōkā Manny said.
“Students do have their fears and anxieties but are dealing with it differently; they are becoming less disruptive and can verbalise their feelings and emotions better which helps teachers gain understanding on how to support them in their challenging moments.”
One issue, not alone to Waikirikiri, is student attendance.
“Despite the weather, we have seen an improvement in attendance every week, with a lot more students attending school every day, each week.
“This is a tremendous effort from both tamariki and whānau, who want the very best for their tamariki and understand the importance of education for the future of their tamariki,” Manny Horua said.
Principal Yolanda Julies said the school was transforming its culture away from punitive to a trauma-informed approach, using a tikanga Māori lens.
“Staff are responding to behavioural challenges differently and, in our daily practice, are using the knowledge of understanding how the trauma brain works,” she said.
There has been a move away from compliance to building connected relationships with tamariki, inclusive of their whānau.
“We know that creating safe and calming spaces for our tamariki helps them to regulate and focus on their learning.”
Each person in the school contributes, with educators modelling and nurturing attitudes that emphasise the benefits and satisfaction gained from learning in a safe environment.
“My experience as a principal has shown me that school environments that are unsafe, disruptive, chaotic or unpredictable can be harmful to mental health and wellbeing and can lead to stressful working conditions for teachers.
“By promoting safe spaces as part of an integrated whole school approach to wellbeing, schools are in a unique position to be able to help prevent mental health problems.
“A positive school climate creates psychological safety which allows students and teachers to build trusting relationships, interactions and positive learning expectations,” she said.
