CONTENTS Te Pakiaka Tangata Strengthening Student .
SECTION 1 THE PRIORITY OF STUDENT WELLBEING – HAUORA1Guidelines to Assist New Zealand SecondarySchools and Wharekura in the Provisionof Good Practice in Pastoral Care,Guidance and CounsellingNOVEMBER 2017TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESSCONTENTSTe Pakiaka TangataStrengthening StudentWellbeing for Success«
INTRODUCTION2CONTENTS«AcknowledgementsThese Guidelines have been made possible by collaboration between Ministry ofEducation specialist staff and a Working Group of experts from key stakeholderorganisations.Acknowledgments and thanks go to the following people for their significant contribution:The Working Group:Sarah Maindonald, NZAC (New Zealand Association of Counsellors)Lorraine Mullings, NZACJenny Manuera, NZACDr Judie Alison, NZPPTA (New Zealand Post Primary Teachers’ Association)Mary Hall, NZSTA (New Zealand School Trustees Association/Te Whakaroputanga Kaitiaki Kura O Aotearoa)Deidre Shea, SPANZ (Secondary Principals’ Association of New Zealand)Christine Allen, NZSPC (New Zealand Secondary Principals’ Council)Dr Margaret Agee (Faculty of Education and Social Work, The University of Auckland)We also acknowledge the significant contributions made by others who contributed to the development of theGuidelines during the consultation phase.We particularly wish to thank:The Office of the Privacy Commissioner – Te Mana Matapono Matatapu: Annabel Fordham (Public Affairs Manager) and SebastianMorgan-Lynch (Senior Policy Advisor Health)The NZAC Secondary School Guidance Counsellor Advisory Group: Sarah Maindonald (Christchurch), Kathryn Barclay (Auckland),Colin Hughes (Whakatane), Gaye Evans Love (Havelock North), Ada Crowe (Dunedin) and Lorraine Mullings (Nelson)Evaluation Services at the Education Review Office (ERO): Dr Deidre Shaw (Group Manager, Evaluation Services)Ministry of Social Development: Kelsey Brown (Youth Policy), Marten Hutt (Youth Policy), Mark Nash (Community Investment) andBen Parker (MYD)Netsafe: Neil Melhuish (Director of Policy), Anjie Webster and Pauline Spence (Education Advisers)Kāpiti Youth Support; Mount Roskill Grammer School; Mangere College; Wellington Girls College; The Wellington WellbeingNetwork; and Capital & Coast Child and Adolescent Mental Health ServiceCanterbury University, Professor Angus Hikairo MacfarlaneVictoria University, Professor Marc WilsonOffice for Disability issues, Brian Coffey (Director)TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESS
INTRODUCTION3CONTENTSHauoraE tipu ai te pakiaka tangata,me whakatō he purapura wairua.Whakahaukūtia te whenua ki te waiora pūmau kia putaai ko te Hauora.For the roots of humanity to grow well,spiritual seeds must first be sown.Irrigate with the enduring waters of life,and Hauora will result.The most precious gift we are given is life itself.Our duty is to nurture and care for thisprecious inheritance.Our children are the leaders of the future.By caring for them and fostering their learning,we assure future life for all.Te Marautanga o Aotearoa1TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESS«
INTRODUCTION4Acknowledgements. 2CONTENTS«ContentsHauora.3Foreword . 7Introduction. 8Schools and wharekura are expected to take account of:.8How did these Guidelines come about? .9Who has developed them?.9Who are they for?.9What is their purpose?.9How to use these Guidelines.10The structure of the Guidelines.10Section 1: The priority of student wellbeing – hauora.111.1Defining student wellbeing. 121.2What do we know about student wellbeing?. 141.3Supporting documents used to inform these Guidelines.17Section 2: Understanding pastoral care, guidance and counselling in a schoolenvironment.182.1Defining pastoral care. 192.2Defining guidance and counselling. 192.3Counselling and the New Zealand Curriculum . 192.4Where does career guidance fit in?.202.5The pastoral care, guidance and counselling team. 212.6Who will lead the team?. 232.7Defining good practice. 232.8 Legal and ethical responsibilities to provide pastoral care, guidance and counselling forstudents. 232.9The circle of care. 232.10 Responding to different student support needs. 252.11International students. 262.12 Digital technology.27Section 3: Positive school approaches and practices.293.1A culture of wellbeing and a holistic approach.303.2Obligations of the Treaty of Waitangi. 313.3Culturally-responsive practice . 323.4Young people with diverse identities and backgrounds. 333.5Strong leadership .343.6Strategic planning and resourcing.343.7Ongoing review and evaluation.343.8Maximising an interdisciplinary team approach for guidance and counselling. 353.9Collaborative staff relationships and good communication. 363.10 High standards of professional practice. 37TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESS
INTRODUCTION3.11Clear information-sharing, referral and support process pathways. 383.12 Use of external wellbeing service or programme providers. 3953.13 Use of volunteers.403.14 Empowering peers, and students’ families, whānau and caregivers.404.1Legal requirements. 424.2General principles of good pastoral care by staff.444.3The Educultural Wheel. 454.4Understanding privacy obligations.484.5 A helpful flowchart – Sharing personal information of familiesand vulnerable children.494.6Understanding the difference between confidentiality and privacy.504.7Providing appropriate spaces for guidance and counselling.504.8Staff wellbeing and self-care. 514.9Professional learning and development (PLD). 52Section 5: Role of form/whānau teachers and deans. 535.1Teachers with pastoral leadership responsibilities.545.2Form/whānau teachers .545.3Deans .54Section 6: Role of the school guidance counsellor. 556.1What is a school guidance counsellor’s role?. 566.2Who can call themselves a school guidance counsellor?. 566.3 Impact of guidance counselling on student wellbeing andacademic success. 566.4Working with students. 586.5Working with the principal and the senior leadership team (SLT). 596.6Working with staff. 596.7Working with families, whānau and caregivers.606.8Meeting legal requirements.60Section 7: Good practice guidelines for school guidance counsellors.617.1Core values. 627.2Ethical principles. 627.3Codes of ethics and practice to ensure good counselling relationships. 637.4Privacy and confidentiality . 637.5Counselling is provided in an appropriate youth friendly space.647.6Relationships with the school community.647.7Relationships with other schools. 657.8Relationships with the community and external agencies. 657.9Professional supervision.667.10 Self-care. 677.11Professional learning and development (PLD). 677.12Trainee counsellors on placement. 677.13What good guidance counselling practice looks like in a secondary school. 67TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESSCONTENTSSection 4: Principles of good pastoral care.41«
INTRODUCTION6CONTENTS«Section 8: Pastoral care, guidance and counselling with Māori students andwhānau, particularly in wharekura.698.1Tikanga considerations. 708.2Working in a Māori setting. 70Section 9: Role of school boards of trustees. 729.1An overview. 739.2Stewards of student wellbeing. 749.3Legal requirements of boards. 749.4School disciplinary procedures (stand-downs, suspensions, exclusions, expulsions). 759.5Board of trustees/guidance counsellor relationship. 75Section 10: Role of the principal and senior leaders. 7710.1Leading collaboratively to enact the school’s vision, values, goals and priorities. 7810.2 Having key processes in place. 7910.3 Supporting your school guidance counsellor’s effectiveness. 7910.4 Professional learning and development for staff (PLD).8010.5 Relationships with guidance counsellors and other guidance providers.80Section 11: The principal/guidance counsellor relationship.8111.1What can the principal expect of the guidance counsellor?. 8211.2What can the guidance counsellor expect of the principal? . 8311.3When the relationship gets into difficulties.84Section 12: Traumatic incidents – responding as a team.8512.1Definition of a traumatic incident. 8612.2 Unique dynamics of a crisis environment. 8612.3 Working in different roles as a team. 8712.4 Crisis management team’s role. 8712.5 Having a policy and plan in advance. 8812.6 Responding to suicide. 88Section 13: Common ethical dilemmas.8913.1Ten steps to ethical decision making.9013.2 Helpful resources to support ethical decision making. 9113.3 A useful case study illustrating an ethical dilemma. 91Appendix: Practical Resources.941. Understanding privacy in a school environment . 952. When external youth specialists are needed.96A helpful case study. 973. Schools connecting with their community – a useful checklist . 984. Student diversity – helpful links and resources .995. Helpful books and research about pastoral care, guidance and counselling in schools. 105Supervision .1076. The Education Council’s Code of Professional Responsibilityand Standards for the Teaching Profession. 108References . 109TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESS
INTRODUCTIONForewordFollow the path of integrity,respect, and compassion;scale the heights of achievement.Research tells us that wellbeing, or lack of it, has a clear influence on student learning. When our young peoplefeel safe and supported in their school environment they are more engaged and ready to learn.To enable every student to achieve to their highest potential, it is essential that effective services to supportstudent wellbeing are in place in schools and in the wider community.These guidelines are the result of an Education Review Office (ERO) evaluation of the provision of guidanceand counselling in secondary schools. They bring together what we know already works well in our schools tohelp all schools make more effective use of current resources to provide safe, quality pastoral care, guidanceand counselling.These guidelines also emphasise the importance of greater collaboration between social and health agencies,schools, family, whānau and community agencies, and the need for strong links between supports and services.I would like to thank the specialist staff and experts from the New Zealand Association of Counsellors, PostPrimary Teachers’ Association, New Zealand School Trustees Association, New Zealand Secondary Principals’Council, Secondary Principals’ Association of New Zealand, ERO and Netsafe, for contributing their experienceand knowledge to these guidelines.Iona HolstedSecretary for EducationTE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESSCONTENTSTawhaitia te ara o te tika,te pono me te aroha, kia piki kite taumata tiketike.7«
INTRODUCTION8CONTENTS«IntroductionFor all secondary schools and wharekura, high educational achievement must gohand in hand with effective support for student safety and wellbeing. The provisionof effective pastoral care, guidance and counselling supports student successby helping them to overcome barriers to achievement. It assists with reducingpsychological distress, enabling greater engagement, increasing retention ineducation and improving achievement. It also plays a significant role in reducingsuicide risk among young people.Schools and wharekura are expected to take account of:»» the key competencies outlined in the New Zealand Curriculum 2007,2 particularly those on“managing self”, “relating to others” and “participating and contributing”»» the guiding principles of Te Marautanga o Aotearoa3»» the Health and Physical Education Curriculum objectives4»» the Sexuality Education Guide5»» the New Zealand Suicide Prevention Strategy 2006-2016, Ministry of Health6»» the Preventing and Responding to Suicide Resource Kit for Schools, Ministry of Education7»» the Bullying Prevention and Response: A Guide for Schools, Ministry of Education (2015)8»» any other relevant legislation or regulations including:»» section 77 of the Education Act 1989,9 whichrequires that the principal of a state school “shall takeall reasonable steps to ensure that (a) students get good guidance and counselling”››Clause 5(2)(a) of the Sixth Schedule to the Education Act 1989, which includes schools’responsibility for student wellbeing – board of trustees’ (boards) objectives in governing theschool include ensuring the school is a physically and emotionally safe place for all students andstaff››section 1A of the Education Act 1989, which promotes the development in each child and youngperson of these abilities and attributes:I.Resilience, determination, confidence, and creative and critical thinkingII. Good social skills and the ability to form good relationships››National Education Goal 2:10 “Equality of educational opportunity for all New Zealanders, byidentifying and removing barriers to achievement”››National Administration Guideline 1(c):11 “On the basis of good quality assessment information,identify students and groups of studentsa) who are not achievingb) who are at risk of not achieving,c) who have special needs, andd) aspects of the curriculum which require particular attention”››the Education (Pastoral Care of International Students) Code of Practice 2016,12which prescribes the required outcomes schools and their agents need to deliver for theirinternational students.TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESS
INTRODUCTIONHow did these Guidelines come about?9The Education Review Office (ERO) evaluated the current national provision of guidance and counselling insecondary schools.13One of ERO’s recommendations to the Ministry of Education was that guidelines be developed to lift thecapacity of pastoral care, guidance and counselling provision and to ensure the efficacy and consistency ofthese services.Te Pakiaka Tangata Strengthening Student Wellbeing for Success (the Guidelines) are a response to thisrecommendation. They outline professional practice expectations and standards for every secondary schooland wharekura, assisting them to further strengthen their students’ safety, wellbeing and achievementThe Guidelines are evidence based, strategic and practical. They draw on the research and evaluationpublications of ERO, a range of New Zealand researchers,15 and on the experience and knowledge of a widerange of stakeholders from around the country.Who has developed them?The Guidelines have been developed through a Working Group collaboration between Ministry of Educationspecialist staff and experts from these organisations: NZAC, NZPPTA, NZSTA, NZSPC and SPANZ. TheGuidelines also draw on a range of key supporting documents, listed in section 1.3, and on the practicalexperience and knowledge of a wide range of stakeholders and guidance specialists consulted throughthe development process. See the Acknowledgements section in this document for more details about thecontributors.Who are they for?These Guidelines are designed as a whole of school document. They are designed to assist boards, schoolprincipals, senior leadership teams (SLTs), teaching staff, deans, non-teaching staff and school guidancecounsellors at a secondary school or wharekura in the role they all play in the pastoral care of their students.Different sections are relevant to each of these groups.These Guidelines contain material which will help external agencies offering student wellbeing services atschools. They should also be helpful to parents and school communities wishing to know more about whatthey can expect from their secondary school to ensure that students’ wellbeing (hauora) is supported.What is their purpose?The purpose of the Guidelines is to outline practice principles, ethics and values for the safe, qualityprovision of pastoral care, guidance and counselling in secondary schools and wharekura (schools). They aredesigned to help schools achieve consistently good practice and, consequently, to ensure student safety,wellbeing and achievement. From these Guidelines, each school can develop its own plan for providinghigh-quality pastoral care, guidance and counselling for their students, and for integrating this care into itsown culture.TE PAKIAKA TANGATA STRENGTHENING STUDENT WELLBEING FOR SUCCESSCONTENTSThis was one of the initiatives of the Prime Minister’s YMHP, which aims to improve mental health outcomesfor young people aged 12-19 years with, or at risk of developing, mild to moderate mental health issues. Theevaluation included three online surveys of school leaders, guidance counsellors and students.14 The surveyfindings, and the observations completed during the study, found th
These guidelines are the result of an Education Review Office (ERO) evaluation of the provision of guidance and counselling in secondary schools. They bring together what we know already works well in our schools to help all schools make more effective use of current resources to provide safe, quality
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