How He Pikorua transformed a learner’s path

Collaboration, resilience and the values of He Pikorua changed the life of a Nelson student and his whānau. Note, some names have been changed for privacy reasons.

Jarred was 13 years old when, following a major incident at school, he wrote a letter to the board confirming he would not be able to return.

It was the latest of a string of incidents, stand downs and suspensions during tumultuous years at primary and intermediate school, where Jarred struggled as a neurodivergent learner.

Now excluded from college early in Year 9, Ministry of Education and resource teacher learning and behaviour (RTLB) Shelly Paul began making plans to enrol Jarred at Te Aho o Te Kura Pounamu (Te Kura) for distance learning.

But Jarred was adamant he did not want to be removed from the classroom. Instead, he wanted to try a different school in his hometown of Nelson: Nayland College, in Stoke.

He made that standpoint clear on arrival at the Ministry of Education’s Nelson regional office to see Child and Family Psychologist | Kaiwhakamātautau Hinengaro Jiwon Seo. He was there for a psycho-social assessment for enrolment at Te Kura, but “he wanted to go to school, be with his friends, study at school”, Jiwon remembers. “Distance learning was not his preferred learning method.”

Rather than continuing the enrolment process, Jiwon instead turned to Shelly, who had worked with Jarred for many years.

Shelly initially feared “another unsuccessful attempt to reintegrate him into a mainstream school”.

But Jarred was insistent, and he eventually got the backing of his family to try school one more time. So, his psycho-social assessment with Jiwon became a learning support case to find a strength-based approach that would help him transition to Nayland College.

A unique approach

“Given Jarred’s past difficulties and complex needs, Shelly and I decided to work together instead of negotiating which service should remain [to support Jarred],” says Jiwon, who describes this unique co-working approach as “refreshing”.

In making the decision to support Jarred to transition back to school, the framework of He Pikorua was used for support, in particular: Whakawhanaungatanga (listening, sharing, and clarifying what matters); and Āta whakaaro (collaboratively analyse and summarise information with open mind).

Jarred’s voice was captured, and his viewpoints brought back to his whānau and the adults who supported him.

Crucially, so were his strengths. Jarred was “an exceptionally talented team sports player … he exhibited leadership qualities and was bright, polite and highly likeable”, says Shelly.

“However, we also knew he could become emotionally dysregulated and struggled to manage his emotions, especially when he felt he had disappointed his whānau.

“Most importantly, though, Jarred wanted to succeed at school.”

Jarred’s fresh start

Jarred’s transition to Nayland College, where acting principal Hannah Banks was on board, was carefully planned.

“It was clear that he would need a robust plan, supported by a committed team, to give him the best chance of success,” says Shelly.

“With the consent of his whānau, we shared every piece of relevant information through face-to-face hui with key stakeholders at the school.”

That included the principal, deputy principal, kaiarataki (dean), teacher special education needs coordinator (SENCO), LSA practice leader and school counsellor. Jarred’s whānau, Ministry staff and Shelly were also there to answer questions and provide guidance.

Finally, in term 2 of 2024, Jarred walked through the Nayland College gates for the first day at his chosen school.

“I was excited and relieved when I learned I was going to Nayland. I had hardly been at school for nearly a year and I badly wanted to be in school. I was looking forward to being with other kids and having a fresh start. At first it was tricky and challenging. I had to spend lots of time talking to staff,” remembers Jarred.

He started on a reduced daily timetable, with shorter days and Wednesdays off to reset.

Jarred says his kaiarataki was “really helpful, letting me check in with her every day and getting to know me”.

Measures put in place for Jarred included a safe space for him to use if he was struggling with regulation, consistency by removing him from classes with reliever teachers, and tailoring his subjects and options to match his interests and strengths.

“Sometimes it’s hard to stay focused but I keep trying to be better,” Jarred says. “The teachers treat me with respect which is nice because I know I can be hard work.”

Jiwon says Nayland College gave Jarred the opportunity to reflect on his own behaviour and learn what impact it had. In turn, Nayland’s team looked at why Jarred was able to thrive in one setting but not another.

They then adjusted what they could in order to support him, rather than expect him to “conform and change to fit into their expectations”, says Jiwon.

“The school was willing to understand where Jarred’s development and capabilities are and prepared to teach him how to be successful in class and at school.”

A “stable pattern of interaction” meant Jarred felt safe to ask for help at school, take constructive and positive feedback, and reflect, says Jiwon.

“They were fair and flexible … What the teachers had shown and modelled to Jarred has become what Jarred is capable of.”

As Jarred’s confidence increased, so did his time at school. Short-term goals, particularly in physical activity and sports, were used to reward progress and foster responsibility.

That included travelling to a hockey tournament in Timaru with the 1st XI team as the only Year 9 student.

“It made me feel part of Nayland and I got to know the older students and get on really well with them,” says Jarred.

Whānau support

At home, Jarred’s mother Sarah remained dedicated to her son’s wish to be in mainstream school.

“I was on tenterhooks for quite some time waiting for the phone to ring to say something bad had happened. I really wanted him to settle into learning as well as finding new friends.”

Incidents did happen, and the phone did ring – but now the calls were to share information about anything that happened at school so she could support Jarred after school. The ability to address behaviour overnight meant he was better the next day because he’d had extra time to process.

“The staff at Nayland have been so lovely and understanding and they were realistic that Jarred would make bad choices sometimes,” says Sarah.

“It was very helpful to be included in the meetings so that I was fully aware of what they planned for Jarred, how things were going, what worked well, and they were also interested in my input. It was also my chance to tell them what Jarred was doing outside of school.”

Sarah says Nayland treated Jarred with dignity and catered for his behaviours and needs “rather than trying to fit him into a box”.

“We are so happy to see our boy keen to get to school.”

Life-changing inclusion

Shelly says Nayland’s “act of inclusion” has changed Jarred’s life and educational trajectory, but also positively impacted his whānau and the school staff involved in his transition.

“The collaboration of all stakeholders has deepened my understanding of what true inclusion can achieve.”

Pleased to be at school full-time for the first time, Jarred, now 14, has started to look to his future.

“I would like to stay at Nayland for at least two more years because there’s lots to do there and I feel I am learning. Overall, Nayland has been a positive experience.”

Jiwon, too, is delighted at Jarred’s success.

“Transition can be a daunting and challenging task for any student, especially those with complex needs. Yet, for Jarred, what could have been an overwhelming challenge turned into a success story, thanks to collective efforts of the school, Jarred’s determination, and the unwavering support of Jarred’s whānau.

“This is a story of ownership, collaboration and resilience that made all the difference.”

For more information about He Pikorua, visit hepikorua. education.govt.nz.