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Slides from 9am session for PPTA organising workshop 8 March 2025 at Brentwood hotel

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Climate resources on Science Learning Hub

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Climate resources on Science Learning Hub

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Collection - Our atmosphere and climate 2020 — Science Learning Hub

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The Our Atmosphere and Climate 2020 (https://www.mfe.govt.nz/overview-our-atmosphere-climate-2020) report was released to all New Zealanders on 15 October 2020.

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Slides from my talk

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DECLARATION ON THE COMMON AGENDA FOR EDUCATION AND CLIMATE CHANGE AT COP28

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DECLARATION ON THE COMMON AGENDA FOR EDUCATION AND CLIMATE CHANGE AT COP28

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Over 40 countries have pledged to this agenda since December 2023. New Zealand is NOT one of them.

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Spotify playlist to get you inspired for climate action 🎵🌏

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Spotify playlist to get you inspired for climate action 🎵🌏

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A playlist of uplifting, inspiring, beautiful tracks that hopefully get you feeling empowered and to take collective action for our collective future.

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Aotearoa New Zealand’s first emissions reduction plan

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Aotearoa New Zealand’s first emissions reduction plan contains strategies, policies and actions for achieving our first emissions budget and contributing to global efforts to limit global temperature rise to 1.5˚C above pre-industrial levels.

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We asked to be heard - 10-14yo students weigh in on Coastal Adaptation Framework

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We asked to be heard - 10-14yo students weigh in on Coastal Adaptation Framework

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This short film tells the story of "Next Generation Conversation', a coalition of climate change activitists aged 10 to 14 years-old in Otautahi Christchurch. They submitted on Christchurch City Council's Coastal Adaptation Framework and the film tells the story of that process and the outcome.

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Climate Change Learning Programme by Futurecurious

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Climate Change Learning Programme by Futurecurious

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The programme is a New Zealland-developed science-based, integrated learning programme consisting of user and wellbeing guides and eight modules.

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'Huringa Āhuarangi: whakareri mai kia haumaru āpōpō Climate Change: prepare today, live well tomorrow'

'Whakareri mai kia haumaru āpōpō' was developed by Aotearoa New Zealand educator Sian Carvell, in collaboration with both national and local organisations. The programme was piloted in 2018 and extensively audited and updated in 2021. Feedback was gratefully received from teachers and children and young people participating in the programme as well as science based organisations, climate change education specialists, local and central government, and stakeholders.

The programme is a science-based, integrated learning programme consisting of user and wellbeing guides and eight modules.

Click on the title links below to download the PDF files.

The programme encourages learners to interpret, analyse and engage with science, and to understand that science knowledge changes over time. There are opportunities to consider a mātauranga Māori perspective, particularly around the interconnectedness of life on earth as expressed through the relationship between Papatūānuku and Ranginui.

It builds understanding of climate change through an exploration of critical global, national, and local responses aimed at mitigating and adapting to predicted impacts.

Watch this recording from our 2022 national conference for an overview of the climate learning programme and wellbeing guide, with resource authors Sian Carvell and Jenny Ritchie. Student Keegan Verster also shares his story of being involved with the programme and how important this has been for his personal wellbeing and development as a young leader.

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In exploring the challenges of climate change, ākonga are encouraged to develop and apply key competencies. They are prompted to think beyond themselves, to tautoko | support others, and to connect with the intergenerational community responding to the problem.

"I feel I know lots more about it and I'm able to understand what people are talking about when they say climate change and I'm able to join in" - Te Kura o Ōhinetahi Governors Bay School

Most importantly, the resource supports and empowers all learners to have a voice, to take action, and to play their part in a larger, systematic response.

From Learning to Action: 'We Asked to be Heard'

Next Generation Conversation, a coalition of climate change activists aged between 10 and 14 years old submitted on the Christchurch City Council's Coastal Adaptation Framework at the end of 2021. But before they did, they all took part in the climate change learning programme.

Created by the Christchurch City Council, the short film, We Asked To Be Heard, takes people through the process and the eventual outcome. It highlights how the programme can lead to student engagement and empowerment.

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Climate Change Learning Programme | Resources by NZAEE

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This Aotearoa resource is a science-based, integrated learning programme consisting of user and wellbeing guides and eight modules. Gain access free today.

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Connecting the community for greater good is inspiring ākonga at Te Kura Taumata o Panguru. From mountains to sea, Panguru is collaborating with regional and national agencies to support learning in te taiao. Iwi organisations and science providers are partnering on regeneration projects in their forest and their awa. Kaumatua and kuia combine mātauranga and te reo Māori, with stories from the region. This Hokianga kura is uplifting tamariki with skills in language, business and sustainability.

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Te Kura Taumata o Panguru, 2021 Winner, Excellence in Engaging

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Climate Hope, Wellbeing, and Action. NZAEE

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Climate Hope, Wellbeing, and Action. NZAEE

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A "spotlight" collection of stories and links to resources and videos compiled by NZAEE

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Supporting educators, learners and communities as we navigate a climate-changed Aotearoa.

It has been a devastating start to the school year for many communities and we are sending aroha to all those affected by the weather events. As educators, many of our young people will be seeing the photos, or be even closer to the impacts, and will be asking why and wanting to know what can be done. They are hearing (often for the first time) leaders confirming that this is a result of climate change, and want to know more to understand it better.

We know it can be overwhelming for kaiako to sift through all the information, so we've created this collection of articles, resources and videos, focused on positive and hopeful approaches to climate education and action in Aotearoa.

Moving forward with respect and hope

The concept of climate adaptation has quite rightly dominated media coverage since the flooding and cyclone damage. This is an emotional and complex aspect of our response to climate change, and it's worth taking some time to explore different perspectives, knowledge systems and evidence, before you start exploring this with ākonga.

What's empowering is if you have whānau looking into the past and learning from how our tīpuna used to respond to climate impacts on specific locations. Our tīpuna were smart enough to say: "Well, this place is very vulnerable during this season. Let's be careful and relocate up to a safer environment."
- Dr Shaun Awatere

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Where to Start: Climate education resources

What does climate education actually look like? Before you start delving into the complex science of climate systems, it's important to think about what's appropriate for the ākonga you work with and the issues that are most important in your local community. Rachel Bolstad, researcher at NZCER, explains some key things for educators and parents to consider in the following RNZ interview from 2021.
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Helping children cope with climate anxiety (Listen - 17 mins)

"By engaging in practices like gardening, thinking about what we do with our food waste, composting, worm farming and those things, although they might seem small, they actually have a direct connection to climate, because there are greenhouse gas emissions that can be reduced through those actions.

So you don't necessarily need to know about greenhouse gas impacts to actually do those practices, and there's a lot of value and reward and benefits to health and wellbeing through just engaging with those actions. There's a lot of research that shows when we are connected with nature, that has a direct benefit on our health and wellbeing." - Rachel Bolstad

You can read the research summaries from NZCER's climate education project here, including topics such as What can schools do? and Connecting climate change with place and culture

Younger Learners

If you're involved with national programmes such as Enviroschools, Para Kore, Garden to Table, or local projects that involve gardening, planting trees and reducing waste, these are excellent contexts for younger ākonga to take climate action. Get in touch with one of these organisations by clicking on the links above, or search by location in our Providers catalogue to find support in your area.

Focus on spending time in nature and simple wellbeing activities to help support ākonga through difficult times:

Older Learners

Teachers of students in Years 6 - 10 can use these recently updated resources, based on years of work in Aotearoa schools and evidence-based approaches:

Watch the video on the right to find out more about these resources and hear from student Keegan Verster, who speaks about the wellbeing and learning benefits from his involvement with the programme in Ōtautahi.

NIWA has also recently developed an inquiry unit and online 'serious game' focused on climate adaptation: Climate Adaptation teaching resources

Science Learning Hub have an excellent range of resources that support learners to engage with climate change through te ao Māori:

You can also search our Resource catalogue using the filter 'Rangi | Climate, Air, Sky' to find more resources.

Empowering Rangatahi

Educators working with secondary students and youth in the wider community have an important role to play in supporting and facilitating student-led actions. Watch these short films to get inspired:

We Asked to Be Heard (6 mins)
Tells the story of students in Ōtautahi who submitted on the local council's coastal adaptation framework.

High Tide Don't Hide (1 hour 20 mins)
This documentary follows the young people involved with the first School Strike for Climate movement in Aotearoa.

You can support students to attend the School Strike 4 Climate, with planned events on May 26th around the motu.

Encourage students to explore the range of organisations in Aotearoa focused on advocacy and climate action, such as Pacific Climate Warriers, 350 Aotearoa, Te Ara Whatu and Generation Zero, by sharing the NZ Climate Action Network website.

Some ideas for supporting older students with wellbeing | hauora can be found on the Whenua Iti Outdoors website, including activities and videos created in collaboration with rangatahi, exploring how connection with nature can improve our wellbeing.

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For further information and ideas, check out these related Spotlights and Professional Learning pages on our website:

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Climate Hope, Wellbeing and Action | by NZAEE

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Explore teaching resources, articles and videos to help support learning, wellbeing and actions in our climate-changed communities. Gain access free today.

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Daybreak - a board game on taking climate action

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Daybreak - a board game on taking climate action

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is the newest release from Pandemic creator Matt Leacock. He's teamed up with co-designer Matteo Menapace and publisher CMYK ( Monikers,Wavelength, ) to deliver a board game that is as optimistic as it is strategically compelling. Instead of racing to find a cure for global disease, players are tasked with working together to cut carbon emissions and stave off catastrophic climate change. The stakes are high as the world's fate is racing toward cataclysm. While fun to play, the game ultimately leans more on fantasy than it does real-world approaches to solving a rapidly accelerating climate crisis.

One criticism regularly levied against Leacock is that, despite a lengthy career, his successes so far appear limited to an endless string of Pandemic clones. It's a bit of a delight, therefore, to find that despite sharing the similar goal of using cooperation to save humanity from disaster, Daybreak plays almost nothing like Pandemic. This is an engine builder where players place cards into a personal tableau - a play area in front of you that contains your assortment of abilities. Cards feature technology and social policy, such as phasing out dirty electricity for clean, establishing high-speed rail, and building tree farms. In motion, the game retains all the urgency of combating a deadly virus but with a very different style of gameplay.

Each player represents a world power with a starting set of asymmetric abilities and varying levels of toxic output. Every turn, the group collectively pours pollution onto the board, piling ugly dark brown cubes up onto an otherwise beautifully composed world map. Over time, technology will reduce this dirty output and players will hopefully reach the end state known as "drawdown," where fewer emissions are released by world powers than the planet itself can handle.

The most interesting aspect of the core system is that cards can either be used for new abilities or for their listed tags. This tag system is vaguely reminiscent of similar engine builders such as Terraforming Mars or , but they're more directly harnessed here for a core decision point that is uniquely gratifying. When you decide to play a card for its tags, you slip it behind one of your existing abilities to make it stronger. There is often a resulting boom in effectiveness that can cascade into other abilities and benefit the entire group.

Daybreak includes a great quantity of these project cards. Much of the game will be spent discussing with others what you should focus on and what strategic approach should be taken. The sheer volume of technological options can be dizzying, but it makes for a sandbox of societal improvement that allows for various avenues of exploration. Much of your effort is in mitigation, for both the recurring pollution as well as attempting to shield your people from the end-of-turn crisis events that randomly exert pressure. The world falls apart over time, with increasing temperatures begetting more wild swings in global crises. In this way, the game is a race to construct a more effective engine before the cascading environmental decay is out of control.

Daybreak's most impactful quality is its societal commentary. It offers a clear picture on how we can solve monumental challenge through human ingenuity and partnership. Despite this unbridled optimistic view, it's hard to deny that much of this game could be described as fantasy. The clarity of structures found in the format of a board game in no way parallels the deeply troubled complexity of our world. In fact, Daybreak makes it clear that to accomplish such an arduous task requires the absence of hurdles such as opposing financial incentives and human egoism.

But we cannot lose hope, and Daybreak is a wonderful blueprint to aspire to.
will be released in November. The game was reviewed using a pre-release copy provided by publisher CMYK. Vox Media has affiliate partnerships. These do not influence editorial content, though Vox Media may earn commissions for products purchased via affiliate links. You can find additional information about Polygon's ethics policy here.

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Daybreak, the board game about fighting climate change, is blindly optimistic

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From the creator of Pandemic comes Daybreak, a board game about climate change. It's a sophisticated game fueled by unending optimism. Our review.

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Climate change: What can schools do? NZCER 1

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Climate change: What can schools do? NZCER 1

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What can schools do about climate change? This briefing provides some starting point suggestions for schools, based on our research into systemic educational response to climate change. These ideas will also be useful for early learning centres, tertiary education settings, and community learning space. This briefing is part of a series. Other topics include:

You can find all the briefings, and other reports and articles on our project page.

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Climate change: What can schools do? Research briefing 1 | New Zealand Council for Educational Research

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PO Box 3237 Te Pakokori, Level 4, Stantec Building, 10 Brandon Street, Wellington NZ, 6011

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Leadership and school-wide climate responses: NZCER 2

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Leadership and school-wide climate responses: NZCER 2

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School leadership, and school-wide approaches, play a key role in effective climate change response. These ideas will also be useful for early learning centres, tertiary education settings, and community learning spaces. This briefing is part of a series. Other topics include:

You can find all the briefings, and other reports and articles on our project page.

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Leadership and school-wide climate responses: Research briefing 2

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School leadership, and school-wide approaches, play a key role in effective climate change response. These ideas will also be useful for early learning centres, tertiary education settings, and community learning spaces. This briefing is part of a series. Other topics include: You can find all the briefings, and other reports and articles on our project page.

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Learning and career pathways for a low-carbon future. NZCER 3

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Learning and career pathways for a low-carbon future. NZCER 3

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This briefing discusses education's role in supporting and inspiring learners on career pathways to a low-carbon future. This briefing is part of a series. Other topics include:

You can find all the briefings, and other reports and articles on our project page.

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Learning and career pathways for a low-carbon future: Research briefing 3 | New Zealand Council for Educational Research

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PO Box 3237 Te Pakokori, Level 4, Stantec Building, 10 Brandon Street, Wellington NZ, 6011

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Connecting climate change with place and culture. NZCER 4

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Connecting climate change with place and culture. NZCER 4

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Investigating how climate change connects with the places we live, learn, and work can inspire climate solutions based on localised thinking. Connecting culture to place highlights opportunities for culturally-sustaining climate responses. This briefing is part of a series. Other topics include:

You can find all the briefings, and other reports and articles on our project page.

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Connecting climate change with place and culture: Research briefing 4

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Investigating how climate change connects with the places we live, learn, and work can inspire climate solutions based on localised thinking. Connecting culture to place highlights opportunities for culturally-sustaining climate responses. This briefing is part of a series. Other topics include: You can find all the briefings, and other reports and articles on our project page.

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The Carbon Neutral Government Programme(external link) (CNGP) aims to accelerate emissions reduction in the public sector. It requires public sector organisations, including state schools and kura, to:

measure and report their emissions annually;

set emissions reduction targets;

introduce emissions reduction plans; and

offset any remaining Greenhouse Gas (GHG) emissions from 2025.

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Learn more about how we are working to create an education system that contributes to a sustainable future for New Zealanders.

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Teaching and Supporting Climate Change Resilience

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Teaching and Supporting Climate Change Resilience

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How can educators support young people with climate education and wellbeing?

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How can educators support young people with climate education and wellbeing?

For this recorded webinar in May 2023, we were joined by passionate young people from the Next Generation Conversation, a coalition of climate change activists aged 9 - 15yrs old, based in Ōtautahi Christchurch.

Climate educator Sian Carvell, who has worked with these young people for over five years, is also the author of 'Huringa Āhuarangi: whakareri mai kia haumaru āpōpō | Climate Change: prepare today, live well tomorrow'. She was joined by Jenny Ritchie and Ali Glasgow, who were part of the team that developed Te Tai Unuora | Climate Wellbeing Guide, which has recently been updated.

Watch the highlights video to hear:

Advice and insights from Caitlin, Hazel, Joel and Keegan (first 20 minutes)

Key messages from Sian, Jenny and Ali about the importance of climate education and wellbeing for our young people (last 10 minutes)

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You can watch the full webinar recording (59 mins) to hear introductions from all of our speakers and answers to some additional questions: Full webinar recording

For an overview of the climate learning programme and wellbeing guide, watch this recording from our conference last year:
Climate Education and Wellbeing (30 mins) Sian Carvell, Jenny Ritchie and Keegan Verster

Read Sian's spotlight on our website: Street Art - Children's Voices and Climate Action

Watch We Asked to Be Heard to find out more about the Next Generation Conversation students and their advocacy work for climate adaptation.

It has been amazing to be a part of this group. To be listened to, to be heard, and for adults to take us seriously. Not just to be seen, to be really heard. It has been an awesome opportunity to change problems. To look back and say, I was part of that. It is empowering. - Caitlin Rees

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Teaching and Supporting Climate Change Resilience

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Watch highlights from our webinar discussion with young people from Next Generation Conversation and climate educator Sian Carvell. Gain access free today.

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Carbon Reduction Guidance Booklet - Ministry of Education

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Carbon Reduction Guidance Booklet - Ministry of Education

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These partner documents from Te Tāhuhu o te Mātauranga | Ministry of Education provide guidance for schools and kura to:

place climate change within a te ao Māori lens,

connect with Te Marautanga o Aotearoa and the New Zealand Curriculum, and

provide some practical actions that schools and kura can take to reduce carbon emissions

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Tāku, Kia ora ai te ao and Me, growing a thriving world

These partner documents from Te Tāhuhu o te Mātauranga | Ministry of Education provide guidance for schools and kura to:

place climate change within a te ao Māori lens,

connect with Te Marautanga o Aotearoa and the New Zealand Curriculum, and

provide some practical actions that schools and kura can take to reduce carbon emissions

The actions are based on research and experiences of kura and schools. The guidelines aim to provide information to further support best practice for teachers and schools, with case studies, examples of carbon reduction tools and links to resources.

Click on the button above to visit the webpage, where you can download the guidelines.

As guardians we have a responsibility to ensure that Atua Māori and all things created by Atua Māori are cared for and nurtured. In caring for them, we also support their mana and mauri. If nurtured sustainably, they further prosper and thrive with vitality. If they are healthy, then we, the teina (younger siblings) are also healthy.
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- Me, Growing a Thriving World, Pg 10

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Advice for schools and kura to support climate actions within a te ao Māori lens and with links to curriculum. Gain access free today.

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National Flood Risk Management Programme - Ministry of Education

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National Flood Risk Management Programme - Ministry of Education

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This directory page provides information on plans to mitigate the risk of flooding at high-risk schools around the country.

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This directory page provides information on plans to mitigate the risk of flooding at high-risk schools around the country.

Level of compliance

Main audience

Other

Inform

Boards

Principals and Tumuaki

Property Managers

Overview

The Ministry of Education oversees more than 2500 schools across the country, and many are near the coast or inland waterways. That means they are potentially at risk from flooding and erosion.

The Ministry is a considerable stakeholder in terms of activities that may have an impact on existing and future educational facilities and assets across Aotearoa.

The Ministry assesses population changes, school roll fluctuations and other trends and challenges for education provision to identify changing needs and respond to them effectively.

We want to have a better understanding of flooding and erosion risks for schools and how they may change in the future.

Climate change increases these risks. It's difficult to predict the precise impact climate has on sea level rise and on storm events and when they may happen.

This uncertainty means we need to be prepared with options for several different scenarios for schools that are at highest risk from climate change.

The Ministry has responsibility not only for all state schools owned by the Crown, but also those state schools not owned by the Crown, such as designated character schools and state-integrated schools.

Scope of programme

This National Flood Risk Management Programme started as a desktop analysis of low-lying school sites potentially at risk from coastal flooding due to sea level rise. See 'Coastal Flood Risk' below for an outline of the progress this first tranche of work has made.

Beginning in September 2022, the programme broadened and is now also exploring the risks of flooding for schools in areas away from the coast.
This expanded scope aims to include schools potentially at risk of flooding from rivers and other waterways, as well as schools subject to the erosion effects of water, either at the coast or inland.

The goal of this broader programme is to develop a management approach for all schools facing flooding and erosion challenges.

The NFRM programme scope has recently been expanded to include river flooding and to support broader remediation and mitigation measures being undertaken by councils, local authorities, and other government agencies across Aotearoa.

Coastal flood risk

The programme initially used existing data from a variety of sources and some historic flooding information to establish that 103 schools - 50 in the South Island and 53 in the North Island - that are likely to be at risk from coastal flooding.
Note: Our first draft analysis generated a list of 111 schools. Eight of those schools were subsequently removed from the list when further information found sea level rise an unlikely risk at those locations.
Extreme sea levels (due to storms or high winds) could have an impact on 48 of the 103 schools on the list, without allowing for climate change or sea level rise. If the sea level rises less than one metre, a further 22 of these schools may be impacted by coastal flooding. The remaining 33 schools may experience coastal flooding if sea levels rise by more than one metre.

View the list of 103 schools [PDF, 146 KB] identified by the programme. For further information, please contact the project team at Floodrisk.Management@education.govt.nz.

We began the coastal flooding part of the programme by conducting a pilot study.

In September 2022, we made on-site assessments at five schools in Wellington and five schools on the West Coast of the South Island. The ten-school selection gave our survey teams a variety of school settings, a combination of open coast and harbour locations, and a mix of school sizes.

The information gathered is being used to develop and test our assessment methodology and advise on mitigation options for all 103 schools we've identified as potentially at-risk from coastal flooding.

Adaptive Pathways

The programme team has reviewed site assessments made at the ten pilot schools. A summary of findings will be posted here in due course.

Pilot study schools

North Island (Wellington)

Muritai School

Paremata School

Evans Bay Intermediate School

Seatoun School

Randwick School

South Island (West Coast)

Granity School

Paroa School, Greymouth

Blaketown School, Greymouth

Karamea Area School

Haast School

When we visited these ten schools, we looked for these details:

the school's elevation above sea level

the levels of main building floors

any structures built to prevent flooding

any evidence of, or anecdotes about, previous flooding

location of critical infrastructure (power, heating, data storage)

school access, such as key bus routes and access roads.

Risk map of schools likely to be affected by coastal flooding

Map of schools likely to be affected by coastal flooding

Click here for interactive map(external link) .

Region

Unlikely to be exposed to coastal hazards

Uncertain exposure

Likely to be exposed to coastal hazards

Figure: Initial screening of all schools' exposure to coastal hazards

National Flood Risk Management Framework

An assessment framework was developed by external consultants for the NFRM Programme to assess each school to determine which sites may be at risk from coastal inundation, now and into the future.

The framework:

details steps required to assess risks

classifies schools into risk categories

identifies requirements for developing adaptive pathways or remedial actions.

Deliverables

The Programme will produce three key pieces of documentation. Each document will be made available here as it is finalised.​

National Flood Risk Management Plan

An overarching framework for how schools can be assessed, and their risk level determined.​

Figure: Flood Risk Management Plan

National Flood Risk Adaptation Plan

This plan will detail adaptive pathways for at-risk schools as required.

Figure: National Adaptation Plan

National Flood Risk Advocacy Plan

This plan will outline the method, stakeholders, and timing for engaging with councils​ and other local authorities.

Figure: Advocacy Plan

Reference Group

The role of the Reference Group is to provide operational context for the NFRM Programme by:

Providing advice to the NFRM Programme on cultural, community, end user, industry/sector and agency perspectives, priorities, and concerns relating to the programme.

Providing advice to the NFRM Programme meetings and where relevant members will be asked to attend NFRM meetings.

Identifying potential localised benefits, risks, commercial/operating models, and to advise the NFRM Programme on the best methodology to maximise said benefits.

Providing insight about the optimal approach to minimise operational disruption during the discovery phase of the NFRM Programme, whilst providing high levels of end user engagement and customer service.

Ensuring that NFRM Programme operational risks, interdependencies and issues are identified, managed and/or appropriately recorded.

Providing guidance on how a communication and engagement strategy for multiple stakeholder groups can be tailored to provide the most favourable outcome.

Being strong advocates for the NFRM Programme.

Responsibilities of the Reference Group:

To act as an initial sounding-board for any systems, processes or procedures proposed as part of the NFRM Programme.

To monitor progress against the programme schedule and provide input on coordinating programme delivery with operational outputs.

To review action points to ensure they are resolved or completed in an accurate and timely manner.

To monitor and review programme risks and ensure mitigation actions remain effective.

To ensure lessons learnt are captured and fed into a cycle of continuous improvement.

The group meet virtually once a month, for approximately 60 minutes.

We have a representation of eight tumuaki in our NFRM Reference Group. If you are interested in joining the group, please submit an expression of interest to Floodrisk.Management@education.govt.nz.

Frequently Asked Questions
Frequently asked questions for the National Flood Risk Management Programme [PDF, 295 KB]
Is my school on the National Flood Risk Management Programme's list of at-risk schools?

Here is the full list of schools evaluated [PDF, 146 KB] as potentially at risk of coastal flooding. The list was generated from assessments of potential coastal flood risk only and consists of coastal schools that are low lying, located at (or just above) sea level and where sea level rise due to climate change may cause flooding problems in the future. (Note: the criteria for this list do not include potential risk of river flooding or erosion)

My school is on the list. What happens next?

Given the extended period over which sea level rise is expected to happen, the Programme will set out the expected timeframes indicating when schools may be impacted. We will then work with the community and local councils, to develop, where required, a proposed plan and timeframe for implementation with each school.

My school is not on the list. Why not?

Criteria for including a school on the list were applied primarily from elevation and location data, i.e., how close to the coastline and how high above sea level a school site appears to be. Please contact us if you feel your school site is at-risk from flooding.

How are schools determined to be at-risk?

Our analysis determines 'at-risk' as a combination of proximity to the coast and low elevation from sea level. The effects of sea level rise for a specific school may be influenced by local geographical features, council mitigation efforts, weather patterns, and other variables.

What puts a school into the 'at-risk' category?

We consider these factors:

Flooding hazards (due to extreme weather events or other factors).

Potential impact on the Ministry's education obligations.

Potential impact on the wider community.

Potential for:

Threat to safety of staff and students

Water supply compromised

Asset damage

Operation interruption

Access disruption

Disruption of civil defence activities.

Flood risks arising from climate change and sea level rise.

What are the next steps for the Programme?

The NFRM Programme scope has recently been expanded to include river flooding. The goal of this broader project is to develop a management approach for all state schools facing flooding and erosion challenges. The Programme is developing the following plans, which include both short-term and long-term considerations.

1. National Flood Risk Management Plan - an overarching framework for how schools are assessed and their risk level determined.

2. National Flood Risk Advocacy Plan - a collaborative plan for supporting councils and other local authorities with their mitigation and adaptation strategies.

3. National Flood Risk Adaptation Plan - detailing the adaptive pathways available for schools as required.

Our school's 10YPP plan includes flood mitigation. Should we proceed with that work?

Please contact the NFRM team before proceeding with any flood-related works.

Our school has a Flood Management Plan. Is that part of this programme's scope?

Yes, the NFRM team is gathering information about any plans schools have already developed. Please contact us at Floodrisk.Management@education.govt.nz.

Should we develop a Flood Management Plan for our school?

Yes, floods happen often in New Zealand, causing property damage and loss of life. If your school's property has been flooded in the past or identified as at-risk then you should have a Flood Management Plan.

Do you have advice for schools who feel they may be at-risk?

In the first instance, talk to your Ministry Property Advisor if you have concerns about flood risk. Review the information available from National Civil Defence emergency preparedness(external link) and the Ministry's Emergency Management Planning Advice for schools.

Contact the NFRM team at Floodrisk.Management@education.govt.nz if you have further questions.

We already have an incident plan and emergency response guidance. Should flood-related measures be included in these?

Yes, flood preparedness and clean up should be part of a school's Emergency Management Plan, particularly if your school has been identified as being at risk of flooding or has historically experienced flooding events. A template for an Emergency Management Plan is here [DOCX, 512 KB] .

What should we do if the school has a flood?

Stay out of flood water. Never try to walk, swim or drive through flood water. Many flood fatalities are caused by people attempting to drive through water.

Stay informed in an emergency. Listen to the radio or follow your local Civil Defence group.(external link)

Refer to your school's Emergency Management Plan [DOCX, 512 KB] .

Listen to any advisory from emergency services or local Civil Defence authorities.

Be prepared to evacuate. Self-evacuate if you begin to feel unsafe.

Follow instructions about evacuation of your area.

Turn off water, electricity and gas if advised to.

Move dangerous items as high above the floor as possible. This includes electrical equipment and chemicals.

Where can we find more information about being prepared for a flood or other emergency?

The Ministry has useful guidance about what to do before, during and after an emergency here: Emergencies and traumatic incidents

What should we do after a flood?

Only return to the school site after Civil Defence and emergency services have told you it is safe to do so. It may not be safe to return even when floodwaters have receded.

Stay away from damaged areas. You might hamper rescue and other emergency operations and be at further risk from the residual effects of floods.

Look before you step. After a flood, the ground and floors may be slippery or covered with debris, including broken bottles and nails.

Help others in the community if you can, especially people who may need extra help.

What do we do if our property is damaged by a flood?

Do not do anything that puts your safety at risk or causes more damage to your property.

Avoid drinking or preparing food with tap water until you are certain it is not contaminated. Follow local council updates about the water supply and any 'boil water' notices. If you have your own drinking water supply, you should test it to ensure it is safe.

Contact your Property Advisor and take photos of damage. It will help speed up assessments of your claims. For more information on food safety during and after an emergency visit: Ministry for Primary Industries' website(external link) .

Is there a short-term or long-term climate plan from the Ministry?

The National Flood Risk Management (NFRM) Programme was established to support state schools potentially at risk from coastal flooding due to sea level rise. An initial desktop analysis of low-lying coastal schools revealed 103 schools [PDF, 146 KB] as likely to be at risk of flooding

Has the National Flood Risk Management Programme developed a plan?

The NFRM Programme is developing the following plans, which include both short-term and long-term considerations.

1. National Flood Risk Management Plan - an overarching framework for how schools are assessed, and their risk level determined.

2. National Flood Risk Advocacy Plan - a collaborative plan for supporting councils and other local authorities with their mitigation and adaptation strategies.

3. National Flood Risk Adaptation Plan - this will detail the adaptive pathways available for schools as required.

What is the projected cost of adaptation for schools at risk?

We are not at a stage in the programme to estimate potential costs. More information on the NFRM Programme's scope is here(external link) .

Further information

Useful links
National Flood Risk Management Programme Template for school Emergency Management Plan [DOCX, 512 KB] Emergencies and traumatic incidents Civil Defence: local groups(external link) National Civil Defence emergency preparedness - Get ready(external link)
Reference Documents
Report: Vulnerable Communities Exposed to Flood Hazard - Department of Internal Affairs(external link) Draft national adaptation plan - Ministry for the Environment(external link)
Related articles

Edgecumbe township flood defenses to be replaced - Coast and Country News(external link) (December 2022)

'We need to get cracking' - As seas rise, time for planning running out - MSN(external link) (August 2022)

Plea for Govt funding as Westport flood plan balloons from $10m to $54m - Stuff.co.nz(external link) (June 2022)

Govt promises support for Buller schools as series of flood events leave children fearful every time it rains - Stuff.co.nz(external link) (February 2022)

Rising tides put up to 94 schools at risk of flooding and closures - Stuff.co.nz(external link) (February 2021)

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National Flood Risk Management Programme

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This directory page provides information on plans to mitigate the risk of coastal flooding at high-risk schools around the country.

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Education for a climate-changing future - early learning

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Education for a climate-changing future - early learning

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Mō tātou te taiao ko te atawhai, mō tātou te taiao ko te oranga

It is for us to care for and look after the environment to ensure its wellbeing, in doing so we ensure our own wellbeing and that of our future generations.

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Skip to main content

This resource provides strategies, activities, curriculum links, and stories of practice to inspire learning journeys towards climate change action as well as links to reference resources and organisations.

Climate action - climate education - climate change

Mō tātou te taiao ko te atawhai, mō tātou te taiao ko te oranga

It is for us to care for and look after the environment to ensure its wellbeing, in doing so we ensure our own wellbeing and that of our future generations.

Introduction | Kōrero whakataki

The local and global environment is the source of human health and wellbeing, and connection with the environment is a fundamental requirement for vibrant and healthy communities. ¹

We are confronted today with many pressing issues appearing all over the world. The burning of fossil fuels is disrupting our climate, habitats, and all living things. Our lifestyles and industries release many forms of pollution into whenua (land), wai (water), and air that are unhealthy. Our rate of consumption is depleting limited resources, and in many places we are degrading our natural fertility base of water and soil. These issues need action urgently. ²

Education has a critical role to play as it strengthens the ability of individuals and communities to positively influence the environment and society. Through informed choices, action, and innovation, people, young and old, can contribute to redesigning how we live and work - and help create a more sustainable future.

Image: How do toys and play help tamariki contribute to redesigning how we live and work - to help create a more sustainable future?

Climate change - a definition

Climate change refers to long-term shifts in temperatures and weather patterns. These shifts may be natural, such as through variations in the solar cycle. But since the 1800s, human activities have been the main driver of climate change, primarily due to burning fossil fuels like coal, oil, and gas.

Burning fossil fuels generates greenhouse gas emissions that act like a blanket wrapped around the earth, trapping the sun's heat and raising temperatures. Examples of greenhouse gas emissions that are causing climate change include carbon dioxide and methane.

Many people think climate change mainly means warmer temperatures. But temperature rise is only the beginning of the story. Because the Earth is a system where everything is connected, changes in one area can influence changes in all others. ³

The role we have in early childhood

There is growing recognition that young children will be the ones most affected by climate change, and we in the early learning sector are in the unique position of being directly connected with these future decision-makers. As kaiako, we are regularly supporting ākonga to connect with their local place and people, make sense of this and some of the science behind what they observe and learn about.

We can also offer our ākonga opportunities to slow down and connect to the place we stand: exploring, observing, connecting, questioning, and being part of actions that engage the head, the heart, and the hands, and that support te taiao (the environment).

As Professor Wally Penetito states, "We need to start where our feet are, but never let it stay there. That's the beginning point only. Everything else moves out from that. It's kind of like ... a basic principle of education - about begin with the stuff you know, and then move into the unknown". ⁴

Te Whāriki - a supportive, holistic curriculum

Children's foundational knowledge, curiosity, and enjoyment of learning are supported through quality teaching and curriculum, guided by the framework of Te Whāriki.

The Principles: Whakamana | Empowerment; Kotahitanga | Holistic development; Whānau tangata | Family and community; and Ngā hononga | Relationships are woven together with the Strands to ensure the heart of Te Whāriki is given expression.

Strand Mana aotūroa | Exploration lends itself particularly well to introducing scientific knowledge and concepts to children.

The strands Mana atua |Wellbeing, Mana whenua | Belonging, and Mana tangata | Contribution are equally important to nurture children's sense of holistic wellbeing, respect for the natural world, and to foster a kindred spirit and contribution to the wider community.

Climate change highlights the importance of scientific knowledge and understanding, including mātauranga Māori of which there is so much to learn. Te Tiriti o Waitangi, a key foundation of Te Whāriki, ensures the relationship that tangata whenua hold with the land and the values placed on the care of her guides kaiako working with mokopuna to instil a love and respect for Papatūānuku. Kaiako are encouraged to develop curriculum that enriches children's science-related thinking and knowledge and their development of working theories and learning dispositions in response to the world around them from a diversity of cultural perspectives.

The Ministry of Education provides a range of resources on this site to help kaiako integrate domain knowledge into the curriculum and provide the vocabulary and thoughtful conversations to help children make meaning for themselves.

Within the early learning sector, there are many actions we can take every day to bring about positive change. "We as educators, individuals, whānau, and communities, closely connected with our place and our planet can bring our head, heart, and hands to the creative work of looking after our precious world." ⁵

About this resource

This resource provides strategies, activities, curriculum links and stories of practice to inspire learning journeys towards Climate Change Action as well as links to reference resources and organisations. There are recommended pukapuka/ books for tamariki and kaiako to help build an understanding of climate change and the implications for our environment, wellbeing and choices.

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This resource provides strategies, activities, curriculum links and stories of practice to inspire learning journeys towards Climate Change Action as well as links to reference resources and organisations.

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First NZ National Adaptation Plan (2022)

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First NZ National Adaptation Plan (2022)

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This section contains information about the state of New Zealand's environment and the work we do using science and data.

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Towards flourishing climate education in Aotearoa New Zealand (2024)

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Towards flourishing climate education in Aotearoa New Zealand (2024)

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This report draws on literature from te ao Māori and Western/global perspectives, and from six case studies, to explore the question, “What does it look like when climate education is flourishing?”.

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Ki te ako āhuarangi tōnui ki Aotearoa | Towards flourishing climate education in Aotearoa New Zealand | New Zealand Council for Educational Research

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Climate change presents escalating risks to young people and communities, including risks to the achievement of educational outcomes.

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Climate Justice - why does it matter? NZCER 5

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Climate Justice - why does it matter? NZCER 5

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What is climate justice, and why does it matter? This briefing introduces the concept of climate justice, exploring interconnections with indigenous worldviews, rights-based frameworks, and ecofeminism. We invite educators, learners, and communities to explore these ideas and what they mean for your climate actions.

This briefing is part of a series. Other topics include:

Download the briefing from the link below. You can find additional reports and articles on our climate project page.

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Climate Justice: Why does it matter? Research briefing 5

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What is climate justice, and why does it matter? This briefing introduces the concept of climate justice, exploring interconnections with indigenous worldviews, rights-based frameworks, and ecofeminism. We invite educators, learners, and communities to explore these ideas and what they mean for your climate actions. This briefing is part of a series.

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Determined to provoke real action, New Zealand teenagers nationwide join the global School Strike for Climate. Streaming free on Māori TV until Sept 2025. ASSEN has developed a resource kit for teachers to use this documentary in the classroom: Resources – High Tide Don't Hide (hightide-donthide.com)

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MĀORI+ | Whakaata Māori (Māori Television)

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Rau ora framework - an indigenous worldview framework for the national climate adaptation plan

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Rau ora framework - an indigenous worldview framework for the national climate adaptation plan

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The Rauora framework has been developed by Ihirangi, the operational arm of Te Pou Take Āhuarangi (Climate Lead) for the National Iwi Chairs Forum. This framework outlines a set of cohesive cultural values and principles from which to approach climate action.

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The Rauora framework has been developed by Ihirangi, the operational arm of Te Pou Take Āhuarangi (Climate Lead) for the National Iwi Chairs Forum.

This framework outlines a set of cohesive cultural values and principles from which to approach climate action. It promotes transformative action as a means through which resilience can be strengthened. The principles of balance, interconnectedness, working together and inter-generational equity are outlined and complemented by a set of Māori values.

The Rauora framework has been developed by Ihirangi, the operational arm of Te Pou Take Āhuarangi (Climate Lead) for the National Iwi Chairs Forum.

This framework outlines a set of cohesive cultural values and principles from which to approach climate action. It promotes transformative action as a means through which resilience can be strengthened. The principles of balance, interconnectedness, working together and inter-generational equity are outlined and complemented by a set of Māori values.

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Exploring an indigenous worldview framework for the national climate change adaptation plan

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The Rauora framework has been developed by Ihirangi, the operational arm of Te Pou Take Āhuarangi (Climate Lead) for the National Iwi Chairs Forum. This framework outlines a set of cohesive cultural values and principles from which to approach climate action. It promotes transformative action as a means through which resilience can be strengthened.

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How can education in Aotearoa New Zealand respond to climate change?

This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16-25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective.

Key findings are:

Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action.

Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus.

Most interviewees said that climate change needs to be a more visible priority across the education system.

The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees' experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets.

Interviewee recommendations for schools, kura, and other learning settings include:

Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future.

Involving children and young people in collective and local approaches, and community-wide responses to climate change.

Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking.

Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future.

Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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Opportunities for education in a changing climate: Themes from key informant interviews

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education.

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How are secondary schools responding to climate change?

In 2020 we surveyed a sample of English-medium secondary schools to find out how climate change and sustainability feature in classroom teaching and learning, and whole-school practices.

The findings suggest that whole-school approaches and responses to climate change and sustainability-advocated for in the international literature-are not common in secondary schools. While students in most schools have learning opportunities relating to climate change and/or sustainability, the nature and focus of these opportunities vary.

Key findings include:

Many secondary teachers and school leaders expect climate change will have an impact on their communities within their students' lifetimes.

Secondary schools are generally supportive of student environmental and climate leadership, but it is uncommon for secondary schools to have a school-wide focus on climate change.

Science and social science subjects were the most likely to address climate change in the classroom, but it is sometimes addressed in other learning areas including English, the arts, languages, technology, mathematics, and health and physical education.

Some schools offer specific sustainability classes or integrated/cross-curricular programmes.

Causes/impacts and personal actions are a common focus in the classroom. Collective and systemic actions are less likely to be a major focus.

Some teachers commented on constraining factors that limited the extent to which they or their students could engage in collective and systemic change-making as part of their learning.

The least common focus in classrooms where climate change is addressed is "students' career options and pathways in a 'green' or 'transition' economy".

Other less common focuses included: mātauranga Māori or other indigenous knowledges as sources for positive climate and sustainability action; the specific impacts of climate change for Pacific peoples; local or regional adaptation or mitigation activities; and critical or media literacy, including how to evaluate science evidence or media reporting about climate change.

The survey also asked whether the 2020 COVID-19 pandemic has had any impact on thinking and practice with respect to climate change. Some teachers saw the COVID-19 response as a model for personal and systemic changes that could make a positive impact on climate change and sustainability. Others said COVID-19 had eclipsed all other priorities and thinking, including any attention given to climate change.

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Climate change and sustainability in secondary schools report

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How are secondary schools responding to climate change? In 2020 we surveyed a sample of English-medium secondary schools to find out how climate change and sustainability feature in classroom teaching and learning, and whole-school practices. The findings suggest that whole-school approaches and responses to climate change and sustainability-advocated for in the international literature-are not common in secondary schools.

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NZCER Blog: School Boards and Climate Transitions

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NZCER Blog: School Boards and Climate Transitions

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What questions did BoT have about climate transitions at the 2023 NZSTA conference?

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Recently we ran workshops on climate transitions for Boards of Trustees at the NZSTA Conference 2023. We'd first offered these workshops at the 2022 NZSTA conference based on NZCER's ongoing climate research. This year we invited Tracy Finlayson from the Ministry of Education's Carbon Neutral Government Programme to join us as a co-presenter.
Why "climate transitions"?
We framed our session as an opportunity to explore climate transitions. One of the challenges of climate change is that it can feel big, scary, overwhelming, and outside of our control. Talking about "transitions" help us think about the changes in a different way. A transition is defined as the process or a period of changing from one state or condition to another. When we talk about climate transitions, we mean both the transitions that will need to happen because of the impacts of climate change, and the transitions that are needed to move towards a low-emissions future.

We began the workshops by inviting people to share how climate transitions are being experienced in their schools and communities. Some shared their experiences of flooding and cyclone events in early 2023. Some reflected on changes happening in their communities as part of efforts to reduce climate emissions. We then talked about three key climate transitions that our society needs to make, and why these are important:

Reducing emissions - taking action to put less carbon into the atmosphere.

Adaptation - dealing with the impacts of climate change.

Just Transitions - ensuring the transition to a climate-changed, low-carbon future is equitable and socially just.

We invited Board members to brainstorm all their questions about climate transitions, putting these on post-it notes and clustering them on a wall.

We could see at least four big themes in their questions.

Responsibilities and prioritisation

Lots of questions indicated Boards were uncertain about what their responsibilities were (or might be in the future) with respect to climate transitions. Uncertainty about prioritisation was another theme.

"Is it the Board's responsibility, and if so how important is it compared to other priorities?"

"What policies will Boards need to develop on climate? (E.g. emissions reduction, school closure in emergencies, etc)

"Will climate transitions be as big as health and safety in the future?"

"What will get the most change in [emissions] reductions - prioritisation of options?"

Reporting expectations

Board members wondered what schools would - or might - need to report about climate emissions and/or climate risks. They wondered how such reporting might be done, and what that might look like for schools and at the national level.

"Will schools do a climate risk assessment to feed into MoE?"

"Will schools have to report on emissions like corporates do?"

"Is there a national emissions protocol to measure emissions?"

Funding and resourcing

Of course, Board members also had questions about funding and resourcing.

"What resources are available to Boards to navigate climate transitions?"

"Will there be funding for schools to cope with transitions/develop new strategy?"

"Will funding reflect the need for better and more appropriate materials?"

Young people's learning and wellbeing

Finally, there were questions about how to support young people's learning and wellbeing through climate transitions.

"How to keep kids positive and not fearful of the challenges ahead?"

"Is there a plan to help teachers teach positive approaches to climate change response?"

"What do we have in the national curriculum to prepare children/youth?"

"How much should climate change awareness be shared to our tamariki at school?"

"How do we get our kids through unsafe environmental changes (e.g. flooded areas)?"

Addressing Board members' questions

We explained to Board members we might not be able to answer all their questions yet, but we discussed what's happening in some of the relevant policy spaces such as the Carbon Neutral Government Programme (CNGP), the National Flood Risk Management Programme, and the Curriculum Refresh.

The CNGP in particular has some fairly clear implications for all public sector organisation, including state schools and kura as it requires state sector organisations to measure, report, and eventually reduce and offset emissions. At present, the Ministry of Education is doing the reporting on behalf of schools and kura, building a portfolio-level picture of schools' annual emissions based on centrally held data.

Tracy Finlayson from the Ministry's CNGP team shared a bit about how this is being done, and what this might look like if a school was to try to understand its own emissions profile. She also talk about how a school, or a network of schools, might use this information to prompt discussion and action. This section of the workshop generated lots of discussion and questions.

We talked about climate justice and some of the specific social justice and equity issues that our education systems already need to address, and which also need to be considered when we think about climate transitions in Aotearoa New Zealand.

We prompted Board members to think about what connections they could make by applying a "climate-conscious" lense to their key objectives under the Education and Training Act 2020, which include:

to ensure every student at the school is able to attain their highest possible standard in education achievement

to ensure the school is a physically and emotionally safe place

to give effect to relevant students rights

to be inclusive of and cater for students with differing needs

to give effect to Te Tiriti o Waitangi

Given everything we'd explored in the workshop, I encouraged Boards to ponder these two questions:

1. How can Boards be climate-conscious within these objectives?

2. Will these objectives need to evolve to be more explicitly climate-conscious?

Just scratching the surface

It's important for Boards of Trustees to know that this is an actively evolving and sometimes quite complex space. Even where there might not be clear answers yet, Board members can do a lot just by asking these kinds of questions in their schools, and helping to keep climate transition conversations alive in their schools and communities.

The good news is that each year it's getting easier to find information that might be exactly what a school or Board of Trustees might be looking for with respect to climate transitions. I encourage Boards to look into the rapidly-growing field of "climate governance". Currently most of the literature in this space is geared towards Boards in the corporate and finance sectors, but I think Boards in education and social sectors should be supported to develop capabilities in this area too.

To keep this conversation going, I've prepared this padlet of Climate resources for whole-school leadership and governance

I hope your school or Board finds this useful. If you do, let me know!

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Responsibilities, expectations, and learning: What do Boards of Trustees need to know about climate transitions?

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Recently we ran workshops on climate transitions for Boards of Trustees at the NZSTA Conference 2023. We'd first offered these workshops at the 2022 NZSTA conference based on NZCER's ongoing climate research. This year we invited Tracy Finlayson from the Ministry of Education's Carbon Neutral Government Programme to join us as a co-presenter.

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Climate Change Commission - Independent advice to Government on what we need to do

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Climate Change Commission - Independent advice to Government on what we need to do

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Climate Change Commission

We drive climate action in Aotearoa.

Our independence means we can provide impartial advice, challenge and hold the Government to account on climate action.

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He Pou a Rangi - Climate Change Commission

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He Pou a Rangi - The Climate Change Commission provides independent, expert advice to government to help Aotearoa New Zealand transition to a low-emissions and climate-resilient economy.

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Mana Ora: Students decarbonising schools evaluation

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Mana Ora: Students decarbonising schools evaluation

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Mana Ora: Students decarbonising schools evaluation

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Mana Ora: Students Decarbonising Schools evaluation | New Zealand Council for Educational Research

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In 2023 Auckland Council’s Sustainable Schools Team (SST) will run a programme called Mana Ora: Students Decarbonising schools. The programme involves working with around fifteen Auckland schools and kura to support student-led climate and sustainability action projects. The aim of the programme is that students (with guidance and support from teachers and SST) will identify, plan, and apply for funding for, action projects to be implemented within their schools and communities during the 2023 school year.

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Schools as community hubs in emergencies

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Schools as community hubs in emergencies

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In late January, Auckland experienced the most severe recorded rainstorm in its history. As the water rose in Mt Roskill, two local schools became places of refuge for people who suddenly found themselves displaced

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Schools as community hubs in emergencies – Education Gazette

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Models of health and wellbeing that draw on mātauranga Māori

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Models of health and wellbeing that draw on mātauranga Māori

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A paper from NZCER that explores a range of health and wellbeing models that draw on mātauranga Māori that have been used at individual, collective, and population levels in Aotearoa New Zealand.

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How can schools and organisations in Aotearoa measure wellbeing? And how can models of health and wellbeing that draw on mātauranga Māori help them do this?

Hei whakaarotanga: Engaging with models of health and wellbeing that draw on mātauranga Māori is a new paper from NZCER that explores a range of health and wellbeing models that draw on mātauranga Māori that have been used at individual, collective, and population levels in Aotearoa New Zealand.

It begins by conceptualising health and wellbeing from Māori and Western perspectives, as well as the underlying philosophies that drive different views on wellbeing. It then considers how non-Māori can approach Māori models of wellbeing with care and respect, working reflexively to engage with wellbeing and te ao Māori without stepping into the space of re-colonisation. Māori must be key partners in this work.

The paper introduces models of wellbeing that draw on aspects of mātauranga Māori which, in this context, we describe as key concepts and understandings from te ao Māori. Some are fully grounded in te ao Māori, others braid together mātauranga Māori and Western knowledge, and all conceptualise wellbeing in holistic, inclusive ways that are not often prioritised in Western models. The models discussed in this paper are:

Te Whare Tapa Whā (Durie, 1994)

Te Wheke (Pere, 1991, 1997)

The Mana Model (Webber & Macfarlane, 2020)

Te Pae Māhutonga (Durie, 1999)

The Meihana Model (Pitama et al., 2014)

Ngā Tuakiri o te Tangata (Terry, 2005)

He Ara Oranga (Mental Health and Wellbeing Commission, 2022)

Te Kupenga (Statistics NZ, 2013)

Whānau Rangatiratanga (SUPERU, 2016)

Te Puawaitanga o ngā Whānau (Kingi et al., 2016)

The wider intention of this paper is to support and prompt groups to be good partners under Te Tiriti o Waitangi and consider how they can measure wellbeing in ways that are meaningful to Māori and non-Māori. We encourage groups to reflect on how using models of health and wellbeing that draw on mātauranga Māori can assist them to uphold the cultural, political, and social responsibilities implicit in Te Tiriti o Waitangi.

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Hei whakaarotanga: Engaging with models of health and wellbeing that draw on mātauranga Māori

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How can schools and organisations in Aotearoa measure wellbeing? And how can models of health and wellbeing that draw on mātauranga Māori help them do this? Hei whakaarotanga: Engaging with models of health and wellbeing that draw on mātauranga Māori is a new paper from NZCER that explores a range of health and wellbeing models that draw on mātauranga Māori that have been used at individual, collective, and population levels in Aotearoa New Zealand.

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NZEI report on the aftermath of Cyclone Gabrielle for schools

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NZEI report on the aftermath of Cyclone Gabrielle for schools

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A new report from NZEI Te Riu Roa shows principals and teachers in the Hawke’s Bay region affected by Cyclone Gabrielle feel overworked, unsupported and underprepared to navigate the emerging longtail issues of the cyclone.

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Unsung education heroes want funding to tackle cyclone-related trauma…

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A new report from NZEI Te Riu Roa shows principals and teachers in the Hawke’s Bay region affected by Cyclone Gabrielle feel overworked, unsupported and…

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A Tika Transition to a Flourishing Aotearoa

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A Tika Transition to a Flourishing Aotearoa

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Guidance to inform a 'tika' transition from Maria Bargh, Me Tū a uru.

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These courses are designed to be fun and easy-to-understand, even for those without a science background.

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Learn how to solve climate change - crash course from ClimateScience

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"Empowering young people is what I've been all about for so long, beginning our roots and shoots program, back in 1991, with 12 high school students. [...] Young people, such as those who are here today, such as all of you who took part in this competition."
Dr. Jane Goodall, DBE, ClimateScience Olympiad Finals Ceremony, COP26 Glasgow.
"Empowering young people is what I've been all about for so long, beginning our roots and shoots program, back in 1991, with 12 high school students. [...] Young people, such as those who are here today, such as all of you who took part in this competition."
Dr. Jane Goodall, DBE, ClimateScience Olympiad Finals Ceremony, COP26 Glasgow.

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Take action on system climate solutions. Science-backed, easy-to-understand climate education for everyone.

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A guide to just transitions: He puka arataki whakawhitinga tika

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A guide to just transitions: He puka arataki whakawhitinga tika

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This guide was created to help communities and organisations run their own just transition processes in response to challenges like climate change, rapid technological change, employment changes in regions and the transition to renewable energy in a way that fairly shares both the positive and negative effects.

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A guide to just transitions for communities in Aotearoa NZ | Motu

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This guide was created to help communities and organisations run their own just transition processes in response to challenges like climate change, rapid technological change, employment changes in regions and the transition to renewable energy in a way that fairly shares both the positive and negat…