Kirstie, Rebekah & Kelly learned that some neurodiverse ākonga were struggling to develop a sense of belonging at school. To address this challenge, they developed a picture book, with accompanying lessons and podcasts, that tells a story of belonging through characters representing Aotearoa New Zealand's birds and native trees.

“I love it. The resource shows strong consideration for the inclusion of neurodiverse students. The lessons are thoughtfully planned and clearly structured.” (Teacher)

Zujun discovered that many Chinese families who have recently arrived in Aotearoa New Zealand have difficulty understanding and accessing learning support due to language barriers. In response to this issue, he developed a bilingual English-Chinese brochure on learning support in Aotearoa.

“This brochure might look simple, but it’s built directly from the voices and needs of my region. It’s a practical and culturally safe resource for Chinese whānau. Moreover, it also reflects the regional story that aims to break down barriers, building relationships, and making sure every family can access the support their child deserves.” (Zujun)

Terri learned that ECE teachers were struggling to support DHH ākonga in their centres. To help them, she developed a series of short instructional videos for teachers.

“I have noticed the staff at his daycare are using more and more sign language, and he is coming home and using it here too, reducing his frustration. He even signs at extended family functions so Nannies, Uncles and cousins are jumping on board as well.” (Parent)

In response to learning about effective Learning Support for Autistic ākonga in their community, Carolyn, Vicky, and Gail developed a Padlet with evidence-based resources designed to support teacher understanding of Autistic ākonga.

In recognition of the resource's significant value, the RTLB cluster has taken over hosting the Padlet to ensure sustainability and ongoing access. (Cluster Manager)

Jo learned that the collection of student voices is often tokenistic and inconsistent. To address this challenge, Jo developed brochures based on Lundy’s (2007) model of child participation to help teachers learn how they can collect and act on student feedback in meaningful ways.

“The resources you have created will support teachers to support their students by connecting with them and genuinely listening to what they have to say.” (Cluster manager)

Ruth's research revealed that transitioning from primary to intermediate can be a difficult experience for children and their parents.

To support children and families experiencing this challenge, she developed “Talk Cards”, which can be used at home and school. They encourage discussion on a range of topics designed to support the transition process.

“Our daughter sometimes keeps her big feelings or worries inside, and the Talk Cards were a great, relaxed way to bring up the topic of intermediate (which she doesn’t want to talk about). The conversation starter questions were a really good way to open discussions.” (Parent)