Health conditions and learning – information for teachers
Every learner’s response to and experience of a health condition is different. The impact on each learner’s hauora and their learning will depend on many factors and will change over time. They may make leaps and experience set-backs. Observe them closely and unobtrusively. They’ll need you to check in often. Hold positive and realistic expectations, gently supporting their participation and learning in ways that work for them.
Pay attention to:
- attendance
- energy – both physical and wairua/high or low spirit and mauri moe, expressions of gloom, sadness, fear, guilt, mistrust
- fatigue (yawning, fuzzy, apathetic, slurred speech, arriving late, taking a long time to complete tasks)
- behaviours such as withdrawal, aggression or frustration, or changes in expression such as talking a lot or talking less
- attention and distraction
- falling behind with school work
- connections with friends and peers and evidence of healthy, nurturing relationships
- agency around what they can and can’t do and need support with
- levels of confidence, self-consciousness, self-image
- what is easy, challenging
- what brings joy, what brings frustration.
Be willing to help by making adjustments to:
- reduce environmental triggers and infection risks (eg for allergies or asthma attacks, sensory needs, exposure to viruses)
- aid physical accessibility
- manage fatigue
- provide for social and emotional needs
- foster dignity, independence and self-management
- reduce self-consciousness – eg flexible uniform policy, access to drinking water, how to ask to be excused from class, opportunities to demonstrate areas of strength
- support attention
- support communication
- support organisation
- build confidence and a feeling of safety
- respond to changes in fine motor skills
- plan for safe trips
- homework volumes
- access school work when not at school
- exam conditions (see Special Assessment Conditions guidelines(external link)).
Listen to and talk regularly with ākonga and their whānau about (daily check in/check out or notebook between home and service/school):
- how well they’re sleeping
- pain levels
- their energy levels - both physical and wairua/high or low spirit
- when they’ve eaten
- thoughts and feelings – worried, sad, angry, scared, joy, gratitude, in control, overwhelmed
- when they’ve taken medications
- worries
- friends and friendships
- hopes and goals.
Teach about health conditions, about health management, social and emotional learning
- He Māpuna te Tamaiti(external link), pages 37-49 provides useful strategies for supporting expression, emotional regulation, building resilience and providing guidance during heightened emotions.
- Mental health education and hauora – teaching interpersonal skills, resilience, and wellbeing(external link).
- Asthma and Respiratory Foundation’s Teachers Asthma Toolkit(external link) and emergency posters.
- Asthma and Respiratory Foundation’s Sailor the Puffer Fish(external link) and Heremana te Kōpūtōtara(external link) asthma education shows.
- Asthma New Zealand’s O2Max digital learning programme(external link).
- Common questions kids ask about cancer(external link).
- Child Cancer Foundation’s back to school guide(external link) (external link)talks about how to talk about cancer.
- KidsHealth resources about cancer(external link).
- If a learner is absent from school for some time, discuss with their whānau how peers can keep in touch through Zoom, email, get well cards, video messages, Monkey in my Chair(external link), sending “happy packages”.
- Sparx(external link) interactive game to help young people who are feeling down.
- Whitu 7 ways in 7 days(external link) New Zealand-based app to help with strategies to reduce anxiety and improve wellbeing.
Read more useful strategies to support learning
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