Reflecting on what we have learned
Reflecting on what we have learned
5 years of Healthy Active Learning impact
This section brings together 5 years of evidence and experience to show what consistently supports high-quality Healthy Active Learning environments. It introduces 6 connected components that describe what good practice looks like in action and how sustainable, equitable change is enabled for tamariki and rangatahi.
The components provide a shared framework to support reflection, learning and future decision-making, illustrated through real-world examples from across Aotearoa.
What good practice looks like (6 components)
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1. Empower a national network of local kaimahi
What good practice looks like in action
Healthy Active Learning shows that sustainable change happens when early learning services, schools and kura are supported by people who understand their community. Locally based kaimahi build trusted relationships over time, helping education settings strengthen wellbeing in ways that reflect their place, people and priorities.
Rather than one‑off initiatives, this approach focuses on long‑term partnerships that support leadership, kaiako and ākonga to embed healthy, active practices into everyday school life.
Why this matters for your setting
Evidence shows that relationship‑based, local support helps schools and kura:
maintain momentum beyond individual champions
build kaiako capability over time
respond quickly to disruption or emerging needs
create more inclusive, culturally grounded approaches.
How you can apply these learningsInvest time in relationships with whānau, mana whenua and local organisations. Align wellbeing actions with early learning service or school strategic goals and vision.
Identify and support internal champions over time.
Use local strengths, knowledge and facilities.
Embed practices into policies, plans and routines.
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2. Promote the pursuit of mātauranga Māori
What good practice looks like in action
Across Healthy Active Learning, culturally grounded approaches are used to strengthen wellbeing, belonging and engagement for Māori learners. Schools and kura are connecting with te taiao through physical activity, kai and learning in pursuit of mātauranga Māori.
This includes working alongside mana whenua, exploring te reo and tikanga Māori , and creating learning experiences that are place‑based and strengths‑focused.
Why this matters for your setting
When learning reflects mātauranga Māori, language and tikanga:
ākonga experience stronger belonging and connection
teaching becomes more inclusive and engaging
schools are better positioned to address inequities for Māori learners.
How you can apply these learningsStrengthen relationships with mana whenua and iwi.
Use local pūrākau, environments and knowledge as contexts for learning.
Integrate te reo Māori and tikanga into everyday practice, not just events.
Support kaiako to build confidence with culturally grounded approaches.
Let local values shape how wellbeing and physical activity are expressed.
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3. Strengthen whānau, school and community connections
What good practice looks like in action
Healthy Active Learning is most effective when it reflects community strengths and aspirations. A locally led approachrecognises early learning services, schools and kura as part of their community – working alongside whānau, mana whenua and local organisations to support tamariki wellbeing.
This means designing approaches with communities, not for them.
Why this matters for your setting
Strong community connections help schools and kura:
respond to local needs and priorities
build sustainable partnerships
expand access to meaningful physical activity and kai experiences
support more equitable outcomes for tamariki and rangatahi.
How you can apply these learningsInvolve whānau in shaping wellbeing priorities and decisions.
Partner with community groups, marae and local providers.
Use community spaces and resources to broaden opportunities.
Consider how school property can be used for community benefit
Seek and respond to whānau input
Adapt programmes to reflect local interests and cultures.
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4. Embed change through strong school culture and processes
What good practice looks like in action
Rather than relying on short‑term initiatives or individual champions, Healthy Active Learning supports schools and kura to embed wellbeing into systems, policies and everyday practice.
This whole‑school approach helps ensure wellbeing and quality physical activity and kai are part of how schools operate – not add‑ons.
Why this matters for your setting
Evidence shows that embedding wellbeing into school systems:
makes change more sustainable over time
reduces pressure on individual kaiako
creates shared understanding and consistent practice
supports long‑term improvements for tamariki wellbeing.
How you can apply these learningsIntegrate wellbeing into strategic and annual planning.
Align policies, curriculum and daily routines.
Use shared language across leadership, kaiako and boards.
Gather and respond to whānau and ākonga voice.
Review systems regularly to ensure they support inclusion.
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5. Equip kaiako with confidence and skills to be champions
What good practice looks like in action
Healthy Active Learning shows that kaiako confidence is central to quality health and physical education and physical activity. Ongoing professional learning, practical resources and trusted support help kaiako feel capable, adaptable and inclusive in their practice.
As confidence grows, physical activity becomes more integrated across learning, not confined to PE lessons alone.
Why this matters for your setting
When kaiako feel confident:
HPE and physical activity are more inclusive and engaging
learning experiences better meet diverse needs
movement is used to support wellbeing and learning across the curriculum.
How you can apply these learningsProvide regular, targeted professional learning.
Encourage shared learning among kaiako.
Use physical activity to support learning beyond PE.
Focus on inclusion and adapting activities for all learners.
Recognise and support kaiako as wellbeing leaders.
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6. Elevate ākonga voice to address inequities
What good practice looks like in action
When ākonga are involved in shaping physical activity and wellbeing experiences, those experiences become more inclusive, enjoyable and relevant. Healthy Active Learning recognises the relationship between student voice, participation and equity.
This includes listening to students whose needs or voices may not always be heard.
Why this matters for your setting
Elevating student voice helps schools and kura:
address barriers to participation
create more inclusive opportunities
improve enjoyment and engagement in physical activity
respond to inequities early.
How you can apply these learningsAsk ākonga what helps or hinders them being active.
Use surveys, focus groups or informal conversations.
Use student voice to influence and inform decision making
Support student leadership roles in physical activity.
Adapt spaces and activities based on student feedback.
Pay particular attention to groups experiencing exclusion.
