Kaupapa Māori: Huakina Mai
Māori students are an important focus of the PB4L suite
Māori enjoying education success as Māori means having an education system that provides all Māori students with the opportunity to realise their own unique potential and succeed in their lives as Māori.
In addition to culturally enhancing existing programmes, Positive Behaviour for Learning will contribute to the New Zealand evidence base through supporting and evaluating programmes developed by Māori.
The Ministry has developed cultural enhancement frameworks to be responsive to a range of Māori-specific issues. The frameworks acknowledge and are responsive to the three principles inherent in the Treaty of Waitangi: partnerships, protection & participation.
Huakina Mai – combines whole-school and restorative practices approaches with a Kaupapa Māori world view.
What is Huakina Mai?
Meaning "opening doors", Huakina Mai is a kaupapa Māori behaviour initiative that promotes whānau, schools and iwi working together to build a positive school-wide culture, based on a Kaupapa Māori world view. This initiative is supported by a growing body of practice-based evidence that school and student/whānau success are improved by strong genuine relationships, teachers' knowledge of and caring for, their students.
It was developed by the University of Canterbury in partnership with the Ministry and Te Tapuae o Rehua, on behalf of Te Rūnanga o Ngāi Tahu, and trialled with the support of Māori educational community, Iwi Māori, academia researchers and practitioners, whānau and exemplar schools. It is about getting it right for Māori, particularly those experiencing learning and behavioural challenges in schools.
Huakina Mai helps whānau, schools and iwi to work together to build a positive school-wide culture that celebrates, affirms and advocates for the attainment of Māori aspirational outcomes for all students and their whānau. It is multifaceted and incorporates community immersion; developing systems within the wider school whānau; a teacher pedagogical framework; social skill learning; and restorative practices for students and staff.
Huakina Mai is a model that is able to be adapted for individual school communities. In order for schools, whānau, and communities to implement interventions, they need to contextualise and personalise aspects of the programme to suit their own local unique needs and strengths.
The programme has been trialled in selected Christchurch primary schools in partnership with the University of Canterbury, Te Rūnanga o Ngāi Tahu and Te Tapuae o Rehua. The trial ran during 2013–2018, over three tranches in eight schools, including testing the model for possible expansion.
What is involved?
The aim of Huakina Mai is to enhance learning outcomes and experiences for Māori students and their whānau by supporting schools, students, whānau and iwi to build a whole school approach to enhancing positive behaviour based on strong relationships, authentic engagement, power sharing, culturally responsive behaviour management systems, processes, practices and pedagogy (ways of teaching and learning).
Huakina Mai aims to provide a flexible and culturally responsive implementation model which reflects and fits local context, iwi education plans and the aspirations of mana whenua (local Māori).
Huakina Mai articles and research
Huakina Mai – a whole-school approach to wellbeing and belonging (Education Gazette, 3 September 2020)
Teachers and the principal at Mairehau School in Canterbury share their experiences of using the Huakina Mia approach to teaching and learning.
You can find out how to create as sense of belonging, what it takes to become Huakina Mai school, and explore resources.
You can also print a copy of the article or save it as a PDF.
Huakina Mai: A whole school strength based behavioural intervention for Maori (University of Canterbury 2012)
Authors Catherine Savage, Angus Macfarlane, Sonja Macfarlane, Letitia Fickel, and Hēmi Te Hēmi set out to study existing knowledge and practice within the sector, to understand and act upon the research findings, and to give reasoned attention to converting the knowledge into practice.
Visit the University of Canterbury's website to download a PDF of the full research article that was supported by University of Canterbury School of Teacher Education.