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The Tūturu Approach

Change takes time and there are many competing demands. These steps help schools and health services work together to create tailored approaches for each school.

The first focus area for Tūturu is alcohol and other drugs, but the approach works for many wellbeing areas.

The phases of Tūturu

Tūturu foundation phases

Tūturu focused phases

Weaving and strengthening

Having worked through the four foundational phases, you will now choose where to focus. Where is there energy? Strategic alignment? A willingness to collaborate for change? What’s the next logical step?

This phase is cyclical, building on itself. Keep going and make time for purposeful thought and action so you can reflect, identify opportunities to develop your approach, and focus on the next step which will lead to your vision.

Take a look at the focus areas below. These aren’t linear steps, they are activities that feed, weave, and strengthen a collaborative approach to student wellbeing.

 

How fast does it happen?

Embedding a holistic approach in your school will take time. Remember, changes build on each other, so keep:

  • Telling the story of the long-term vision
  • Prioritising strategic and realistic activity
  • Sharing leadership with your school staff
  • Engaging partners from the community

These are some of the changes you may see in your school during the first few years, versus those that will build over time.

Short term changes (1-2 years)

Longer term changes (3-7+years)

The school and board of trustees will:

  • Build a strong sense of the value of a holistic approach
  • Establish school champions who lead approaches
  • Revise policies and practices to minimise harm
  • Start to identify new ways the school can support student wellbeing

School pastoral teams will:

  • Upskill using Tūturu's alcohol and other drug training
  • Shift towards harm minimisation approaches
  • Make more effective use of service providers
  • Provide support to other staff

Teachers will:

  • Understand the support and learning pathways available to their students
  • Increase their confidence talking to students about attendance and achievement or talking about alcohol and other drugs within the scope of practice for their role
  • Use effective learning modules that have real-life learning contexts in their classrooms

Service providers will:

  • Become more aware of school needs
  • Offer useful referral pathways
  • Increase their focus on prevention and early intervention

Some parents and whānau will:

  • Build awareness and involvement in school approaches

Students will:

  • Contribute to change
  • Have access to learning modules that help them make sense of what they see and hear
  • Experience processes that aim to keep them at school (e.g. effective support and referral, fewer suspensions)

The school and board of trustees will:

  • Use a holistic ecosystem approach as a matter of course
  • Offer a healthy and preventative environment for students
  • Use restorative processes to keep students in school - expulsions for alcohol and other drug issues have ceased
  • Offer effective early intervention and support
  • Provide effective school-led health education

Teachers will:

  • Use a consistent approach to alcohol and other drugs education and support
  • Feel confident discussing alcohol and other drugs with students, staff, and whānau within the scope of practice of their role

All students will:

  • Possess the skills they need to enhance their own and others' wellbeing
  • Access support if they need it
  • Feel supported to stay engaged and learning at school

Service providers will:

  • Work responsively with schools
  • Act as members of a networked-community of support
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