The Last Tool in the Toolbox: How Activity Centres are Experienced by Students

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dc.contributor.advisor Connor, H en
dc.contributor.advisor Schoone, A en
dc.contributor.advisor Kiro, C en Fernee, Sharon en 2020-01-07T00:40:49Z en 2019 en
dc.identifier.uri en
dc.description Full Text is available to authenticated members of The University of Auckland only. en
dc.description.abstract Too many New Zealand students become disengaged with schooling, ending up "lost to the system." Māori, Pasifika and economically disadvantaged learners are the most prevalent in these statistics. Disengagement and risk taking are more prevalent during adolescence, potentially leading to poor educational, social and economic outcomes. Understanding adolescent risk and protective factors, and development of resilience, are highlighted as a means to understand the complex lives of students. New Zealand's approach to identifying those who are most "at risk" in life is discussed as a means to identify and engage early intervention practices before the problems manifest in secondary school. Secondary schools may seek the support of activity centres as their "last tool in the toolbox" for these disengaged students and priority learners. This research aimed to provide greater understanding of students' experiences at activity centres through students' voices, using Kaupapa Māori methodology. This was undertaken by interviewing five graduates of activity centres with a focus on their aspirations and journeys since their centre attendance. Special interest was taken in the strategies and goals that may have encouraged greater attendance in this group of priority learners who were disconnected from education at a critical juncture in their lives. Three activity centre directors were also asked to share their experiences of supporting activity centre students academically, socially and culturally, and the ministerial, school and agency support available to students once in the activity centre. There is scant academic research regarding disenfranchised young people in alternative education provision generally and even less that looks specifically at activity centres. Ministerial collection of data is limited. There is also criticism that this model has not changed in decades, though neither has funding or staffing to support the more complex neurodiverse and mental health issues reported across all activity centres. Research and findings showed that students enjoyed their time at their activity centre and consider better understanding from mainstream educators of cultural frameworks and forming positive relationships with students as pivotal areas for change. These results are important when considering holistic provision for disengaged students as the current government seeks to reform the New Zealand education system. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265206713602091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Full Text is available to authenticated members of The University of Auckland only. en
dc.rights.uri en
dc.rights.uri en
dc.title The Last Tool in the Toolbox: How Activity Centres are Experienced by Students en
dc.type Thesis en Education en The University of Auckland en Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 790531 en
pubs.record-created-at-source-date 2020-01-07 en

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