Abstract:
This article engages mātauranga Māori, social psychology and the
sociology of education to argue that an individualistic approach to
mental health education in schools is inadequate. In this article we
discuss a recent national school curriculum policy that demonstrates
the ways mental health education can be framed by Te Tiriti o
Waitangi, informed by the determinants of health, and culturally
located in worldviews representative of Te Ao Māori. This framework
encourages schools take a ‘whole of school’ approach to mental
health education, embedded in teacher development, curriculum
learning, and community engagement. We argue that this
approach – aligned with the three articles of Te Tiriti o Waitangi –
necessarily involves schools consulting with diverse ākonga
(learners) and communities, involving them in mental health
curriculum development, implementation, and evaluation. When
conducted in culturally and socially conscious ways, the relationship
between boards, schools and the wider school community can
embody effective governance (article one), honour hapū, iwi and
Māori rangatiratanga (article two) and encourage equal participation
and inclusion for equitable mental health education and outcomes
(article three). We argue that this approach to mental health is Te
Tiriti-led, relational, and more likely to be well-being enhancing for
diverse young people and communities.
