Hauora in Action

You need: survey slips (four questions, 1–5 scales plus one open question) · a closed box · tally sheet

1. As a class, agree on four short questions about movement, stress, belonging, and kai and water. Keep them about the group, not about any one person.
2. Everyone fills in a slip without their name, folds it and puts it in the box. Anyone can skip a question.
3. Two volunteers tally the answers for each question.
4. Work out the median and range for each question, and read the open answers for themes.
5. Rank the needs by how common they are and how much they matter.

How you'll know: You have a need backed by real, anonymous data from your group, not just a guess.

Go further: Compare the answers of two groups (for example, people who play a sport and people who don't) and explain any difference.

You need: large paper · markers · sticky notes in four colours

1. Draw an iceberg with a waterline. Write the problem you can see above it.
2. Below the line, add causes on coloured sticky notes: personal (skills, confidence), social (friends, family, group norms), environmental (space, equipment, weather) and rules or routines (timetables, bells, uniforms).
3. Circle the causes your group could actually influence in two weeks.
4. Choose one to target with your initiative.

How you'll know: Your initiative targets a cause, not just the symptom, and it is something you can influence.

Go further: Add advertising or online influences to the iceberg if they play a part, such as ads for energy drinks before sport.

You need: goal frame card · examples of vague and measurable goals

1. Sort example goals into vague ('help people feel better') and measurable ('at least 12 junior students play at the games club on four of the eight days').
2. Write your own goal using the frame: who, what change, by how much, by when, measured how.
3. Collect a baseline: count or observe the thing you want to change before you start (for example, how many juniors are alone at lunch on two days).
4. Check your goal is realistic for two weeks, then swap with another group for feedback.

How you'll know: Your goal has a number, a time and a way to measure it, and you have baseline data to compare against.

Go further: Add a second, different kind of measure, such as a feedback rating, so your evidence isn't just head counts.

You need: scenario cards · a partner or small group

1. Read a scenario, such as a classmate mocking your games club, a teammate saying warm-ups are pointless, or a friend refusing to let someone join.
2. Try the pause: take a breath before you answer.
3. Use a rehearsed phrase that is clear and respectful: 'Everyone's welcome here, including them.' 'You don't have to join, but please don't put people off.'
4. If it's still hard, practise getting support: who would you go to, and what would you say?
5. Swap roles and try a new scenario.

How you'll know: You have two phrases you could really say, and you know who you'd ask for support.

Go further: Practise repairing trust after a mistake: an apology, clarifying what you meant, and making amends.

You need: participation tally sheet · feedback cards (1–5 face scale and 'one thing to change') · clipboard · graph paper or a spreadsheet

1. At every session, tally how many people took part. Add a simple category if it helps (junior or senior, new or returning), but no names.
2. Hand out feedback cards at the end and collect them in a box.
3. Enter each day's numbers into a table.
4. Draw a time-series graph: days along the bottom, participants up the side.
5. At each check-in, look at the shape of the line: rising, flat or falling? What might explain it?

How you'll know: You have a complete record for every session and a graph that shows change over time.

Safety: For active sessions: check the space is clear, warm up first, have water available and an adult nearby. Follow the school allergy plan if any food is involved.

Go further: Mark each adjustment on the graph and look for a change straight after it.

You need: strategy cards · timer · quiet space

1. Before starting, notice your body: heart rate, breathing, shoulders. Rate your calm privately from 1 to 5.
2. Try three strategies for two minutes each: slow breathing (out longer than in), a movement break, and naming the feeling.
3. Rate your calm again after each.
4. Sort strategies into 'in the moment' and 'over weeks' (such as sleep, exercise, talking to someone).
5. Add the ones that work for you and your group to the initiative toolkit.

How you'll know: Your toolkit has strategies you have tried yourself, not just read about.

Go further: Teach one strategy to a younger class and collect their feedback.

You need: your data and graph · feedback cards · evaluation template

1. What? Describe what happened: sessions run, participation, feedback, whether you met your goal.
2. So what? Explain what it means. Who benefited most? Who didn't come or didn't benefit, and why might that be?
3. Check for other explanations: weather, a sports tournament, a new student, a wet week.
4. Now what? Recommend keep, change or stop, and what the next group should do differently.
5. Rate your confidence (low, medium, high) and say what extra evidence would make it stronger.

How you'll know: Your evaluation uses numbers and people's words, names a limitation, and makes a recommendation that follows from the evidence.

Go further: Turn your evaluation into a one-page proposal for the school leadership team or club committee.