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Partner with us

We help local schools and health organisations work together to create tailored wellbeing approaches for secondary school students. Find out how to begin your Tūturu journey with us.

Who we are

Tūturu is led by the New Zealand Drug Foundation with support from the Ministries of Health and Education, the Health Promotion Agency, and the NZ Police.  

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Tūturu "has changed the focus from punitive to pastoral"

New Zealand Council for Educational Research

Who we partner with

We currently partner with multiple secondary schools and health organisations across New Zealand. We have worked with these schools and organisations since 2016 and have developed Tūturu alongside them, adapting our approach for each school.  

 Our Tūturu health providers include: 

Tūturu health providers don’t necessarily need to be youth organisations. However, they should have a focus on alcohol and other drugs and know how to engage people in wellbeing conversations around this topic.  

Schools that wish to partner with us should share the vision of the Tūturu whole-school approach and be willing to commit to implementing school-wide changes. If your school isn’t ready yet to do a whole-school approach, you can start by using some of the Tūturu resources.

What we can do for your school

Our team can work with you to: 

  • Link you with a local health provider to support you in implementing school-wide changes.
  • Explain the Tūturu approach and how it works in practice. 
  • Talk you through Tūturu resources and how to best use them. 
  • Provide guidance around professional development relating to alcohol and other drugs. 

Interested in partnering with us?

Contact us to get started.

The Tūturu approach

Flowchart showing Tūturu approach.

Take a phased approach

Change takes time and schools are busy places. However, by following these steps and using our resources, the process becomes more manageable.

A progressive learning pathway - which provides opportunities for students to develop critical thinking skills, using learning contexts that reflect real life.

A progressive support pathway - which identifies students whose attendance or achievement is slipping and offers proactive support.

Three phases to get you started on your Tūturu journey

Begin by establishing a Tūturu leadership group (your “Tūturu team”) at your school. Ideally, this will be made up of between eight and ten staff. Ensure you include a cross-section of staff responsible for different parts of your school’s curriculum, people with pastoral support responsibilities, and an effective coordinator.

The team should be led by a staff member who has decision-making power at your school.

Partnering with either an alcohol, drug, or public health service provider will build your community’s confidence in your school’s adoption of Tūturu. It will also help service providers understand the challenges your school is facing – helping them be better prepared to meet students’ needs. Connect with a local healthcare provider here.

Your Tūturu Team’s first task is to build an understanding of your school’s starting point by mapping what is currently happening at your school.

The reflection tool can assist this process. It can be completed in different ways (e.g., in small groups or through a survey and discussion with all staff). Remember that discussion is the most valuable part. This is where you’ll discover any differences between what your school’s policies and procedures say should happen, and what actually happens.

You can use multiple sources of information – such as the Wellbeing@School survey or focus groups with students and their families – to build a more accurate picture. But don’t stop the discussions because of a lack of data.

At this stage of your journey, building momentum is more important than gathering highly accurate information – so keep progressing your Tūturu Team conversations.

Capture all the ideas and potential actions that emerge during your discussions.

Resources

- Tūturu school-wide reflection tool

- Tūturu suggested wellbeing survey questions

With your starting point established, you can now begin priortising next steps and exploring what is feasible over the next year. 

Align your priorities with other strategic plans, like the school charter. This will connect your work with a bigger vision and build buy-in from your school ecosystem – helping you progress smoothly. 

Some areas to consider when tailoring your plan: 

  • Positive school environment 
  • Effective alcohol and other drug education 
  • Proactive school-based support and strong links to professional treatment 
  • Policies and procedures.
  • Professional learning and development
  • Engagement of students, their whānau, and student-led action. 
  • Improving the wellbeing and achievement of Māori students. 

Resources 

Once the foundational phases are completed, you can now choose where to focus. The Tūturu approach weaves and strengthens these areas: 

  • Engaging students 
  • Engaging whānau
  • Develop critical thinking 
  • Strengthening support pathways 
  • Adjusting school procedures 
  • Building out-of-class opportunities.

Once the foundational steps are completed, you can now choose where to focus. The Tūturu approach weaves and strengthens these areas:

  • Engaging students
  • Engaging whānau
  • Strengthening health education and building integrated learning opportunities
  • Strengthening support pathways
  • Adjusting school procedures
  • Building out-of-class opportunities.

Is Tūturu right for you?

Are your school values aligned with the kaupapa? Here are some questions to help you figure that out:

  • Which staff would be responsible? Do they have enough time?
  • Who is our local health organisation? Could we work with them?
  • Do we want to implement a whole-school approach of Tūturu, or start by using some of its resources?
  • What support or guidance would we need to make Tūturu work for us?
  • Would a holistic, whole-school approach work for our school? Why?

Does your organisation have the capacity to do this work?

Are your values aligned with the kaupapa?

Here are some questions to help you figure that out:

  • Which staff would be responsible? Do they have enough time?
  • What support can we provide schools?
  • Can our organisation commit to working with schools and communities in the long term?
  • What support or guidance would we need to make Tūturu work for us?
  • Is the Tūturu approach right for us? Why?
  • How does it align with our values?