Case Study 1
Finding the Right Foundations: John’s Journey to Engagement and Success
ohn was a 14-year-old young person living in West Auckland with his mother, stepfather and younger siblings. He experienced a range of challenges that affected his wellbeing, learning and engagement in education. John had diagnoses of ADHD and coeliac disease, experienced significant anxiety, struggled socially, and had been excluded from school. At the time he entered support, he had not attended school for approximately 12 months.
His family faced a number of pressures of their own, including health concerns and financial hardship. Multiple agencies were involved, however the support being provided was not yet achieving the outcomes that John and his whānau needed.
Through the Te Ako Manaaki Framework, a coordinated and person-centred approach was developed around John and his family. Rather than focusing solely on educational engagement, the team worked to understand the broader factors affecting his wellbeing and ability to participate successfully in learning.
Early assessment identified that although John had previously been diagnosed with ADHD, he was not consistently accessing the supports recommended for him. Additional health assessments revealed that his coeliac disease was being poorly managed and that he was severely malnourished. This was having a significant impact on his physical health, behaviour, concentration, emotional wellbeing and learning.
Recognising that educational success would be difficult without addressing these foundational needs, the support team worked alongside John and his whānau to improve access to health services, financial assistance and specialist supports. Assistance was provided to secure funding for appropriate dietary requirements and supplements, while further assessments explored educational pathways and support options that might best meet his needs.
A dedicated mentor was also identified to work alongside John. Consistent with the relational principles of Te Ako Manaaki, the mentor focused first on building trust, understanding John’s strengths, and creating a safe and supportive relationship. This relationship became a critical foundation for change.
Over time, John’s confidence increased significantly. Behaviour-related incidents reduced, his reading and academic engagement improved, and he began participating more fully in learning and social opportunities. The family reported a remarkable change in his attitude towards education, with John often eager to attend well before the day began. His social skills, communication and confidence also improved.
The strengths-based approach taken by the team ensured that setbacks were viewed as opportunities for learning rather than failure. Through individualised support, practical assistance and consistent encouragement, John was able to experience success in education for the first time in many years.
As his health stabilised and his confidence grew, John successfully completed a number of work experience placements and began developing a clearer understanding of his future aspirations. Most importantly, he developed a renewed belief in his own abilities and a sense of belonging within education and his wider community.
John’s journey highlights one of the core principles of Te Ako Manaaki: lasting educational engagement is often achieved not by focusing on education alone, but by addressing the interconnected health, wellbeing, family and social factors that influence a young person’s ability to learn, participate and thrive.rom the Managed Moves coordinator to the local provider in the region has occurred.
Case Study 2
From Disconnection to Purpose: John’s Journey
As John approached the end of his alternative education journey, the team supporting him recognised that ongoing success would depend on more than educational achievement alone. Consistent with the Te Ako Manaaki Framework, support focused on helping him navigate transitions, identify future goals, build confidence, strengthen relationships, and connect with opportunities that aligned with his aspirations.
Working alongside John, the team helped him explore pathways into further education and employment. While he dreamed of becoming a builder, he lacked confidence in his ability to succeed in tertiary education and struggled to see himself outside of the environment he had always known. Through mentoring, advocacy and practical support, John was assisted to apply for a trade training scholarship and was accepted into a tertiary carpentry programme.
The transition was not straightforward. Just before beginning his course, John was arrested for stealing and crashing a car. This became a critical turning point. The professionals supporting him were able to demonstrate the significant progress he had made over several years and advocate for a response that recognised both accountability and rehabilitation. Rather than becoming further entrenched in the justice system, John was provided with an opportunity to continue on the positive pathway he had worked so hard to create.
Once enrolled in his course, ongoing support continued. Mentors acted as a bridge between John, the training provider and other support services. When attendance issues emerged, the team looked beyond the behaviour to understand the underlying causes. They discovered that food insecurity, limited budgeting skills and a lack of confidence with computer-based learning were creating barriers to success. Practical support was provided to address these issues, enabling John to re-engage and complete his coursework successfully.
Over time, John’s confidence, skills and sense of belonging continued to grow. He completed his carpentry qualification, was recognised for his leadership within the training programme, and successfully transitioned into employment.
Today, John remains employed and continues to build a positive future for himself. He has reconnected with important community and family relationships, developed greater independence, and speaks openly about the difference that consistent support, high expectations and people believing in him made to his journey.
John’s story illustrates the core principles of Te Ako Manaaki. No single intervention changed his life. Rather, it was the combination of trusted relationships, coordinated support, practical assistance, community connections, educational opportunities and a sustained focus on his strengths that enabled him to move from crisis and disconnection to stability, participation and hope.
The Te Ako Manaaki Framework recognises that lasting change occurs when people are supported across multiple domains of wellbeing and when services work together around the person rather than expecting the person to navigate fragmented systems. John’s journey demonstrates what is possible when this approach is applied consistently over time.
He openly says that if he hadn’t had the support and belief
John Smith age 18
in him from the team supporting him he would be in jail or otherwise dead.
Te Ako Manaaki 