Teachers’ and students’ experiences when implementing a card-based wellbeing initiative in New Zealand primary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Nutrition and Dietetics at Massey University, Albany, New Zealand

Abstract

Student wellbeing and engagement are critical to foster positive outcomes for children, yet data shows that New Zealand children are in a poor state of wellbeing. Teachers in New Zealand are time poor and find it difficult to implement new resources into their classrooms, due to increasing workload demands. One way to improve engagement while targeting wellbeing is through gamified learning. To operationalise this intention, a card-based initiative called the 1% Kids’ Club was used to support teachers and enhance students’ understanding of aspects related to their wellbeing. Card-based initiatives in schools are currently under researched in the New Zealand setting. This study aimed to explore how students and teachers experience the implementation of a card-based initiative in New Zealand primary schools and the perceived outcomes from using the cards. Semi-structured interviews with New Zealand primary school teachers (n=10) and focus groups with students aged 8-13 in years 4-6 (n=24, six focus groups) were conducted across two primary schools. Data was analysed using thematic analysis. Participants reported that overall, they enjoyed the initiative, yet there were barriers that prevented them from fully integrating it into their daily routines. The most significant barrier was having time to fit the initiative into the teaching and learning schedule. Teachers have planned learning experiences for their students based on the New Zealand curriculum, with various constraints it can be difficult to be flexible to add new resources. Through encouraging the teachers to organically implement the resource, some teachers found more effective ways of implementing the resource into their day such as using it in a quick morning activity. In contrast, others found it challenging to find time to engage with the cards. After using the cards, both teachers and students reported some perceived benefits, such as improved mental health discussions, increased physical activity, and dietary changes. Overall, these findings highlight the potential impact of using a gamified approach to a card-based initiative to support and enhance child wellbeing. They also highlight the importance of having a low-burden and flexible resource that can be integrated into the learning environment and existing classroom planning and routines.