Kia Kaha

Kia Kaha enables students to develop strategies for respectful relationships where bullying behaviours are not tolerated.

Resources

The Kia Kaha resources include:

 

Other resources

Police strongly recommend bullying prevention approaches in schools are developed in accordance with the advice provided by the cross-sector Bullying Prevention Advisory Group on the Bullying-Free NZ website. 

Police also recommend using teaching activities from the 2018 Bullying-Free NZ school activity pack, which although developed for Bullying-Free NZ Week, can be used at any time of the year. It contains:

The 2018 school activity pack includes the following:

  • Activities and initiatives that can be used with multiple age and class levels. These are designed to explore what bullying is, the types of bullying, and the feelings involved in a bullying incident; plus to help students think about who they can turn to for support. Schools can pick and choose the activities that will work best for them and their students. Each activity can be used as a stand-alone short task, or schools can combine several for a longer session.
  • A competition for schools, where students create, develop and promote bullying prevention messages through creative media, in line with this year’s theme Let’s Talk About It! Closing date for competition entries is 1 June 2018 (following Bullying-Free NZ Week).
  • Information for schools on media releases, developing polices, professional development ideas, a ‘whole school approach’ framework, and a catalogue of what’s in the Bullying-Free NZ school toolkit.

School-wide interventions

To address issues of bullying or online safety more deeply, schools could implement a school-wide intervention in partnership with Police.

Intervention plans

Two sample intervention plans that schools and Police can use as a guide to develop their own school-wide interventions:

Intervention narratives

Sample narrative (or case-study) done at the conclusion of the above online safety intervention:

Narratives (or case-studies) of completed bullying and cyber-bullying interventions: 

Keeping Ourselves Safe (for Years 11–13)

Keeping Ourselves Safe consists of a range of child protection resources to help young people learn and apply a range of safety skills that they can use when interacting with others.

New Zealand Police recommends that schools use the learning activities in Keeping Ourselves Safe within a whole-school approach.

What students will learn

These year 11–13 resources will help students to learn:

  • the laws related to abuse and harassment
  • their own and other beliefs about abusive situations
  • factors that perpetrate violence in New Zealand society
  • the media’s influence on behaviours and attitudes towards violence.

Four focus areas

Keeping Ourselves Safe years 11–13 includes four focus areas plus ten additional learning activities. 

Focus area 1: Is that legal?

Students gain an understanding of the laws relating to abuse and harassment.

Focus area 2: Wrongdoing or moral dilemma?

Students analyse their own and others’ beliefs about abusive situations.

Focus area 3: Anger and violence

Students can describe the factors that perpetuate violence in New Zealand society.

Focus area 4: Violence and the media

Students can analyse ways in which the media may influence behaviour and attitudes to violence.

Activity bank

Keeping Ourselves Safe (for Years 9–10)

Keeping Ourselves Safe consists of a range of child protection resources to help young people learn and apply a range of safety skills that they can use when interacting with others.

New Zealand Police recommends that schools use the learning activities in Keeping Ourselves Safe within a whole-school approach. 

What students will learn

These year 9–10 resources will help students to learn:

  • about the determinants of abuse
  • a range of safe practices that they can use when interacting with others
  • what they can do if they have been or are being abused
  • what happens when abuse is reported.

Eight focus areas

Keeping Ourselves Safe Years 9-10 consists of eight focus area plus a bank of ten ideas for additional learning activities. 

Focus area 1: Identifying abuse

Students can identify what constitutes abuse and recognise the behaviours of a potential abuser.

Focus area 2: Recognising and avoiding risk

Students can recognise potentially risky situations and use strategies to keep safe.

Focus area 3: Knowing what to do

Students can use problem-solving strategies to make positive decisions about what to do in situations involving abuse.

Focus area 4: Getting help

Students can identify helping agencies for those who have been abused, know how to ask for help, and can explain the consequences of reporting abuse.

Focus area 5: Safety in cyberspace

Students are able to identify safe and unsafe practices in cyberspace.

Focus area 6: Anger and violence

Students can explain the difference between anger and violence, describe how to cope with their anger in non-violent ways, identify the cyclic trends of violence, and understand how these cycles can be broken.

Focus area 7: Breaking the silence on family violence

Students can identify the types of abuse that happen in families, explain the cycle of violence, and prepare strategies to break the cycle of violence.

Focus area 8: What I think, what you think

Students can explain that males and females may interpret the behaviour of others differently and can explain how these different views may impact on personal safety.

Activity bank

Keeping Ourselves Safe: Senior Primary (Years 7-8)

Note: These resources were revised in October 2020. If your school still needs the old resources for any reason, please contact your School Community Officer.

The learning activities in Keeping Ourselves Safe are arranged in focus areas. Research suggests that an effective programme should include learning experiences from each of the focus areas. All focus areas on this page were updated in 2020.

Focus area 1: Keeping one step ahead

Students learn to take care of themselves in a range of social settings. They learn what the dangers are, who could get hurt and what they can do to keep themselves safe.

Focus area 2: I'm responsible for others, too

Students learn to be responsible for the safety of others by means of scenarios involving the care of siblings and a dependent grandparent, and a peer’s need for support when being bullied.

Focus area 3: Finding out about abuse

Students need to be aware of what constitutes abuse so that they can recognise if they are being abused and know how to create a safe classroom.

Focus area 4: Families working together

Sometimes abuse occurs within the family. Children are particularly vulnerable. Students discuss family discipline and stress. They learn that they should feel safe, cared for and protected within their family.

Focus area 5: Reporting abuse

When abuse is reported, the abuser is stopped and the healing process can begin for the victim. Students learn why it is important to report abuse and to know who, and how, to tell.

Focus area 6: What happens now?

Through a discussion session with a panel of child protection personnel, students learn about the process that takes place when abuse is reported.

Keeping Ourselves Safe: Middle Primary (Years 4-6)

Note: These resources were revised in October 2020. If your school still needs the old resources for any reason, please contact your School Community Officer.

The learning activities in Keeping Ourselves Safe are arranged in focus areas. Research suggests that an effective programme should include learning experiences from each of the focus areas. All focus areas on this page were updated in 2020.

Focus area 1: Confident me

Students learn to verbalise their feelings confidently. They practise a decision-making process that will help them to make safe decisions for themselves and others.

Focus area 2: Safe or unsafe

Students identify potentially unsafe situations in both the real world and the digital envorinment.

Focus area 3: No excuse for abuse

Students understand what abuse is and know that any abuse is wrong, should be reported, and is not their fault. They learn to identify the tricks, bribes, or secrets often used by abusers.

Focus area 4: Why should I tell?

Students learn to stop inappropriate touch or behaviour, say “no” confidently, move away, and report what has happened.

Keeping Ourselves Safe: Junior Primary (Years 0-3)

Note: These resources were revised in October 2020. If your school still needs the old resources for any reason, please contact your School Community Officer.

The learning activities in Keeping Ourselves Safe are arranged in focus areas. Research suggests that an effective programme should include learning experiences from each of the focus areas. All focus areas on this page were updated in 2020.

Focus area 1: I am unique, He taonga ahau

For safety reasons students need to know their name, where they live, and the names of the people they live with. When they can verbalise their feelings confidently, they can report times when they feel safe and unsafe. 

Focus area 2: My body is my own, Nōku tōku tinana 

Students understand the names of body parts and that no one should touch their genitals unless it is for health reasons. They consider touch that they like, touch that hurts and touch that is confusing. 

Focus area 3: Unwanted behaviour and touch, Kore e hiahiatia te whanonga me te pā kino

Students need to be able to say “no” confidently, move away, and report what has happened. They learn the difference between good secrets and bad secrets and know how to tell.

Focus area 4: Adults who help, Ngā kaiāwhina pakeke

Students learn who they can trust to help them. Together with the people they live, with students develop safety rules and strategies to help them keep safe. 

These resources were revised in October 2020. If your school still needs the old resources for any reason, please contact your School Community Officer.

Keeping Ourselves Safe: Information for teachers

The New Zealand Police recommends that schools use the learning activities in Keeping Ourselves Safe within a whole-school approach as described in the intervention planning tool (PDF, 321KB).

How teachers can support Keeping Ourselves Safe

Teachers are strongly encouraged to support Keeping Ourselves Safe by:

  • considering their attitudes and values towards child abuse and the importance of addressing child abuse as part of a broad and balanced curriculum
  • increasing their understanding about child abuse and the use of effective pedagogies
  • advocating for their school to include both prevention and response procedures in the school's child protection policy
  • monitoring the effectiveness of Keeping Ourselves Safe using tools such as Wellbeing@school surveys

Resources for teachers

Implementation guide

This guide contains essential information for preparing your school and staff to implement Keeping Ourselves Safe.

Presentations

You can adapt these sample presentations for staff and parent/whānau meetings.

Classroom resources

Curriculum-linked, age-related, and evaluated learning activities.

Supporting information

Other key resources

Frequently asked questions

Why should the school include Keeping Ourselves Safe in an ongoing way?

 

Children need abuse prevention education throughout their schooling, as their needs and experiences change. They need to have the opportunity to practise skills and to have the learning reinforced.

 

Why is it important for schools to report abuse?

 

Oranga Tamariki and Police are obliged to follow up cases. Once a child has reported abuse, the personal healing process can start. The school can play an important part in this.

 

Supposing the child reports to someone who doesn’t listen?

 

The first person may not be the right person. Children need to keep on telling until someone listens and acts.

 

How can we maintain confidentiality over a disclosure?

 

The school’s protocol for reporting abuse should carefully limit the people who need to become involved.

 

Our policy states we should report the abuse to a designated person in the school, but they don’t pass it on to Police or Oranga Tamariki. What should we do?

 

It is time to review the policy and have the reporting protocols changed. Seek support from the Board of Trustees for this. Any individual can, of course, report abuse.

 

Does this mean that I can’t touch a child or be alone with one?

 

You must comply with your school policies on professional conduct and safe practice. Teachers will come into physical contact with students and this is acceptable when carried out in a professional and responsible manner that is age appropriate. You should have another child or adult present whenever possible.

These links provide advice from the Ministry of Education and sector professional bodies:

 

Keeping Ourselves Safe: Information for parents/whānau

What will children and young people learn?

They will learn:

  • to work out when their safety is at risk
  • how to keep safe when they meet and mix with other people
  • who and how to ask for help if they, or someone they know, is being abused
  • to go on asking for help until someone does something to stop the abuse
  • that it is important to make and follow personal, family and school safety rules.

They will know:

  • that abuse is never okay
  • that abuse is never their fault.

View the Keeping Ourselves Safe programme resources.

What part do parents, caregivers and whānau play?

Parents and whānau are strongly encouraged to support Keeping Ourselves Safe.

  • You can attend a meeting at school to tell you more about Keeping Ourselves Safe.
  • You can find out about abuse and what to do if you think a child you know is being abused.
  • You can talk to your child about what they have learnt in Keeping Ourselves Safe.
  • You can set safety guidelines with your family.
  • You can help young children with the Keeping Ourselves Safe activities they bring home.
  • You can give the same safety messages as the school is giving.

Frequently asked questions

Why does my child need Keeping Ourselves Safe?

 

Any child can be abused. While the family home may be a safe place, the child will have contact with many people and enter a number of other homes. You can’t keep them safe all the time. If it doesn’t happen to your child, and we hope it doesn’t, it may happen to their friend.

 

Doesn’t Keeping Ourselves Safe destroy a child’s innocence?

 

Children have the right to be protected from all types of abuse and to learn how to keep safe. Abusers may take advantage of children's innocence and their ignorance about what is inappropriate reportable behaviour. Keeping Ourselves Safe teaches children safety skills appropriate to their age, in a safe, positive classroom environment. Keeping Ourselves Safe also supports parents and whānau with information to help them protect their children from all types of abuse.

 

Isn’t this just an anti-male programme?

 

It is accepted that anyone can be an abuser. The stories and scenarios in Keeping Ourselves Safe demonstrate a variety of abusers: male, female, young, old. They also present adults in positive, caring roles.

 

Does this mean my male partner can’t bathe my child?

 

Positive family interactions, such as those involved with caring for a child, are very important for a child’s wellbeing. So are hugs and cuddles.

 

What should I do if I suspect abuse?

 

Ensure the child is safe from immediate harm. Show love, concern and support and reassure the child that it is not their fault. Report the abuse to Police or Oranga Tamariki.

 

What happens when abuse is reported to Oranga Tamariki or Police?

 

A child protection social worker from Oranga Tamariki will have the job of ensuring the young person is safe. A member of the Police Child Protection Team will investigate whether an offence has been committed and will find out who is responsible.

 

I teach my child about stranger danger. Isn’t that enough?

 

Most children are abused by someone they know. If you teach them that abuse only happens from people they don’t know, they will not recognise it when it is done by a known and often trusted person.

 

What sort of abuse are we talking about?

 

There are five types of child maltreatment – physical, emotional, sexual, neglect and family violence. The programme also addresses cyber abuse. All forms are damaging for a child.

 

How will I know what is being taught?

 

The school will send information home, and your child will bring home activities to complete with you. Lesson plans are available on the NZ Police website for you to see what is being taught. You can contact your school at any time.

 

Can I withdraw my child from Keeping Ourselves Safe?

 

You can withdraw your child if the school agrees to this. Remember, though, that any child can be abused and your child does need some education on how to avoid abuse.

 

Should I prevent my child from going on the internet?

 

There are unsafe situations that can arise online. However, the internet is also a valuable information and social tool.

To help your child keep safe, make sure the computer is in a family space, personal devices are not in bedrooms overnight, and your child knows never to give out their name and address online, or to agree to meet someone they have met online.

Talk to your child about what they do and enjoy online, in the same way you ask them about their day at school.

Visit the Parent section on Netsafe’s website for more advice and support.

 

Keeping Ourselves Safe: Information for principals and Boards of Trustees

How principals and boards support Keeping Ourselves Safe

Policy review and development is part of the implementation process for Keeping Ourselves Safe.

Principals and boards are strongly encouraged to ensure the school's child protection policy includes both prevention and response procedures.

  • Prevention procedures may include implementing classroom lessons and whole-school activities that promote positive behaviours and encourage an environment in which children who feel abused are empowered to speak up about the abuse.
  • Response procedures clearly describe how to identify and respond to suspected abuse and neglect, as required under the Children's Act 2014.

Principals and boards should ensure that all school staff, not just teachers, understand the policy, and know what to do if a student discloses abuse to them during or after Keeping Ourselves Safe.

Principals and boards should make their school community aware of the school’s child protection policy and make copies available for parents, caregivers or whānau to view. It is important they know who to go to if they become aware of abuse.

Implementation guide

This guide contains essential information for preparing your school and staff to implement Keeping Ourselves Safe.

View all the Keeping Ourselves Safe programme resources.

Monitoring effectiveness

You can monitor the effectiveness of Keeping Ourselves Safe through analysis of school data gathered from the Wellbeing@school surveys.

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Search continues for missing Christchurch man

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