We are proud of our relational support systems and our kaiako because we care deeply and are here to wrap support around our rangatahi. We are here to help our young people become the best versions of themselves. This can include recognising when they are doing well and helping them lean into their learning edges and become comfortable with discomfort.
Senior Leadership and the Deans team: The Deans team and the Deputy Principal of Pastoral are passionate about student wellbeing and are all experienced practitioners in this space. We work closely together to support our ākonga and their whānau with their learning, relationships, behaviour, and wellbeing.
Counsellor: Dr Marcelle Nader-Turner is a counsellor and neuropsychotherapist, working with our students to help them find solutions to the tough stuff that life can come their way. Addressing the whole range of emotional and mental health needs, Marcelle works with families and staff, where appropriate and in consultation with the student. It is a confidential service and Marcelle is bound by the New Zealand Association of Counsellors Code of Ethics. Marcelle also attends Health classes when appropriate and shares ways to manage stress, anxiety and sex education information. Tilly (Mathilda) is always alongside appointments and class visits and offers her soothing, loving approach to everyone, always.
School Nurse: Once a week during a lunch time we are able to offer our students a confidential health clinic.
Chaplaincy: Our Chaplain, Dr Gillian Townsley, actively creates a supportive and communal environment by working closely with our students and staff. Time is taken to understand the spiritual and emotional needs of our students with empathy and without any bias.
Learning Support: The vision of our Learning Support team is to accelerate and support the learning of students experiencing challenges with their studies. Our staff will support every child in a safe, caring and non-judgemental environment.
Student Independence: St Hilda’s does everything to provide the best support for students with learning delays. Simultaneously we foster independence so that no child is entirely reliant on the support provided. Our staff are aware that a culture of ‘learned helplessness’ is not advantageous to students in the long term. Our aim is to develop learners who are resilient and who embrace challenges in their learning journey.
Special Assessment Conditions (NCEA): We ensure students who qualify for special assessment conditions (SACs) receive them for NCEA. Our staff fully inform students and parents about the processes and procedures.
Building and Sustaining a Relational Learning Culture
At St Hilda’s, relationships sit at the heart of everything we do. We believe that how we learn, grow, and respond to challenges matters just as much as what we learn. Our Relational Learning Culture is about creating an environment where every interaction, between students, staff, and whānau, is grounded in connection, care, and understanding.
This means we see learning and behaviour through a relational lens. Mistakes, misunderstandings, and challenges are viewed as opportunities for growth and restoration. We work together to repair, rebuild and move forward stronger. To guide these conversations, we use our WARM approach - a simple, shared framework that helps us stay connected and focused on growth:
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W – What?
What happened? What’s going on for you? What do we need to understand about the situation? -
A – Affect?
How has this affected you or others? How are people feeling? -
R – Repair?
What needs to happen to put things right? How can we restore the relationship and learning environment? -
M – Move Forward
What can we learn from this? What will we do differently next time? How can we support each other moving ahead?
These WARM conversations help us to stay connected even when things get tough. They remind us that learning is relational, behaviour is relational, and growth happens together.
