This article presents the culmination of the first author's experience of work at a Deaf Education Centre in Aotearoa New Zealand, alongside the themes stemming from a literature review on wellbeing and the development and maintenance of social and emotional skills for deaf students in both mainstream and special education. The predominant themes…

Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and…

The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes -- The Promise of School Health and Physical Education] to explore caring teaching and the…

This article explores the values that bridge democracy and community dance. Policymakers show an interest in promoting democracy, including the very values shared between community dance and democracy. Observing this, we propose that policy may benefit from examining the pedagogy and practices of community dance, and incorporate relevant aspects…

This article argues that the progressive education policies introduced into New Zealand special education (SE) services during the late 1980s were sabotaged by neoliberal policies. The vision of inclusive education for students with special educational needs (SEN) and disabilities was swept up in a wave of successive ideological policies and…

There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and…