The purpose of this review was to analyse empirical studies related to reducing mathematics anxiety in the classroom. A scoping process was used to locate literature, and a thematic method was used to analyse and group the data obtained from the studies. A total of 14 articles published between 2014 and 2022, mostly using mixed-methods approaches, were analysed. The data indicated that mindfulness strategies, sustained exposure and support, and addressing affective factors, such as distractions, negative emotions, and motivation, has been shown to reduce mathematics anxiety levels of students. Possible implications for reducing maths anxiety in the classroom and opportunities for further empirical research are presented.
Through the creation of a mātauranga Māori framework, termed Te Kūnenga, this review has investigated how Māori teachers and Māori students have experienced inclusion in English-medium schools in Aotearoa New Zealand. Reviewed literature included qualitative published research and government reports from 2004–2022, when Ministry-led initiatives and policies focused on supporting Māori to achieve success as Māori, an era I have termed Te Ao Mārama. The findings of this review show that Māori exclusion in schools continues to persist, particularly for kaiako Māori. The findings in this review identify the need for further research into the intersectionality of Māori identities and experiences in primary and secondary English-medium schools. Furthermore, this review emphasises the importance of biculturalism in English-medium schools and the inclusion and belonging of Māori to academic success.
This literature review investigates the perception of secondary teachers about their role of supporting and promoting students’ mental health and whether teachers feel equipped to fulfil the requirements of this role. Analysis of 13 research articles published between 2008–2022 indicated that most secondary teachers, across five countries, understand the role they play in their students’ lives and that supporting students' mental health is an aspect of their role. However, it was also found that many teachers do not feel well-prepared to adequately support students’ mental health due to a lack of adequate mental health training. Implications for practice, training, and future research within an Aotearoa New Zealand context are discussed in relation to schools and teachers providing support to students with mental health concerns and the promotion of positive mental health.
The purpose of this review was to analyse qualitative studies on health education and highlight how it is taught within the classroom, including the implicit messages about health expressed and the particular pedagogies embraced. Connected to this, post-primary student experiences in health education are explored. Reviewed literature included qualitative and peer-reviewed research from 2009 to 2022. Despite some of this research stemming from international contexts, the resulting findings and discussions presented will directly relate to health education in Aotearoa New Zealand. The review revealed the persistence of two dominant and somewhat contradictory themes: dependence on fear- and risk-based discourses, and the utilisation of critical pedagogy. The review also highlighted a discrepancy between junior and senior health education. Implications for educators, future research and teacher education programmes are also discussed with a focus on the Aotearoa New Zealand context. This review will lend itself to broadening the pedagogical approaches taken by health educators and the effects these have on student experiences.
This literature review seeks to offer understanding about how relationships and sexuality education (RSE) has evolved in the 21st century in Aotearoa New Zealand secondary schools. The perceived demand for schools to address significant social issues, such as how youth navigate the world of relationships and sexualities, can be a challenge for the education sector. A traditional-narrative review was conducted to investigate how the experiences of RSE have changed from 1999 to 2022 to understand if RSE is evolving adequately for young people. Thirteen empirical studies were analysed that explored experiences of RSE programmes, which were discussed alongside relevant literature. Findings in the literature highlight gaps in policy and practice, with suggestions for further work that could keep RSE heading in a direction that empowers youth.
