Case Study: Nukutere College

Nukutere College is a private junior secondary school on Rarotonga, offering Catholic education for students in Years 7 to 11. Since 2012, Nukutere College staff have contributed significantly to shaping PSHLP and later Ora‘anga Tūmanava, integrating its principles into teaching, learning, and staff development.

Project timeline

	School leaders contributed to PSHLP proposal development
	Codesign lead: Y9 & Y11 Science learning modules Y9 & Y11 Science resource trials PSHLP Mentoring in Rarotongan schools
	PSHLP modules embedded: Y9 to Y11 Science, Health, and English PSHLP monitoring, evaluation & development Y9 & Y11 PSHLP resources published
	Y9 Metabolic Health Programme: contributed to design and pilot; hosted pilot M&E; improved student engagement Presented to WHO ‘Ending Childhood Obesity’ consultation
	Contributed to Pilot evaluation and Scale-Up planning Mentored Pa Enua schools for Scale-Up preparation Co-led planning for Y7 & Y8 programme development Principal co-authored academic publications
	During COVID-19: Co-lead school for Y7-8 My Environment—Nutrition Co-lead school for Y11 diabetes interactive learning module Contributed to development of COVID-19 learning resources
	Engaged in ongoing monitoring, evaluation and further development of learning modules Connected Y9 Social Studies learning programme into Religious Studies Contributed to Sustainability Planning development
	Used Y11 Geography standard on Health systems Continued to develop a combined Y9 Social Science and Religious Studies programme Continued with all modules Y7 to Y11

Impact highlights

PSHLP introduced an innovative approach to education at Nukutere College, making an immediate impact. Students gained access to “real and meaningful data,” had direct interactions with scientists (who were once seen as distant figures in white coats), and engaged in learning that connected deeply with their daily lives.

As both students and staff exchanged stories, they developed a shared sense of purpose in addressing a very real issue. Comments like, “But Mr. Foster, you look so normal!” highlighted the students’ newfound awareness that the impact of NCDs is far more widespread than they had realised.

One staff member, moved by reading a student’s work on gestational diabetes and its lasting effects, commented that she would have made different life choices had she experienced science in such a relatable way. This realisation inspired students to continue spreading their newfound knowledge.

Future vision

• To effectively integrate the learning module deeper into the school curriculum, fostering continuous engagement with data to raise awareness, challenge stereotypes, and empower youth.
• The goal is to inspire young people to become agents of change, helping them understand that our small population is fragile and must be safeguarded.