Finding Marshall: A student's journey back to learning with Te Kahu Tōī

Marshall loves playing rugby, fishing and hanging out with lots of different people. He enjoys spending time with family, likes to chat, and describes himself as funny, kind, caring and loving.

But at school, Marshall struggled from a young age. Excluded from one of his small town’s two primary schools, he was finding life in and outside of school increasingly difficult. His parents, Emma and Geoff, were getting phone calls several times a week to pick their son up from school because of his behaviour.

“Because he’s diagnosed ADHD, autism spectrum disorder and Tourette’s, a lot of his behaviours were quite evident, especially in the school environment,” says Emma.

By Year 6, Marshall had fully used local learning support services and things were “coming to a head” at school and at home, explains Emma.

Marshall’s relationship with his three siblings had completely broken down and aggressive behaviour meant Emma could no longer be alone with him. Marshall also had a negative reputation in the local community which was affecting his mental health and wellbeing.

Marshall struggled at school from a young age.“I was pretty much at breaking point,” remembers Emma.

Then, the regional learning support team suggested they apply to the Ministry of Education’s Te Kahu Tōī | Intensive Wraparound Service (IWS).

Te Kahu Tōī is for rangatahi with complex needs at school, at home, and in their community, and who have already received comprehensive support. A referrer makes the application together with whānau, and the application is considered using eligibility criteria at a hui.

Emma says she knew the service had eligibility criteria but thought it was worth trying.

“Sure enough, we shared our story and they looked into Marshall’s history and took it to the board, and we were successful.”

Building on Marshall's strengths

Te Kahu Tōī is a strengths-based service and uses the evidence-based wraparound model of practice. Te Kahu Tōī psychologist Carolina Millar says it was important to find an intervention for Marshall that was generalised across all settings.

“If we worked to focus just in the classroom, or in maths or literacy, that wouldn’t be enough. We had to work from his selfconcept – he had a really low selfconcept. He thought he wasn’t good at anything… he didn’t feel like he belonged.”

Marshall was also struggling to stay at school past midday, adds Carolina.

“Afternoons were really hard. We had to find interventions that gave everyone a bit of a break and worked on his selfesteem and belonging."

That first intervention was rugby. Aged 10, Marshall was invited by Manawatū Rugby to help set up the field and corporate boxes for weekend matches.

On those Friday afternoons, a very different Marshall emerged – a Marshall who could show his family what he had to offer, says Carolina.

“He was brilliant. He was organised, he was able to do everything, he had a long list of things he needed to do. He was so proud and was looking forward to Fridays.”

Marshall helping on the field for Manawatū Rugby.

Marshall helping on the field for Manawatū Rugby.

Marshall says he met “a whole bunch of new people”.

“They made me feel welcome and known there.”

Marshall’s next work experience was at a retirement home where his dad worked. There, he worked in the kitchen, delivered cups of tea and biscuits, and played games with residents.

“It’s just nice chatting to them because they always wanted to chat,” says Marshall.

Back at school, Marshall also helped with the FootSteps programme, which combines physical activity with devices in schools. This appealed to Marshall’s interest in sports and gaming. He helped set up the technology and did maths by collecting data from the devices. This showed leadership and provided incidental learning, says Carolina.

“The more that Marshall did these little jobs, the community started seeing a different side of Marshall and the reputation he had started changing.

“Little by little, during two years, he built his confidence as a learner and as a person.”

Improvement through understanding

Emma says the intensive wraparound process seemed “absolutely daunting” at the start.

“You sit in a room with everybody who works with Marshall and keep going over the same process, his history. But I found it really, really good that everyone was in the same room, all on the same page. There were no crossovers and everyone had their own input on how we could try and help.”

Marshall received three awards for maths, English and rugby at school last year.

Marshall received three awards for maths, English and rugby at school last year.

Monthly targets were set and visually represented on a scale.

“That was quite good for Marshall… so he can see how much he has been improving,” says Emma.

Over time, Marshall felt as though things were getting better at school.

“I was achieving more. I was behaving a lot more.”

Marshall began to feel like people understood him more, adds Emma.

“The relationships have changed in the community. I’ve had so many comments from people in the community saying how far he’s come, and he’s such a great kid and things like that, it’s just huge.”

By the time Marshall left Year 8, Emma says she’d watched her son undergo “huge improvement”.

“Just the significance of how far he had come socially, and his schoolwork academically; just his behaviour. He tried, and managed to, regulate his own behaviour in the end.”

A transition to success

Last year, Marshall started at Awatapu College in Palmerston North. Before he started, Nicola Reid, head of the school’s learning support department, was invited onto Te Kahu Tōī IWS hui to meet Marshall and the team and create a transition plan.

“It was great to get an understanding of Marshall’s history, present situation, and goals for his transition.

“Te Kahu Tōī IWS established a clear team that kept Marshall’s needs and growth at the centre... we just followed through on the path set.”

Nicola says Marshall’s first weeks had rocky moments as he adapted to a completely different environment.

“As a department, we all discussed Marshall’s learner profile and made sure we knew what his early signs were when he was becoming dysregulated.

“We kept open and honest communication, and there were times when Marshall was clearly amping up, and was able to reset and move on.”

Marshall says he was nervous, but found good friends to hang out with, liked being around older students, and finds the work interesting and more challenging.

He also completed Te Ara Whakamana, adds Nicola.

“Through repetition and ‘singing the same song’, he was able to identify where he was and what needed to happen – all with a manaenhancing lens.”

Emma says Awatapu College has been very responsive to Marshall’s needs.

“Awatapu is amazing for students who are neurodiverse. They think of the kid as the kid, and they support them. I feel like they see him.”

If it became clear certain classroom settings did not suit him, they quickly moved his timetable around to find one that did, says Emma.

With shared teacher aide support in most classes, Marshall had oneonone support from his mentor, student supporter Taipari Waaka, who Nicola says has been a great fit.

“The connection they formed, and the influence Tai had on Marsh’s sense of self have been huge.”

She says this model allows for flexibility and the space for Marshall to increase his capacity.

Marshall says he has a ‘time out card’ that allows him to leave class and spend time in the learning support room.

“If I feel overwhelmed and I’m going to do something bad, I time out.”

Emma adds school kaimahi “read how he is” and help Marshall decide when he’s ready to go back to class, or if he needs more time.

Catch of the day: Now happy at school, home and in the community, Marshall can focus on what he loves to do – like fishing.

Championing success

At the end of Year 9, Marshall stood in front of his peers at school and received three merit certificates for maths, English and rugby.

It’s a remarkable achievement, says Carolina. She credits the work Marshall and his family put into Te Kahu Tōī, saying whānau input is crucial to the programme’s success.

Nicola agrees having Te Kahu Tōī and whānau support leading Marshall into his high school transition was “huge”.

“Perhaps unsurprisingly, Marsh threw himself into college life, and as such made an impression on others, especially within rugby. Some key senior students have walked alongside him, championing his successes. This has not been formally organised, it’s just the energy Marshall puts out.”

Marshall says he feels “a lot better, a lot more calm and chill”. He is proud of his academic and rugby achievements, which Nicola adds has been a success socially as well.

For Emma, who three years ago had “given up hope”, Te Kahu Tōī has provided a future for her son and whānau she could not have imagined.

“It’s definitely timeconsuming but it’s worth it in the long run. An hour a month does change your life.”

Last year, Marshall travelled to Europe with his grandfather and older brother. It was a trip Emma says would have been impossible before Te Kahu Tōī: “He was good as gold!”

Marshall is now looking forward to the next few years at school.

“I want to just do good, like with my work, and go far in rugby.”

Read more about Te Kahu Tōī Intensive Wraparound Service on the Ministry of Education website:

Te Kahu Tōī Intensive Wraparound Service – Ministry of Education