Weaving Māori culture into specialist education: Connection and belonging through dramatherapy

Abstract

This article examines the implementation and outcomes of culturally responsive teaching (CRT) at Oaklynn Specialist School, with a focus on dramatherapy incorporating Māori pūrākau. Drawing on national frameworks such as Ka Hikitia – Accelerating Success, Te Kotahitanga, and Te Ara Whakamana, it reinforces the importance of integrating students’ cultural identities, particularly for those with complex needs. The article discusses strategies such as individualised teaching, value-based learning, and collaborative practice, exploring how these approaches contribute to improvements in student development. Findings reveal positive changes in emotional regulation, social interaction, and attention span, providing insights into the creation of inclusive, culturally responsive learning environments that can be applied in other educational contexts.