A new report from Aotearoa Educators’ Collective, released today, has confirmed what teachers, students, and whanau have been calling out for years–our learning support system is overstretched, underfunded, and simply not working.

“This report paints a stark picture of systemic strain, with those working in learning support being pushed to breaking point,” says Green Party Education Spokesperson, Lawrence Xu-Nan.

“Education should serve the wellbeing and potential of all mokopuna—not just those whose needs align with the status quo. We have all the tools we need to give them that and more, but it requires serious investment and support for our workforce.

“However, the Government is intent on making cosmetic tweaks, like fragmented and reactive funding, while ignoring the core issue: the system was never set up to work properly in the first place.

“Every announcement to date from this coalition has tinkered around the edges to make the numbers look prettier, rather than prompting genuine change that benefits our tamariki, their whānau, kaiako, kaimahi, and the wider communities.

“Today’s report shows decades of neglect, growing pressure, and a workforce pushed to breaking point. The Government’s cancellation of 33 pay equity claims–many of which affect teachers and support staff–makes it blatantly clear they’re not serious about fixing it.

“Further, the new Education and Training Amendment Bill completely fails to recognise the actual need of our education system.

“The Greens’ plan lays out real solutions. As a starting point: nationalising ECE, expanding free school lunches, and building a learning support system where every child belongs.

“Our plan will put children’s wellbeing at the centre of decision-making and policy, where it should have been all along,” says Lawrence Xu-Nan.

Notes:

• The report can be found in full here.
• Learning support can be defined as “...the systems, services, and personnel designed to ensure that all mokopuna—including those with neurodivergence, disabilities, health needs, or experiences of trauma—can access, participate in, and progress through the curriculum on an equitable basis.” (Beyond Capacity: Learning Support in Crisis, p.5).

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