Ngā Matapakinga | Discussion
So are there any additional considerations that need to be made to support learners and their whānau from backgrounds where trauma and challenge has been part of their history?
Here we are in conversation with Adel Salmanzadeh who came to New Zealand as an unassisted minor at the age of fifteen. Adel has spent many years working with Refugee and Migrant communities which have also included Pasifika and Aboriginal whānau and communities.
We also include a link to Mooncake English which serves up lots of great ideas on how we can support ESOL learners online without a lot of English as one of the challenges faced in the online space for both learners and their whānau where English is not their home language is to be able to access learning, particularly over this lockdown. 
Chrissie Butler, @lindaojala, would you wonderful wāhine have any inclusive design thoughts around this?
If we look at wellbeing as a collective endeavour, what are some of the ways that you are currently considering as a teacher or a school where refugee and migrant learners are part of your community? Would love your thoughts and ideas.
Mooncake English resource
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