Mitey

MITEY is a programme we use in class to help students learn about emotions, wellbeing, and resilience. Through stories, discussions, and activities, students build skills to understand their feelings, develop empathy, and support their mental health.

Creating a classroom Kākahu - Week 3

A kākahu is a special Māori cloak. In te ao Māori (the Māori world), kākahu are very important. They are not just clothes — they tell a story.

Long ago, Māori people made kākahu by hand using natural materials like flax (harakeke) and feathers. Today, they are still worn for special occasions.

What does our classroom Kākahu mean?

• Belonging – It shows that everyone in our class is part of our whānau (family).
  Protection – Just like a cloak keeps you warm, our class keeps each other safe and cared for.
  Stories – Each feather or piece we add can represent something about us — our names, our cultures, our strengths, or our learning.
  Respect – Kākahu are treasures (taonga). We treat our class kākahu with care and kindness.

Self Portraits - Week 4

Creating self-portraits is a powerful step in building a sense of self and belonging in the world.  When children draw or paint themselves, they begin to think about who they are and what makes them unique. This helps them develop a sense of identity and belonging.Self-portrait activities encourage tamariki to observe their own features such as their hair, eyes, skin tone, and facial expressions. This helps them become more aware of themselves and how they look, strengthening their self-understanding.  Self-portraits allow tamariki to express themselves through art, colours, and materials. This supports creativity and imagination while giving them a way to communicate their feelings or personality.

Who lives in my house? - Week 4

Through this activity, tamariki draw the people who live with them in their household. This allows them to share with their peers and see that families can look different for everyone, which helps to normalise diversity. During group discussions, tamariki talk about the roles people in their family play and identify their support systems, such as “Nana makes my lunch” or “Dad goes to work.” These conversations help children understand that every family is different and unique, while also supporting a sense of belonging and respect for others. This reflects the inclusive principles of Te Whāriki, where children learn to value their own identity and the identities of others.

Emotions Wall - Week 5

An “emotions wall” is a visual space where tamariki (children) can identify, express, and talk about their feelings. When they enter the room in the morning, they come and grab an emoji and place it under their name to represent how they are feeling.  Young children often feel emotions but don’t yet have the words for them. An emotions wall (with faces, colours, or words like happy, sad, angry, worried) helps tamariki learn to name what they feel.

When tamariki place their name or photo on a feeling, they pause and reflect:

• “How am I feeling today?”

• “Why do I feel this way?”
  This develops self-awareness, a key part of emotional development.

• Some tamariki find it hard to talk directly. An emotions wall gives them a non-verbal way to communicate their mood, helping teachers notice when a child might need extra support.

When tamariki see how others feel, they start to understand that everyone has different emotions. This helps develop empathy and kindness.

Teachers can quickly see patterns, such as a child often choosing “worried” or “tired,” and check in with them.