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Problems in Practice: Neurodiversity and Isolation
Everyday, RTLB who service rural schools head out relatively equipped to face whatever challenges they may encounter; whether this be directly related to our case work or within our liaison capacity… and those of us who have been around a while also know to expect a few curve balls! However, recent conversations with other RTLB colleagues across the motu, has left me pondering this thought, “What if the isolated rural school our neurodiverse student is zoned to, isn’t the sc

Anna Ladbrook
Sep 133 min read


Language Matters: A reflection
“Language matters.” This is a catchphrase I first heard from my Practice Leader, Fiona Harkness, within the Te Tai Tokerau ki te Tonga RTLB Cluster 2 and one which I soon came to adopt and use myself. It is also an idea that Fiona subsequently explored in her Master’s thesis, Language Matters: Developing Inclusive, Strengths-Based Practice in an RTLB Cluster (2019), and in the article, “Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource

Michelle Payne
Jun 214 min read


The SCARF, Rocks!
I have never been a great fan of the scarf. This personal dislike goes back to the early 1980s, when my nana had good intentions of knitting me a scarf, with those bold, bright colours in the pattern. She knitted all seven grandchildren one, including a jersey each. They were knitted in chronological order of age. I was third in line-my brother first, then my female cousin. My jersey was very David Bain-like, I must say. You get the picture? Knitting was the thing to do and m

Anthony Sandford
Mar 2914 min read


Reflections on a Tom Bennett Presentation: The Importance Of Writing A Shitty First Draft (SFD)
Usually, I don’t write a Shitty First Draft (SFD). When things get tough, I usually just try and think things through, not write anything...

Anthony Sandford
Oct 6, 202513 min read


The Exhaustion Behind the Smile: Because Calm Is Not the Same as Safe
In the world of wellbeing and trauma-informed practice, calm is a word we hear often. It’s a destination in many classrooms and a goal for behaviour plans and emotional check-ins. Students are asked what they need to do to “get back to calm.” What coping strategies will they use? Their teachers have noticed signs of dysregulation and want to help. There’s a lot of good mahi happening in our classrooms. Understanding Calm in a New Light But I’ve been thinking differently about

Michelle Wishart
Jul 25, 20253 min read


Collaborative and Proactive Solutions (CPS): Embracing Discomfort to Strengthen Practice and Grow Professional Identity
The concept of evolving my own professional identity is something I candidly wrote about in one of my previous blogs . RTLB and other...

Anthony Sandford
Jul 21, 20256 min read


“Thank You for Hearing Me”: The Quiet Power of Being Present
Last Friday, I spoke with a colleague who shared a quiet but powerful moment from an interview she conducted with a high school student....

Corrinne Devitt
Jun 3, 20253 min read


The Power of Connection: Supporting Wellbeing Through a Trauma-Informed Lens
I enjoy watching Good Sorts and Good as Gold —programmes that spotlight everyday New Zealanders doing extraordinary things. Last week, I...

Tracey Richardson
May 15, 20253 min read


Listening to Lead – A Reflection on Change, Challenge, and Supporting our Kaiako
At the heart of RTLB Aotearoa is a clear mission: to connect, inspire, and uplift one another. This mission is more than just an...

Corrinne Devitt
May 10, 20254 min read


Just shut your mouth!
Have I got your attention with this title? I hope so. I’m not trying to be intentionally rude, but I have learned that to breathe...

Anthony Sandford
Mar 20, 20257 min read
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