27 February 2026

Kia ora koutou

With goal setting season in full swing, I’ve been reflecting on a concept we value deeply here: learner agency. Carl, in particular, has been feeling quite nostalgic lately. As he sits down for this year’s Year 6 meetings, he’s been reminiscing about those very first meetings five years ago when these same students were just starting their journey with us. It’s incredible to see the transformation—what a difference five years makes!

In our classrooms, agency is more than just jargon - it’s the moment a student identifies how they learn best. Instead of simply memorising a mathematical rule, for example, we want to support them in discovering why that rule works.

This approach aligns with Self-Determination Theory, which suggests that for a child to truly thrive, three psychological needs must be met:

• Autonomy: Having a say in their own learning process.

• Competence: Feeling capable of mastering new skills.

• Relatedness: Feeling connected to their peers and teachers.

When these needs are met, a student’s motivation shifts. It moves from "I have to do this because my teacher told me to" to "I am doing this because I want to master it—and I may not be there yet, but I’m on my way!"

Agency is often most visible during what researchers call "productive struggle". This is that pivotal moment when a child (or any of us "bigger ones!") hits a wall. Rather than immediately looking to a teacher or parent for the answer, they pause and look to their own resources.

By allowing space for this, we teach our children how to navigate frustration and build resilience.

Keeping children central to the goal-setting process is a vital part of this growth. When children take the lead, they learn that their voice matters, their decisions have consequences, and their progress is a direct result of their own initiative. We aren't just teaching them subjects; we are teaching them that they have the power to shape their own learning and life.

Cheers to productive struggles!

Ngā mihi nui