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NewsletterOMEP Aotearoa produces a monthly newsletter, which you automatically receive as part of your membership
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Our current newsletter:
OMEP Aotearoa Pānui.
May 2026
Kia ora e te whānau,
Firstly, the great news for this issue is that the OMEP Aotearoa website is functional again. Getting the glitch identified and fixed has been a time-consuming and frustrating experience – ngā mihi to Fleur for her persistence!
We’re onto our 3rd issue for 2026, and it seems to be growing each time. The newsletter is for you, our members, and for anyone interested in OMEP’s work, so we want to be sure it’s useful. We’d really welcome your feedback on the topics, the general format, the length, etc. Are there things you’d like to hear more about, or less about? [email protected].
Vaiaso o le Gagana Samoa - Samoa Language Week runs from 31 May – 6 June. There are plenty of resources available online for teachers and others, see the item later in this newsletter.
You will see a number of items in this Pānui relating to climate change, the focus for World Environment Day (June 5) this year, in particular a forthcoming review of the OMEP World ESD rating scale. A 2021 report by UNICEF UK states, “The climate crisis is a child rights crisis… Children are being hit hardest by climate change, yet they are the least responsible for it. Nearly half of the world’s children (1 billion) live in countries that are at extremely high risk from the impacts of climate change. Climate change is harming children’s right to food, water, health care, and education. The growing number of extreme weather events is putting more children’s lives at risk. When floods rage, schools, homes and hospitals are destroyed. When droughts hit, children must walk miles to find food and water. Rising sea levels and toxic air turn children’s communities into hazardous environments. Every year, environmental factors take the lives of 1.7 million children under the age of five.”
Some other reading:
- OMEP Aotearoa’s website resources, Climate change resources
- NZCER – impact of climate changes on NZ primary schools. Climate stressors on primary schools
- Resources for teachers from the NZ Association for Environmental Education, https://www.nzaee.org.nz/about
- A University of Auckland research project, looking at the impact of climate change on children in Samoa. Are Pacific children facing too much heat?
And, to finish, this week is budget week as you know. We echo the hopes of the Children’s
Commissioner, speaking on RNZ this morning, that children’s best interests will be prioritised.
Ngā mihi
Marianne
25.5.26
OMEP Exec update
Exciting developments for OMEP World’s Sustainability mahi:
Fleur writes: Following a workshop about the OMEP ESD Scales during the World Assembly in Bologna in July 2025, Ingrid Engdahl and the ESD leadership committee have sent through two documents for review by national executive committee members:
1. The OMEP ESD Rating Scale (3rd edition) and
2. The OMEP ESD Leadership Scale (new).
The executive committee need to provide any feedback, comments or proposals by June 15th. Following this, an edited version of the ESD Scales will be presented and voted on during the OMEP WA in Poznan, July 13-14 2026.
If you would like to attend an online hui with members of exec please email the OMEP gmail account and we will send you a zoom link and the documents for review. Date and time still to be confirmed, but it will be in the next two weeks.
The current OMEP ESD scale was adapted for Aotearoa ECE settings some years back by Glynne Mackey and the Canterbury Chapter - OMEP ESD Rating scale - Aotearoa
The Honourable Kāwanatanga Project:
We’ve had an invitation to participate in this Tiriti organisational journeys nationwide survey – stage 2.
The Project is a multi-year research initiative, supported by the Royal Society Te Apārangi Marsden Fund, that explores how kāwanatanga - authority to govern - can be exercised in ways that are truly ethical, relational, and consistent with Te Tiriti o Waitangi. If you’ve been part of a Te Tiriti journey in OMEP or in any other organisation, you are encouraged to contribute. For more information see https://forms.gle/vUjKzq25Jk8tur5y7
Around the rōpū:
Tāmaki Makaurau (Marianne Kayes):
Some of you will have been at Jo Ward’s online presentation (5 May) on her masters research into the extent to which EC teachers from minority cultures experience a sense of inclusion and belonging in the centres in which they work. As Jo pointed out, teachers are committed to enabling a sense of belonging and inclusion in children, but we tend to give much less attention to the experience of teachers. Hearing from Jo about how teachers felt they must change their authentic selves in order to ‘fit in’ to monocultural norms was both moving and challenging – “assimilation erodes belonging”. It certainly got me thinking about my own assumptions, and the ways in which I might unwittingly contribute to ‘othering’. Jo reminded us that children are keen observers of who stays silent, whose voices are heard, and whose differences are affirmed – we need to ensure that inclusion is embedded in everyday practice.
Waikato (Margaret Stuart): A planned meal was regrettably postponed but we’re hoping to get together soon.
Ōtākou (Lianne Dudson): The group met on 17 May. The rōpū rep role will be shared, with others taking responsibility for organising PD, fundraising and the newsletter.
OMEP WORLD (https://omepworld.org/)
78th OMEP World Assembly (14-15 July) and Conference (16-18 July), Poland.
We’re delighted that Fleur, our Co-President (Tangata Whenua) is able to attend and to represent us at the World Assembly. If anyone else is planning to go, please let us know.
OMEP’s Journal: International Journal of Early Childhood (IJEC):
All OMEP members have free access to full text of this Journal. If you don’t have the link and password, please email [email protected].
Reminder: Submissions are being called for the forthcoming special issues:
“Peace in Early Childhood: Foundations for Just and Inclusive Societies.” IJEC Call for Papers, by 30 June
Submission deadline: 30 June 2026
“Voices of Children in the Present and for the Future: Inspirations for Education and Human Rights”, by 31 December 2026. Link to Springer
__________________________________________________________________________________
UPDATES FROM AFFILIATED ORGANISATIONS
Tick4Kids and CRAANZ (www.childrensrightsalliance.org.nz):
CRAANZ are planning a series of webinars on children’s rights leading into this year’s election – details to come.
Tick4Kids scorecards are to be sent to politicians on 2 June, for return by 10 July. The plan is that they’ll be published by 3 August.
Child Poverty Action Group: “People over Politics”
Post budget briefings, Friday 29 May – Auckland, Wellington and online:
https://www.cpag.org.nz/events
Latest child hardship stats for Aotearoa NZ Child Poverty stats
UNICEF
See https://www.unicef.org/sop/research-and-reports for a wealth of information on the humanitarian crises affecting children worldwide, including voices from children themselves - Children's voices from Gaza
IPA (International Play Association), Play Aotearoa World Conference
Further to the item in our previous Pānui, a reminder about the IPA World Conference, 2-5 November, to be held in Ōtautahi/Christchurch. https://www.ipachristchurch2026.com/
Charlotte Robertson reports as follows on a recent webinar:
The IPA webinar launched an Arabic version of the Access to Play in Situations of Crisis Toolkit for Staff, Managers and Policymakers. See IPA Toolkit Children in Crisis. The conditions for children and young people being able to participate in play in Palestine are hindered by threats to movement, separation, checkpoints including flying checkpoints that can appear randomly e.g. to attend school, settler attacks, displacement camps, loss of play areas e.g. playgrounds now being used to home people and the fear of unremoved shrapnel. Accessible play areas are also a challenge with many children having lost limbs. 95% of children surveyed thought they would have to face their own death. Israel has imposed restrictions or access on materials such as playground equipment, toys, paper, fabrics, ropes, sewing machines. Storytelling, drama, movement become important ways of children using their imagination with limited resources trying to create a safe bridge between trauma and healing. Children were innovative in their use of materials such as shells and rocks from
the beach becoming musical instruments.
IPA Scotland branch co-ordinated crowdfunding to help with the translation. Stacey Marko is a National Representative for IPA Scotland branch and the convenor of the newly established IPA Play Research Network which aims to support collaboration, research dissemination and critical practice.
ARNEC updates May 2026
This issue has a number of features relating to climate change, including a report on ECD-climate integration at the World Forum Conference. “Through its participation, ARNEC actively advocated for the inclusion of young children in climate action agendas,
emphasising the need for child-centred approaches in policy and practice. The conference offered important opportunities to build partnerships, share knowledge, and reinforce the importance of integrating early childhood perspectives into global climate discourse.”
Forthcoming events include the Children and Climate Initiative Summit (London), from June 24-26; and the Pacific Early Childhood Education Research Assn (PECERA) 2026 Conference in Singapore, July 10-12.
___________________________________________________________________________________________________________________
NATIONAL / INTERNATIONAL DAYS
Vaiaso o le Gagana Samoa Samoa Language Week
Celebrate Samoa Language Week: 31 May - 6 June 2026
There are more than 200,000 Samoan people living in New Zealand, making them the largest Pacific ethnic group in the country. ( Stats NZ 2023 Census). The 2026 theme for Samoa Language Week is "‘E afua mai i mauga tetele manuia o le 'nu'u - From the high mountains are the blessings of the village." Read more about the theme for the week:
Theme for Samoa Language Week 2026 (PDF, 145KB)
UN International Day of Innocent Children Victims of Aggression, 4 June
Children under attack:
“Every day, children living in wars across the globe are facing unspeakable horrors. They are not safe sleeping in their homes or playing outside, learning in school or seeking medical care at hospitals. From killing and maiming, abduction and sexual violence, to attacks on education and health facilities, and the denial of the humanitarian assistance that they desperately need, children are being caught in the crosshairs of warring parties at a staggering scale.”
UNICEF reports that between October 2023 and February 2025 more than 21,000 children have been killed in in Palestine and Gaza and more than 44,500 injured. Palestine update Feb 2026 For more on the tragic situation for children in the region see the recent statement by UNICEF spokesperson, James Elder - UNICEF Press briefing May 2026. More widely in the Middle East, the
“Guardian” reports on the devasting impact on children of the ongoing US Israeli War
“UNICEF urgently calls on all parties to uphold their obligations under international law, and to ensure the protection of civilians. Under international humanitarian law, the lives and wellbeing of children must always be protected.
“UNICEF continues to closely monitor the situation and stands ready to support the humanitarian efforts to assist children and families affected by the escalating violence.”
You will remember that Lynley wrote eloquently about the realities of life for children in war zones in her “Co-President’s message” in our March Pānui – worth a re-read. For other relevant OMEP responses and publications, see the OMEP World Assembly Declaration 2022 Stop wars and violence. Urgent call to peace, disarmament, and dialogue. Also The Early Childhood Peace Consortium 2023 call For Justice, Peace, and the Protection of All Children Affected by the War in Israel and Palestine )
5 June, World Environment Day - https://www.worldenvironmentday.global/
A call for climate action. World Environment Day 2026 focuses on climate change. UNEP’s global campaign calls on all of us to step in #NowForClimate, and steer a world already in motion.
11 June, UN international Day of Play. 2026 Theme: Protect Play, Protect Childhood
Throughout June, UNICEF will also be promoting expert tips and guidance for parents on everything from the science of play to fun activities for all the family. Recognizing that increasingly play happens online, the agency is equipping parents with guides and explainers on how to help keep their children’s online experiences safe and positive. Find out the importance of the day, resources for families, calls on governments to fulfil every child’s right to play and events around the world on UNICEF’s website.
June 20, 2026: World Refugee Day https://www.unhcr.org/get-involved/take-action/world-refugee-day
This international day recognises the strength and courage of refugees who have been forced to leave their homes due to conflict or persecution.
Did you know the Ministry of Education has a regular bulletin ESOL, Migrant and Refugee News. This Bulletin aims to highlight culturally and linguistically diverse (CALD) learners and includes:
- information and reminders about events related to supporting CALD learners
- stories highlighting initiatives from schools and communities
- insights on CALD learners
- ESOL, Migrant and Refugee team news.
___________________________________________________________________________
OTHER NEWS AND RECOMMENDED READING
ECE Regulatory function to be moved from MOE to ERO
Early Childhood Education being taken out of the Ministry of Education.
This change applies only to ECE, not to public schools. Under the Education and Training (System Reform) Amendment Bill, ERO would take over ECE regulatory functions from 1 September – see Dr Sarah Alexander’s video explainer: https://www.facebook.com/reel/987851714202724
Ministry of Education: Ngā Haeata o Aotearoa 2024: A Māori education indicators report (April 2026)
“This report provides a snapshot of how the education system is performing for Māori learners and Māori language in education. It spans early learning, primary, secondary schooling and tertiary across English-medium education, Māori-medium and Kaupapa Māori education. Māori students experience a wide range of outcomes in the education system with many ākonga in English medium education continuing to experience inequitable outcomes. It includes Kaupapa Māori education data showing that ākonga in these settings experience more positive educational outcomes at secondary school.” Read more about the report here:
Ngā Haeata o Aotearoa 2024: A Māori Education Indicators Report – Education Counts
Ministry of Education: Alternate formats and translations – Early intervention resources
"Our Early Intervention Service (EIS) Journey and Expansion of EIS factsheet for parents, caregivers, whānau and families are now available in:
- te reo Māori\
- five Pacific languages – Gagana Samoa, Te Reo Māori Kūki ʻAirani, Vagahau Niue, Lea Faka Tonga, Gagana Tokelau
- alternate formats – New Zealand Sign Language (NZSL), Braille, audio, large print and Easy Read.
The resources explain how EIS supports children with additional developmental, communication or behavioural needs. EIS now extends from birth to the end of Year 1 at school. " Check them out on our website: Learning support resources for parents – Ministry of Education
Support for Neurodivergent children in ECE
Kristy Austin & Fleur Hohaia-Rollinson attended a valuable presentation, Q&A session and workshop from Xabilities around supporting neurodivergent children in Early childhood education. Hosted by NZEI. It included Tamara Grant speaking from her own authentic autistic lived experience around understanding neurodivergence and using practical tools to support diverse learners, focusing on a Te ao Māori perspective.
Tamara offers insight that goes beyond clinical language, textbooks, and traditional training – including discussions on
· Supporting neurodivergent children in an ECE setting
· Emotional regulation
· Sensory needs
· Autistic lived experience
Kristy and Fleur suggest that OMEP could possibly look at hosting a similar PLD session if members are interested – let’s know!
“A Wake up Call” – report from Newsroom on the recent NZEI education summit
This is a very concerning reminder of what can happen when children’s interests and wellbeing are not prioritised and where there are insufficient regulations and oversight. Abuse in EC centres - Australia.
Trauma-informed organisations
Charlotte Robertson reports: “Ki Te Ao Mārama: Understanding trauma-informed approaches pathways to healing” was a series of three webinars facilitated by Whāraurau, an infant, child and adolescent mental health and addiction centre. This workshop focussed on understanding leadership and the organisational aspects of implementing a trauma-informed approach, exploring a trauma informed culture, practical strategies and how to align formal processes with the wellbeing of kaimahi. All involved in an organisation are recommended to be involved in creating a trauma-informed environment. Explore their website https://www.wharaurau.org.nz/ to discover resources, online courses and training/events.
Changemakers for children
This is a global movement of child rights practitioners - an open, collaborative, global movement of people working in local civil society to improve the lives of children and families worldwide. If you’ve not come across the organisation, have a look - Changemakers resources. There are various ‘landing pages’ which take you to a variety of ‘communities of action’. One recent blog, “What genuine listening does for young people”, which focused on adolescents is very relevant to younger children.
Aotearoa Educators Collective (AEC)
- “Sunday Reads”. A further piece from Margaret Stuart (May 10), “Hypothesising possibilities ahead: establishing strong foundations for learning, well-being and life outcomes”. Hypothesising possibilities
- Waitangi Tribunal series - Bruce Jepsen and Dr Therese Ford ACENZ Waitangi Tribunal series
Disability Support Services Bill
“The “Human Rights Commission calls for rights-based approach to Disability Support and condemns raft of rollbacks.“
The Disability Support Services Bill had its first reading in Parliament on 21May. It threatens to undermine the rights of disabled people, tangata whaikaha, their families and whānau, and worsen the lives of families who are already struggling, says Te Kahui Tika Tangata Human Rights Commission. The Commission is calling for a fairer, rights-based approach to disability support, as the Disability Support Services Bill progresses. (HRC Pānui pāpāho HRC press release 21 Haratua May 2026).
May 2026
Kia ora e te whānau,
Firstly, the great news for this issue is that the OMEP Aotearoa website is functional again. Getting the glitch identified and fixed has been a time-consuming and frustrating experience – ngā mihi to Fleur for her persistence!
We’re onto our 3rd issue for 2026, and it seems to be growing each time. The newsletter is for you, our members, and for anyone interested in OMEP’s work, so we want to be sure it’s useful. We’d really welcome your feedback on the topics, the general format, the length, etc. Are there things you’d like to hear more about, or less about? [email protected].
Vaiaso o le Gagana Samoa - Samoa Language Week runs from 31 May – 6 June. There are plenty of resources available online for teachers and others, see the item later in this newsletter.
You will see a number of items in this Pānui relating to climate change, the focus for World Environment Day (June 5) this year, in particular a forthcoming review of the OMEP World ESD rating scale. A 2021 report by UNICEF UK states, “The climate crisis is a child rights crisis… Children are being hit hardest by climate change, yet they are the least responsible for it. Nearly half of the world’s children (1 billion) live in countries that are at extremely high risk from the impacts of climate change. Climate change is harming children’s right to food, water, health care, and education. The growing number of extreme weather events is putting more children’s lives at risk. When floods rage, schools, homes and hospitals are destroyed. When droughts hit, children must walk miles to find food and water. Rising sea levels and toxic air turn children’s communities into hazardous environments. Every year, environmental factors take the lives of 1.7 million children under the age of five.”
Some other reading:
- OMEP Aotearoa’s website resources, Climate change resources
- NZCER – impact of climate changes on NZ primary schools. Climate stressors on primary schools
- Resources for teachers from the NZ Association for Environmental Education, https://www.nzaee.org.nz/about
- A University of Auckland research project, looking at the impact of climate change on children in Samoa. Are Pacific children facing too much heat?
And, to finish, this week is budget week as you know. We echo the hopes of the Children’s
Commissioner, speaking on RNZ this morning, that children’s best interests will be prioritised.
Ngā mihi
Marianne
25.5.26
OMEP Exec update
Exciting developments for OMEP World’s Sustainability mahi:
Fleur writes: Following a workshop about the OMEP ESD Scales during the World Assembly in Bologna in July 2025, Ingrid Engdahl and the ESD leadership committee have sent through two documents for review by national executive committee members:
1. The OMEP ESD Rating Scale (3rd edition) and
2. The OMEP ESD Leadership Scale (new).
The executive committee need to provide any feedback, comments or proposals by June 15th. Following this, an edited version of the ESD Scales will be presented and voted on during the OMEP WA in Poznan, July 13-14 2026.
If you would like to attend an online hui with members of exec please email the OMEP gmail account and we will send you a zoom link and the documents for review. Date and time still to be confirmed, but it will be in the next two weeks.
The current OMEP ESD scale was adapted for Aotearoa ECE settings some years back by Glynne Mackey and the Canterbury Chapter - OMEP ESD Rating scale - Aotearoa
The Honourable Kāwanatanga Project:
We’ve had an invitation to participate in this Tiriti organisational journeys nationwide survey – stage 2.
The Project is a multi-year research initiative, supported by the Royal Society Te Apārangi Marsden Fund, that explores how kāwanatanga - authority to govern - can be exercised in ways that are truly ethical, relational, and consistent with Te Tiriti o Waitangi. If you’ve been part of a Te Tiriti journey in OMEP or in any other organisation, you are encouraged to contribute. For more information see https://forms.gle/vUjKzq25Jk8tur5y7
Around the rōpū:
Tāmaki Makaurau (Marianne Kayes):
Some of you will have been at Jo Ward’s online presentation (5 May) on her masters research into the extent to which EC teachers from minority cultures experience a sense of inclusion and belonging in the centres in which they work. As Jo pointed out, teachers are committed to enabling a sense of belonging and inclusion in children, but we tend to give much less attention to the experience of teachers. Hearing from Jo about how teachers felt they must change their authentic selves in order to ‘fit in’ to monocultural norms was both moving and challenging – “assimilation erodes belonging”. It certainly got me thinking about my own assumptions, and the ways in which I might unwittingly contribute to ‘othering’. Jo reminded us that children are keen observers of who stays silent, whose voices are heard, and whose differences are affirmed – we need to ensure that inclusion is embedded in everyday practice.
Waikato (Margaret Stuart): A planned meal was regrettably postponed but we’re hoping to get together soon.
Ōtākou (Lianne Dudson): The group met on 17 May. The rōpū rep role will be shared, with others taking responsibility for organising PD, fundraising and the newsletter.
OMEP WORLD (https://omepworld.org/)
78th OMEP World Assembly (14-15 July) and Conference (16-18 July), Poland.
We’re delighted that Fleur, our Co-President (Tangata Whenua) is able to attend and to represent us at the World Assembly. If anyone else is planning to go, please let us know.
OMEP’s Journal: International Journal of Early Childhood (IJEC):
All OMEP members have free access to full text of this Journal. If you don’t have the link and password, please email [email protected].
Reminder: Submissions are being called for the forthcoming special issues:
“Peace in Early Childhood: Foundations for Just and Inclusive Societies.” IJEC Call for Papers, by 30 June
Submission deadline: 30 June 2026
“Voices of Children in the Present and for the Future: Inspirations for Education and Human Rights”, by 31 December 2026. Link to Springer
__________________________________________________________________________________
UPDATES FROM AFFILIATED ORGANISATIONS
Tick4Kids and CRAANZ (www.childrensrightsalliance.org.nz):
CRAANZ are planning a series of webinars on children’s rights leading into this year’s election – details to come.
Tick4Kids scorecards are to be sent to politicians on 2 June, for return by 10 July. The plan is that they’ll be published by 3 August.
Child Poverty Action Group: “People over Politics”
Post budget briefings, Friday 29 May – Auckland, Wellington and online:
https://www.cpag.org.nz/events
Latest child hardship stats for Aotearoa NZ Child Poverty stats
UNICEF
See https://www.unicef.org/sop/research-and-reports for a wealth of information on the humanitarian crises affecting children worldwide, including voices from children themselves - Children's voices from Gaza
IPA (International Play Association), Play Aotearoa World Conference
Further to the item in our previous Pānui, a reminder about the IPA World Conference, 2-5 November, to be held in Ōtautahi/Christchurch. https://www.ipachristchurch2026.com/
Charlotte Robertson reports as follows on a recent webinar:
The IPA webinar launched an Arabic version of the Access to Play in Situations of Crisis Toolkit for Staff, Managers and Policymakers. See IPA Toolkit Children in Crisis. The conditions for children and young people being able to participate in play in Palestine are hindered by threats to movement, separation, checkpoints including flying checkpoints that can appear randomly e.g. to attend school, settler attacks, displacement camps, loss of play areas e.g. playgrounds now being used to home people and the fear of unremoved shrapnel. Accessible play areas are also a challenge with many children having lost limbs. 95% of children surveyed thought they would have to face their own death. Israel has imposed restrictions or access on materials such as playground equipment, toys, paper, fabrics, ropes, sewing machines. Storytelling, drama, movement become important ways of children using their imagination with limited resources trying to create a safe bridge between trauma and healing. Children were innovative in their use of materials such as shells and rocks from
the beach becoming musical instruments.
IPA Scotland branch co-ordinated crowdfunding to help with the translation. Stacey Marko is a National Representative for IPA Scotland branch and the convenor of the newly established IPA Play Research Network which aims to support collaboration, research dissemination and critical practice.
ARNEC updates May 2026
This issue has a number of features relating to climate change, including a report on ECD-climate integration at the World Forum Conference. “Through its participation, ARNEC actively advocated for the inclusion of young children in climate action agendas,
emphasising the need for child-centred approaches in policy and practice. The conference offered important opportunities to build partnerships, share knowledge, and reinforce the importance of integrating early childhood perspectives into global climate discourse.”
Forthcoming events include the Children and Climate Initiative Summit (London), from June 24-26; and the Pacific Early Childhood Education Research Assn (PECERA) 2026 Conference in Singapore, July 10-12.
___________________________________________________________________________________________________________________
NATIONAL / INTERNATIONAL DAYS
Vaiaso o le Gagana Samoa Samoa Language Week
Celebrate Samoa Language Week: 31 May - 6 June 2026
There are more than 200,000 Samoan people living in New Zealand, making them the largest Pacific ethnic group in the country. ( Stats NZ 2023 Census). The 2026 theme for Samoa Language Week is "‘E afua mai i mauga tetele manuia o le 'nu'u - From the high mountains are the blessings of the village." Read more about the theme for the week:
Theme for Samoa Language Week 2026 (PDF, 145KB)
UN International Day of Innocent Children Victims of Aggression, 4 June
Children under attack:
“Every day, children living in wars across the globe are facing unspeakable horrors. They are not safe sleeping in their homes or playing outside, learning in school or seeking medical care at hospitals. From killing and maiming, abduction and sexual violence, to attacks on education and health facilities, and the denial of the humanitarian assistance that they desperately need, children are being caught in the crosshairs of warring parties at a staggering scale.”
UNICEF reports that between October 2023 and February 2025 more than 21,000 children have been killed in in Palestine and Gaza and more than 44,500 injured. Palestine update Feb 2026 For more on the tragic situation for children in the region see the recent statement by UNICEF spokesperson, James Elder - UNICEF Press briefing May 2026. More widely in the Middle East, the
“Guardian” reports on the devasting impact on children of the ongoing US Israeli War
“UNICEF urgently calls on all parties to uphold their obligations under international law, and to ensure the protection of civilians. Under international humanitarian law, the lives and wellbeing of children must always be protected.
“UNICEF continues to closely monitor the situation and stands ready to support the humanitarian efforts to assist children and families affected by the escalating violence.”
You will remember that Lynley wrote eloquently about the realities of life for children in war zones in her “Co-President’s message” in our March Pānui – worth a re-read. For other relevant OMEP responses and publications, see the OMEP World Assembly Declaration 2022 Stop wars and violence. Urgent call to peace, disarmament, and dialogue. Also The Early Childhood Peace Consortium 2023 call For Justice, Peace, and the Protection of All Children Affected by the War in Israel and Palestine )
5 June, World Environment Day - https://www.worldenvironmentday.global/
A call for climate action. World Environment Day 2026 focuses on climate change. UNEP’s global campaign calls on all of us to step in #NowForClimate, and steer a world already in motion.
11 June, UN international Day of Play. 2026 Theme: Protect Play, Protect Childhood
Throughout June, UNICEF will also be promoting expert tips and guidance for parents on everything from the science of play to fun activities for all the family. Recognizing that increasingly play happens online, the agency is equipping parents with guides and explainers on how to help keep their children’s online experiences safe and positive. Find out the importance of the day, resources for families, calls on governments to fulfil every child’s right to play and events around the world on UNICEF’s website.
June 20, 2026: World Refugee Day https://www.unhcr.org/get-involved/take-action/world-refugee-day
This international day recognises the strength and courage of refugees who have been forced to leave their homes due to conflict or persecution.
Did you know the Ministry of Education has a regular bulletin ESOL, Migrant and Refugee News. This Bulletin aims to highlight culturally and linguistically diverse (CALD) learners and includes:
- information and reminders about events related to supporting CALD learners
- stories highlighting initiatives from schools and communities
- insights on CALD learners
- ESOL, Migrant and Refugee team news.
___________________________________________________________________________
OTHER NEWS AND RECOMMENDED READING
ECE Regulatory function to be moved from MOE to ERO
Early Childhood Education being taken out of the Ministry of Education.
This change applies only to ECE, not to public schools. Under the Education and Training (System Reform) Amendment Bill, ERO would take over ECE regulatory functions from 1 September – see Dr Sarah Alexander’s video explainer: https://www.facebook.com/reel/987851714202724
Ministry of Education: Ngā Haeata o Aotearoa 2024: A Māori education indicators report (April 2026)
“This report provides a snapshot of how the education system is performing for Māori learners and Māori language in education. It spans early learning, primary, secondary schooling and tertiary across English-medium education, Māori-medium and Kaupapa Māori education. Māori students experience a wide range of outcomes in the education system with many ākonga in English medium education continuing to experience inequitable outcomes. It includes Kaupapa Māori education data showing that ākonga in these settings experience more positive educational outcomes at secondary school.” Read more about the report here:
Ngā Haeata o Aotearoa 2024: A Māori Education Indicators Report – Education Counts
Ministry of Education: Alternate formats and translations – Early intervention resources
"Our Early Intervention Service (EIS) Journey and Expansion of EIS factsheet for parents, caregivers, whānau and families are now available in:
- te reo Māori\
- five Pacific languages – Gagana Samoa, Te Reo Māori Kūki ʻAirani, Vagahau Niue, Lea Faka Tonga, Gagana Tokelau
- alternate formats – New Zealand Sign Language (NZSL), Braille, audio, large print and Easy Read.
The resources explain how EIS supports children with additional developmental, communication or behavioural needs. EIS now extends from birth to the end of Year 1 at school. " Check them out on our website: Learning support resources for parents – Ministry of Education
Support for Neurodivergent children in ECE
Kristy Austin & Fleur Hohaia-Rollinson attended a valuable presentation, Q&A session and workshop from Xabilities around supporting neurodivergent children in Early childhood education. Hosted by NZEI. It included Tamara Grant speaking from her own authentic autistic lived experience around understanding neurodivergence and using practical tools to support diverse learners, focusing on a Te ao Māori perspective.
Tamara offers insight that goes beyond clinical language, textbooks, and traditional training – including discussions on
· Supporting neurodivergent children in an ECE setting
· Emotional regulation
· Sensory needs
· Autistic lived experience
Kristy and Fleur suggest that OMEP could possibly look at hosting a similar PLD session if members are interested – let’s know!
“A Wake up Call” – report from Newsroom on the recent NZEI education summit
This is a very concerning reminder of what can happen when children’s interests and wellbeing are not prioritised and where there are insufficient regulations and oversight. Abuse in EC centres - Australia.
Trauma-informed organisations
Charlotte Robertson reports: “Ki Te Ao Mārama: Understanding trauma-informed approaches pathways to healing” was a series of three webinars facilitated by Whāraurau, an infant, child and adolescent mental health and addiction centre. This workshop focussed on understanding leadership and the organisational aspects of implementing a trauma-informed approach, exploring a trauma informed culture, practical strategies and how to align formal processes with the wellbeing of kaimahi. All involved in an organisation are recommended to be involved in creating a trauma-informed environment. Explore their website https://www.wharaurau.org.nz/ to discover resources, online courses and training/events.
Changemakers for children
This is a global movement of child rights practitioners - an open, collaborative, global movement of people working in local civil society to improve the lives of children and families worldwide. If you’ve not come across the organisation, have a look - Changemakers resources. There are various ‘landing pages’ which take you to a variety of ‘communities of action’. One recent blog, “What genuine listening does for young people”, which focused on adolescents is very relevant to younger children.
Aotearoa Educators Collective (AEC)
- “Sunday Reads”. A further piece from Margaret Stuart (May 10), “Hypothesising possibilities ahead: establishing strong foundations for learning, well-being and life outcomes”. Hypothesising possibilities
- Waitangi Tribunal series - Bruce Jepsen and Dr Therese Ford ACENZ Waitangi Tribunal series
Disability Support Services Bill
“The “Human Rights Commission calls for rights-based approach to Disability Support and condemns raft of rollbacks.“
The Disability Support Services Bill had its first reading in Parliament on 21May. It threatens to undermine the rights of disabled people, tangata whaikaha, their families and whānau, and worsen the lives of families who are already struggling, says Te Kahui Tika Tangata Human Rights Commission. The Commission is calling for a fairer, rights-based approach to disability support, as the Disability Support Services Bill progresses. (HRC Pānui pāpāho HRC press release 21 Haratua May 2026).
Newsletter Archive
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| omep_aotearoa_pānui_2_april_2026.pdf |
| omep_aotearoa_pānui_1_march_2026.pdf |
| omep_newsletter_no_2_may_june_2024.pdf |
| omep_newsletter_no_1_february_2024.pdf |
| omep_newsletter_no_4_september_2023.pdf |
| omep_newsletter_no._1_feb_2023.pdf |
| omep_newsletter_june_2022.pdf |
| omep_newsletter_april_2022.pdf |
| omep_newsletter_february_2022.pdf |
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