Little is known about non-government services (hereafter “service providers”) for elderly Māori. As part of the research project Kaumātua Futures, a case study of kaumātuatanga in Ngāti Whakaue—an iwi from the Rotorua District of Aotearoa New Zealand—a service provider scoping exercise was undertaken in the summer of 2019–2020. The purpose of the exercise was to garner an understanding of the number of service providers and their services available to koeke, including kaumātua, in the Rotorua District, the home base of the iwi. What the survey showed was no lack of services but a need to further develop existing services that respond to the specific needs of koeke.

The study presented in this article is underpinned and guided by Kaupapa Māori theory and research principles (G. H. Smith, 1997; L. Smith, 2015). The purpose was to explore support systems comprising health, social, financial, education and whānau that exist for teenage Māori mothers/māmā Māori in Aotearoa New Zealand. Research participants were sourced from one Teen Parent Unit and are Māori who became mothers as teenagers. Effectiveness of support was assessed in terms of contribution to holistic wellbeing and success for māmā Māori.

Many Pasifika students in Te Tari Kikokiko at Ōtākou Whakaihu Waka face challenges while living in Ōtepoti and studying in our department. We conducted online talanoa with 24 Pasifika undergraduate students to gain feedback about their experiences. Students reported having challenges in living independently, culture shock, and academic struggles while living in Ōtepoti. Reasons for choosing our institution and studying anatomy were discussed. Students reported challenges in adapting to learning styles for anatomy, workload content, personal barriers, lack of culturally competent support, difficulties in essay writing, and tutorials (timing conflict, delivery method).

In this article, four taiohi Māori of Te Tai Tokerau provide critical insights into their experiences of racism and their perspectives of school, teaching and education systems in Aotearoa New Zealand. Participants in this project all positively identified as Māori but have very different ways of conceptualising that identity. Western schooling in Aotearoa has, since its introduction, been a site of cultural contestation. Schools are also highly visible locations where Indigenous and Western epistemological differences play out with real-life impacts and consequences.

Gut diseases are a major cause of morbidity and mortality in Aotearoa New Zealand, with higher rates of these conditions in Te Waipounamu. Māori experience both worse outcomes and different patterns of incidence in gut diseases than non-Māori. Overall, Māori have lower life expectancies than non-Māori and experience barriers to accessing determinants of health. We aim to illuminate how Māori understand the gut and navigate the health system when the topic is the gut and gut disease, based on interviews with Māori participants in a wider study of gut symptoms.

This article explores whatu as a Māori arts pedagogy, focusing on how it extends beyond traditional practice into a space of oranga for practitioners and learners alike. Drawing from qualitative interviews with three experienced wāhine kaiwhatu, the study examines their early learning experiences, teaching methods and reflections on how their pedagogy has evolved over time. The findings reveal that whatu pedagogy is deeply embedded in intergenerational transmission, cultural identity and creative practices that contribute to Māori community wellbeing.