Through the lens: accessing children's voices in New Zealand on well‐being

This article illustrates the story of a primary school in South Auckland, New Zealand, considering the state of well‐being of its pupils. Situated in a deprived area with many people living in poverty, parts of the community caught in inter‐gang rivalry, some children consider the school environment to be a safer place to be. Elements of the early years New Zealand curriculum, Te Whaariki, the primary school curriculum and the school ethos, as well as policy and legislation are considered as supporting frameworks to the educational environment of the school. Inclusion is high on the school's agenda with the intention that all students are valued and treated equally within the diverse community in which they live. Undertaking visual methodology combined with participative action research, this study provides a window on children's own perspectives of their well‐being. Existing adult perspectives on well‐being have plethoric meanings attached; however, this article seeks the views of children themselves. In...