Chris Hipkins

The PISA education report published last week raised several long-term issues. New Zealand 15-year-olds scored above the international average in each of the three subjects measured as part of the study – ranking eighth out of 36 for reading and seventh for science. The score for maths, while still above the OECD average, was lower, ranking 22nd out of 37 OECD countries.

It’s possible to argue from these numbers that we’re largely holding our own, but when you look over a longer period the picture changes. A series of PISA surveys has shown an overall decline among our 15-year-olds in academic achievement and standards over the past 20 years.

While there is no one reason why we are seeing the decline, what stood out in the study was the close link between student wellbeing and achievement. It reinforced that disruptive behaviour, not just in New Zealand but across the OECD, is increasing, and that bullying is a persistent factor in lower performance, particularly in reading. This is set against a backdrop of unprecedented societal and technological change during that 20 years.

We’ve known about the link between wellbeing and achievement for some time – not just from education experts, but from parents and students themselves. If there was any lingering doubt, it was dispelled last year during two big education summits that were attended by thousands of New Zealanders. The key question asked was: What would make the education system better? The overwhelming response was: ‘‘a greater focus on wellbeing’’. They were clear that achievement and wellbeing go hand-in-hand.

So, as we roll out our comprehensive reforms, how are we applying our collective insights?

I’ll make the point up front that there’s no one, single silver bullet. You can’t turn

It sounds obvious, but the system hasn’t been anywhere near flexible enough. Some schools want a light touch from government and others need closer and more tailored support.

Chris Hipkins is the Education Minister.