Pornography and Hauora

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Date:

Part 1: Hauora and possible effects

Learning intention: “Understand the effect that pornography has on an individual's hauora.”

Success criteria: All—identify positive or negative effects. Most—explain how pornography may affect someone's hauora negatively. Some—discuss strategies for dealing with pornography as a teen.

Safety note: Do not share personal experiences, names, links, screenshots, or explicit content. You may discuss ideas generally or pass on a question.

Task 1: Draw lines to match each possible effect with the area of hauora it may affect. Effects are not universal; people may respond differently.

A. Comparing your body or appearance with unrealistic media messages

B. Feeling confused, worried, pressured, or distracted

C. Becoming less open with friends, whānau, or a partner

D. Questioning personal values or beliefs about respect and relationships

Taha tinana — physical wellbeing

Taha hinengaro — mental and emotional wellbeing

Taha whānau — relationships and connection

Taha wairua — values, beliefs, and sense of meaning

Part 2: Think about a situation

Scenario: Wiremu receives a link to sexual media in a group chat. The media shows unrealistic messages about bodies, consent, and relationships. Wiremu feels uncomfortable and is unsure what to believe. He does not want to discuss private details, but he wants support.

1. How might this affect Wiremu’s taha hinengaro or taha tinana? Explain using because.

2. How might this affect Wiremu’s taha whānau or taha wairua? Explain using therefore.

3. Why is it important to distinguish media messages from real relationships?

4. Choose two safe responses and explain why they could help Wiremu.

Close the page or chat and report it

Set a boundary, such as saying, “Please do not send this to me”

Talk with a trusted adult or supportive person

Seek support from a school counsellor or appropriate service

Challenge unrealistic messages about bodies, consent, and relationships

Teacher answer guide and safeguarding guidance

Matching: A—taha tinana; B—taha hinengaro; C—taha whānau; D—taha wairua. Accept other well-reasoned matches where students explain their thinking, as hauora dimensions can overlap.

Scenario: Accept responses that use “may” and explain a possible link. For example, unrealistic messages may cause worry or body comparison, because media is often edited or staged. This may affect communication with others, therefore a person may feel isolated or unsure about values, consent, and respectful relationships.

Strategies: Suitable answers include closing or reporting content, setting boundaries, talking with a trusted adult, seeking school or professional support, and questioning unrealistic messages. Emphasise that nobody has to view, forward, or explain explicit content.

Safeguarding: Do not ask students to disclose personal experiences. Allow students to pass, provide a private check-in, and follow school procedures if a student raises a safety concern. Encourage support from a trusted adult, school counsellor, or appropriate New Zealand support service. Reinforce caring for wellbeing, navigating relationships, and informed decision-making.