Reflections by Kim Powell (LEVNT), Andrew Bradtke (LESNW), Jodi Blackwell (LEQ)
In September, leaders from Lutheran learning communities and education partners across Australia gathered in Wellington, New Zealand, for the 2026 Free to Flourish International Immersion. Over five days, participants engaged in cultural immersion, leadership development, school visits and deep professional reflection. The program included learning alongside internationally respected future-focused education leaders Derek Wenmoth and Maurie Abraham, as well as time spent in Amesbury School, Ōtaki College and Wainuiomata High School.
What made the experience particularly powerful was the way each part of the immersion returned participants to the same central question: what enables people and communities to thrive? Across very different educational settings, they encountered schools where culture, belonging and vision were not simply aspirations but visible realities. Strong relationships, deep community connections and a clear sense of purpose shaped learning environments that were meaningful, identity-rich and grounded in place.
Our team was blessed with a traditional Maori welcome at each school community. This was an uplifting and often emotional experience where we were brought through a process of going from visiting strangers to community members that are considered extended family who will always belong. The provocation sat with many leaders as they considered how they might more meaningfully welcome people into their schools and extend that sense of community belonging.
A clear message emerged throughout the week: belonging provides the foundation for learning, wellbeing and growth. Through Māori cultural practices, community partnerships, learner-centred pedagogies and intentional school culture, participants saw the importance of helping students understand who they are, where they belong and how they can contribute meaningfully to their communities.
The immersion also highlighted the importance of courageous leadership. Participants were challenged to consider how vision is created, communicated and lived in response to the people within a school community. Across the schools visited, vision was translated into everyday practice through shared language, intentional structures and decision-making that kept people at the centre. Leadership was expressed through trust, relationships and collective purpose.
Another strong takeaway was the link between culture and transformation. Participants observed schools creating the conditions for innovation by building trust, engagement and shared ownership of high expectations. Lasting change was seen not as the result of programs or initiatives alone, but as the outcome of people being empowered to contribute, learn and lead together.
As the immersion concluded, leaders left with renewed clarity, inspiration and conviction.
“Inspiring, thought-provoking week that gave me the confidence and conviction to recommit to better student learning and growth allowing them to be ‘free to flourish’”
The experience provided practical examples and deeper insight into how schools can shape environments where learners and educators thrive.
“This experience has been incredibly valuable, challenging my thinking, deepening my understanding and creating genuine opportunities for growth. The cultural immersion was particularly powerful, strengthening my understanding of how culture, identity and belonging can ground learning and contribute to student success”
More than a study tour, the New Zealand Free to Flourish Immersion invited leaders to imagine what becomes possible when culture, belonging, purpose and leadership are brought together in service of human flourishing.
“A beautiful blend of being immersed in Māori culture mixed with developing exceptional leadership capacity”
