92010 · Factors that influence hauora

• Factors that influence hauora

  Demonstrate understanding of factors that influence hauora.

• Mental Health

  Mental Health as a Key Area of Learning across the four Health Studies standards.

• What you already need before you name a factor

  This is not the first Health Studies page. Before you hunt for a factor, you already need the official sentence for hauora — a Māori philosophy of holistic wellbeing grounded in bodies of mātauranga unique to Aotearoa New Zealand — and you must not swap it for wellness. You already need holism as more than the physical: a dimension is where hauora shows up in people's lives, not the circumstance sitting around those lives. You already need the three Key Areas of Learning, and a strengths-based stance that does not ask the reader to disclose their own food, money, friendships, family, sexuality or mental state. 92009 uses the same official word factor. That page finds factors inside a decision. This page is 92010. You are not proposing a decision. You are finding circumstances already in a given external scenario.

• This page identifies and describes the factor. It does not yet say how it influences hauora

  92010 assesses understanding of factors that influence hauora. Official Achieved evidence has two parts. The first is identifying and describing a variety of factors. The second is describing how those factors influence hauora, using examples. This page has the first job. If you cannot say what the factor *is*, the next page has nothing honest to attach hauora to. The 2025 assessment report is blunt: Achievement candidates commonly stated or identified rather than describing; Not Achieved candidates often stated a factor without going further, or wrote about strategies instead of factors.

• A factor is a circumstance, fact, or influence relevant to a context

  Official Explanatory Note 2: for the purposes of this standard, a factor is a circumstance, fact, or influence relevant to a context. Hold the official objects. A factor is not a feeling, a goal, or a piece of advice. It is not a dimension of hauora, and it is not a planned action. It is something that is actually there: knowledge someone holds, a price on a canteen board, a friend group that always buys the same deal, a school contract, a law, a feed of videos. The same official definition is used on 92009, where factors sit inside a decision. This page is not 92009. You are not choosing a dilemma. You are finding what is already in a given 92010 context.

• Relevant to a context means it belongs to this scenario

  Relevant to a context means the factor has to belong to the scenario you were given, inside a Key Area of Learning. A true fact about New Zealand that never appears in the scenario, and never honestly extends it, is not yet a 92010 factor. A copied sentence from the resource that you have not turned into a named circumstance is not yet a factor either. In Food and Nutrition, relevance is still about food — access, price, knowledge, what is sold, who people eat with. A Mathematics test in period 4 is not automatically a factor unless the scenario actually makes food meet that test.

• Personal, interpersonal and societal are official levels

  Official factors can be personal, interpersonal and societal. Official 92010 unpacking maps the example list onto those three levels: personal such as knowledge, beliefs, and values; interpersonal such as whānau relationships, vā, and peer pressure; societal such as laws, iwi structures, cultural norms, and media. Those "such as" phrases are official illustrations, not a closed inventory and not a theology. Big Idea 3 is why the three levels exist. Understanding hauora requires the complex, interconnected nature of personal, interpersonal and societal perspectives. Hauora is "not just a matter of personal choice and individual responsibility, but is part of our complex, interwoven, interpersonal, and societal fabric." A paragraph that only ever names one person's willpower has left the official philosophy. Live 92010 papers have printed Personal / Interpersonal / Societal as planning or part headings. That scaffold is official practice, not a Whetū template. Later parts drop the headings. This page still trains you to look at all three, because that is how you find a variety.

• A personal factor sits with one person

  A personal factor is a circumstance, fact or influence that sits with one person. Official examples are knowledge, beliefs, and values. In a given scenario that can look like class food knowledge, a belief about what counts as lunch, a value about not wasting a free meal, a medical condition already named, or the coins actually in a pocket today. Personal is not a synonym for willpower, and it is not a medical file you invent. Do not add a diagnosis to make the scenario feel more "health". Knowledge from class is already a resource. A belief that leaving the pie-deal group is "making it a thing" is also personal — name it honestly if the scenario gives it.

• An interpersonal factor sits between people

  An interpersonal factor sits between people. Official examples are whānau relationships, vā, and peer pressure. This page quotes that list. It does not define vā, and it does not offer a tikanga account of whānau. In a constructed Food and Nutrition scenario, interpersonal often looks like a friend group that always buys the same deal, a caregiver who still puts an apple in a bag, a sister who can only text from a 7.15 bus, or the pattern of who eats with whom. Several people does not make it societal. Societal is the wider setting, not the head-count.

• A societal factor sits in the wider setting

  A societal factor sits in the wider setting — the school, the street, the contract, the rule, the food that is actually for sale. Official examples are laws, iwi structures, cultural norms, and media. This page quotes that list. It does not define iwi structures, and it does not invent a marae or governance scene so the heading can be ticked. A canteen contract, a $7 versus $3 price gap, a sold-out salad, a dairy poster, a funding decision that closed a breakfast club, and a school rule about leftover food are societal even when they land on one student. A rule that affects Leilani is still societal. Friends on the low wall are not.

• Nature is a second official axis, not a fourth level

  The same Explanatory Note gives a second official list. The nature of factors can be economic, social, cultural, lifestyle-related, political, or environmental. Level and nature are not the same question. - Level asks *where the factor sits*: with one person, between people, or in the wider setting. - Nature asks *what kind of circumstance it is*: money and price (economic); how people group and treat one another (social); beliefs and practices a community holds (cultural); everyday habits and routines (lifestyle-related); rules, funding and government or school decisions (political); the surrounding setting hauora actually meets (environmental). One factor can carry both labels. The $3 pie-and-drink deal left on a canteen board after 11.30 is societal in level and economic in nature. A friend group that always buys that deal is interpersonal in level and social, or lifestyle-related, in nature. Packaged-food advertising in a dairy window is societal in level; official 92010 sample evidence has already treated a packaged-food environment near school as part of the picture.

• Official examples are a list to quote, not a theology to invent

  The official example list is short, and this page will not flesh it out: - knowledge, beliefs, and values - whānau relationships, vā, and peer pressure - laws, iwi structures, cultural norms, and media Unpacking places the first group with personal, the second with interpersonal, and the third with societal. Use the list as a check that you have looked in the right places. Use it as permission to name those official objects when the scenario actually contains them. If a constructed scenario on this page never gives you vā or iwi structures, do not bolt them on for decoration. Quote the official list in the concept. Stay with the evidence the scenario actually gives when you write an example. tiakitanga, manaakitanga and whanaungatanga are Big Idea 2 names for later pages. They are not extra factor categories.

External · grade-score marked.

This standard is assessed as an end-of-year external paper.

A mock paper is available in Whetū: Mock paper · Factors that influence hauora.

8 authored Learn units for this standard.

• Identifying and describing factors

  This page assumes three earlier Health Studies ideas. You already need the official sentence for hauora: a Māori philosophy of holistic wellbeing grounded in bodies of mātauranga unique to Aotearoa New Zealand. You already need holism as more than the physical, and you already need to keep a dimension of people's lives separate from a circumstance around those lives. You already need the three Key Areas of Learning — Food and Nutrition, Mental Health, and Relationships and Sexuality — and a strengths-based refusal to treat a person as the problem. If any of those still feel unfinished, go back to the hauora and dimensions pages before you try to name a factor.

• How factors influence hauora

  This page is about the second Achieved craft on 92010: describing how factors influence hauora, using examples. 92010 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of factors that influence hauora*. In 2026 it is an end-of-year online digital examination. Candidates are given a resource booklet of scenario(s) and supporting resources, and they must use those resources to support the response. Whetū can teach the craft and give you constructed third-person scenarios to practise on. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

• How and why factors interrelate

  This page is the Merit craft on 92010: discussing how and why factors interrelate to influence hauora, using examples. 92010 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of factors that influence hauora*. Official Merit language is *Explain factors that influence hauora*. In 2026 it is an end-of-year online digital examination. Candidates are given a resource booklet of scenario(s) and supporting resources, and they must use those resources to support the response. Whetū can teach the craft and give you constructed third-person scenarios to practise on. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

• Implications of factors

  This page is the Excellence craft on 92010: drawing conclusions about the implications of the factors, in relation to how they influence hauora. 92010 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of factors that influence hauora*. Official Excellence language is *Evaluate factors that influence hauora*. In 2026 it is an end-of-year online digital examination. Candidates are given a resource booklet of scenario(s) and supporting resources, and they must use those resources to support the response. Whetū can teach the craft and give you constructed third-person scenarios to practise on. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

• Reading a Health Studies resource booklet

  This page is the exam-craft page for 92010: how to read a Health Studies resource booklet, how to use the stimulus without copying it, how to stay on factors instead of writing strategies, and how to follow the part-escalation of a live paper under holistic GSM. 92010 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of factors that influence hauora*. In 2026 it is an end-of-year online digital examination. Official 2026 Assessment Specifications say candidates are provided with a resource booklet containing scenario(s) and / or supporting resources, that they will demonstrate understanding by analysing those scenario(s) and / or supporting resources, and that they are required to use those resources to support the response. Whetū can teach that craft on constructed third-person booklets. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

• Mental and emotional hauora

  This page is about Mental Health as a Health Studies Key Area of Learning. It is not a standard of its own. It teaches the context later 92010 and 92011 papers can rotate into, and the Mental Health ideas 92008 and 92009 still need if the activity or the dilemma is about mental hauora. The job is easy to name and easy to flatten: mental and emotional hauora is part of holistic hauora. It is not “just feelings”, not a diagnosis, and not a PE stretch session with the word hauora stuck on.

• Pressures, change and hauora

  This page is about pressures and change inside Mental Health. It is not a standard of its own. It teaches the situation later 92010 and 92011 papers can rotate into, and the Mental Health ideas 92008 and 92009 still need if the activity or the dilemma is about what the week has become. The official settings this page uses are school, work, peers, and online. Official 92011 Significant Learning is exact as well: investigate diverse strategies to help manage change situations that impact hauora. This page teaches the change situation. It does not reteach the strategies.

• Strategies that enhance mental hauora

  This page spends already-taught strategy craft on Mental Health. It is not a standard of its own. It teaches the Mental Health context later 92010 and 92011 papers can rotate into, and the planned actions 92008 still needs if the activity is about managing change, pressure or support. The job is easy to flatten: write "just relax", or "join the gym because exercise reduces stress", and stop. Official Health Studies already rejects both of those as enough.

36 Practise questions in “Factors that influence hauora”. Feedback here is formative and is not an official NCEA grade.

• Identifying factors

  A circumstance, fact or influence already in the context — personal, interpersonal, societal

• How factors influence hauora

  An influence claim with an example, across more than one aspect of holism

• How and why factors interrelate

  A web: how factors meet, and why they meet in this context

• Implications of the factors

  Significance, controllability, short and long term, unintended consequences

• Using the resource

  Spend a booklet detail on the stem. Do not copy it, invent, or write strategies

Sample questions

1. What is a factor in official 92010 language?
2. Which sentence describes a societal factor, rather than only naming it?
3. Using Della’s kiosk scene, match each official level to a factor that actually sits there.
4. Which changes would produce a variety of 92010 factors? Select all that apply.
5. What does official Achieved language ask for after you have described a factor?
6. Which sentence is an influence claim rather than a factor, a strategy, or a slogan?
7. Why is “physical dimension — hungry” not yet how a factor influences hauora?
8. In a sentence or two, describe how one named factor influences Pax’s hauora, with an example from this scene — not a strategy.

Practise 92010 in Whetū

876 original exam-style questions in Whetū. These are practice papers, not official NZQA assessments.

• Science-fair supper · Identifying and describing factors
• Pairing drive · Identifying and describing factors
• Library late hours · Identifying and describing factors
• Market night kai · Identifying and describing factors
• Breakfast club paint · Identifying and describing factors
• Sunrise sprint photos · Identifying and describing factors
• Seating chart · Identifying and describing factors
• Orchard after three · Identifying and describing factors
• Wet-day hall photos · Identifying and describing factors
• Cast couple list · Identifying and describing factors
• Salad versus pie · Identifying and describing factors
• Homework app board · Identifying and describing factors