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Speaker 1: Youth vapings on a downward trend. Apparently the later stats

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Speaker 1: come from the Aspirin Respiratory Foundation research. So the numbers

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Speaker 1: of teenagers who vote weekly has gone down fifty percent

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Speaker 1: in three years, So, in other words, it's strapped from

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Speaker 1: twenty seven percent to twelve. Apparently Headmaster of Auckland Graham

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Speaker 1: and Tim O'Connor's with us. Tim, very good morning to you, moading.

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Speaker 1: What do you reckon? That's true?

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Speaker 2: Our experience is it's dropped off out of this world. Actually,

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Speaker 2: oh well, but it's touch wood on that because anything

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Speaker 2: could turn in our school environment any day.

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Speaker 1: Good and so what have you done? Crack down?

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Speaker 2: Yeah, look right from the set. I mean you heard

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Speaker 2: me bleeding on about this over several years, and our

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Speaker 2: our response has been to issue some pretty high level consequences.

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Speaker 2: So stand down immediately, parents and go home and then

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Speaker 2: go through a counseling process.

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Speaker 1: Good do you reckon? You've solved the problem to the extent.

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Speaker 1: There was some numbers out last week from the Health

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Speaker 1: Ministry that said vapings up vapings replaced smoking, So if

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Speaker 1: you crack it at school that they maybe not go

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Speaker 1: on to it in later life.

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Speaker 2: Yeah, I think so. I still think something that needs

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Speaker 2: to be done about these you know, the really excess

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Speaker 2: of vapes, these vape stores that look like they're you know,

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Speaker 2: selling iPhone iPhones to teenagers is still differently an attraction

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Speaker 2: or a direct marketing to teenagers. And my view is that,

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Speaker 2: you know, if I can get them hooked at that

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Speaker 2: point in time, and then they'll carry on through adult life.

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Speaker 2: And are the ones who are still vaping that we're

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Speaker 2: seeing right well, right now are those who are you first, second,

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Speaker 2: third year university students who are addicted.

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Speaker 1: It's crazy. I don't know if you heard Nina a

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Speaker 1: moment ago on the level three in the NCA and

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Speaker 1: the numbers leaving school, you seeing that at your school?

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Speaker 1: Too many kids sixteen seventeen leaving without proper qualifications or.

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Speaker 2: No, no, no, but you don't start me on that.

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Speaker 2: I mean, we're probably an outlier of education now because

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Speaker 2: we're still sort of free of internal exemz year from

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Speaker 2: the time they start at age thirteen, you know, get

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Speaker 2: them into a system where actually they know what a

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Speaker 2: little bit of stress is, they know what that learning

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Speaker 2: is difficult, and actually that they can succeed if they

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Speaker 2: continue to practice just like anything, and we have we've

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Speaker 2: we've lost, we've lost plot invents of just discouraging students

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Speaker 2: a credit count, then of course they're going to count

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Speaker 2: their credits and they're going to either get what they

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Speaker 2: need and switch off and stop learning, or they just

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Speaker 2: give up because it's all just a little bit too tough.

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Speaker 1: Right, So the answer is you've got the answer. If

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Speaker 1: other people want to learn, it is there to be had.

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Speaker 1: So we don't need to give.

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Speaker 2: Up, Oh not at all. I think what we see

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Speaker 2: when we put the right educational systems in place is

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Speaker 2: that we motivate students to actually learn and they understand

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Speaker 2: what they what what a difference it is they can.

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Speaker 2: They're coming through to us without a lot of experience, sorry,

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Speaker 2: a lot of success with learning at basics, reading, writing, maths,

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Speaker 2: and we need to change that for a start.

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Speaker 1: Good stuff, Tim, appreciate your insight as always, Tim O'Connor,

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Speaker 1: Auckland Grammar Headmasters. The gave is something uplifting. So they

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Speaker 1: come into the school underqualified, and of course the universities

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Speaker 1: will tell you they go into the universities underqualified as well.

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