Lived Experience Personas 2023

Lived Experience 

of Tamariki & Rangatahi 

in Tāmaki Makaurau

Whakataukī 

He manu hou ahau, he pī ka rere 

I am a young bird, a chick just learning to fly 

(Whakataukī Credit: Mana Taiohi) 

Acknowledgments 

Ngā mihi and thank you to: 

The generous tamariki, rangatahi and their wider whānau across Tāmaki 

Makaurau/Auckland who shared their whakaaro, pūrākau, and Lived 

Experience for this kaupapa; in partnership with Aktive. 

This report summarises the co-design and social innovation research 

process undertaken in 2021 to uncover insights of the Lived Experience of 

tamariki and rangatahi from diverse communities. 

Commissioned by Debbie Curgenven, General Manager Community Sport, 

in partnership with Dione Joseph-Kouratoras, Dr. Diana Albarrán González 

(Project Associates) and Jade Tang-Taylor (Director of Innovation and 

Partnerships) from Innovation Unit. 

Innovation Unit is a not for profit social enterprise. 

We grow new solutions to complex social challenges and are committed to 

taking solutions that work to scale. We combine service design, research, 

and change management expertise, with a disciplined, rigorous approach to 

innovation and a deep understanding of systems and system leadership. 

innovationunit.org 

3

Background 

Key Insights 

Aktive’s vision is for Auckland to be the world’s most 

active city | Tāmaki Makaurau – te tāone ngangahau 

rawa o te ao. 

Background 

This deep-dive, qualitative study was commissioned 

to better understand the lived experience of our 

target groups, in particular: Kōhine/girls aged 11 

to 18 years and of Māori, Chinese, Indian and 

Pasifika ethnicities. We were specifically interested 

in their experiences relating to play, active recreation, 

physical education and sport. 

Through the research process, Innovation Unit noted 

the importance of two other groups: influential boys 

(such as older brothers or classmates) who impact 

how girls engage with physical activity, and 

non-binary people – particularly non-binary 

takatāpui. Because of this, two extra personas were 

added, resulting in a total of six personas created. 

Methodology 

This project began with a rapid-information review of 

the current literature. This examined both 

quantitative and qualitative data and supported a 

focus on rangatahi aged 11 to18 and investigated 

the diversity within that demographic, such as 

ethnicity, gender and ability. 

This review subsequently informed the discovery 

questions and focuses for participant engagement, 

that identified the six distinctive personas presented 

here. 

Over the course of three months, Innovation Unit 

held fifteen engagements with 29 young people (20 

girls, seven boys, two takatāpui) whose ages ranged 

4 

We understood the key objectives 

for this kaupapa included, but were 

not limited to: 

Engaging with tamariki and rangatahi and in 

safe, culturally appropriate and interactive ways 

to understand their diverse perspectives. 

Developing a deeper understanding of the 

experiences and needs of tamariki and rangatahi 

in relation to physical activity. 

Succinctly communicating key insights, 

opportunities, and personal journeys in the form 

of personas with key community partners. 

Building the capability of sector providers and 

volunteers to help tamariki and rangatahi of low 

participation communities be more active. 

from 11 to 18 across four ethnicities (Māori, Pasifika, 

Chinese and Indian). The empathy interviews 

conducted focused on developing an in-depth 

understanding of each individual’s relationship to 

being active, particularly the experience of girls. 

Engagements contained discussions about what 

activities the rangatahi were involved in, who their 

main supporters were, and what were the different 

enablers and barriers that played a role in affecting 

their participation. 

For more information on the rapid-information review 

findings and methodology of this project, please 

refer to the full report. 

Scope 

While these engagements took place during the 

2021 COVID-19 ‘lockdown’ in Tāmaki Makaurau, 

they were focused on pre-lockdown life. However, 

there was acknowledgement during the interviews 

that COVID-19 was now a current factor that 

influenced access to physical activity. 

The scope of this project did not extend to girls who 

experience disability; however, it was noted this 

could be the focus for a future addition to this 

resource or different research project. 

Insights 

Alongside the six personas, some key insights from 

the rapid-information review and participant 

interviews were distilled. These are: 

Relationships are vital 

Strong and positive relationships with family and 

friends are one of the biggest motivating factors 

for kōhine to get active and to stay active. 

Potential for change at school 

The current curriculum and mainstream school 

structures are not working for all, and it is 

important to create more available pathways for 

more students to access the option to be active. 

Change can be seen as challenging, but genuine 

inclusive practices are necessary to be 

responsive to diverse needs. 

Addressing gender equity 

Addressing gender and sexuality needs has 

never been more important. Some practices in 

schools may be no longer applicable, and 

change is necessary to create more inclusive 

spaces, and opportunities for all young people. 

Different sizes require different shoes 

Too often the one-size fits all model doesn’t 

cater to the needs of individuals and can cause 

stress, alienation, isolation, and depression. The 

opportunity to be active, whatever form that may 

take, should not come at the expense of feeling 

embarrassed, unwelcome, or inadequate. 

Racism is real 

It’s uncomfortable for some, but it is also the 

lived experience of almost every single 

participant whom we engaged with during this 

process. Deepening our understanding of 

microaggressions and unconscious bias can aid 

in changing the way we create space for our 

young kōhine. 

Recognition of mental health 

Mental health has always been a silent player in 

the room, but after multiple lockdowns and the 

ongoing effects of COVID-19, the need to 

address the mental health crisis for young 

people has never been more urgent. 

Please see the full report for more in-depth 

discussion on these insights. 

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Lily 

Gender Pronouns: Girl (She/her) 

Ethnicity: Chinese 

Age: 12 

Locations: Papakura, South Auckland 

About this persona’s Lived Experience 

Persona #1 

My mum was born in China and my dad in Taiwan, they came to Aotearoa in their late teens and met here 

and fell in love. I have one older sister and one younger brother and we were all born in Auckland. We’re 

lucky to live with both my dad’s parents, my grandpa loves walking every morning and my popo 

(grandmother) exercises regularly on her treadmill. I enjoy Te Reo Māori and Chinese at school and play 

basketball at lunch time. My siblings and I live quite far away from our school so it’s hard for my parents to do 

multiple pickups and drop offs. My sister and I love karaoke and also Korean dramas. I’ve tried a number of 

sports including cheer-leading, gymnastics, netball, basketball and I love dancing too. 

Rubix Cube 

K-Pop 

Family & Friends 

I really like walking with 

gunggung (grandpa) and my 

dad and sister are my biggest 

motivators. I like being around 

people, you don’t feel lonely 

and if you have a question, you 

have lots of people to help and 

their motivation bounces 

everywhere and fills up 

everyone’s energy. 

Feelings & Attitude 

It makes me sad and frustrated 

that there is this stereotype that 

Asians are just not good at 

sports, except badminton and 

table tennis and it means that I 

have to try even harder. I’ve got 

so many comments in the past, 

mostly from boys, but also from 

teachers who suggest that I 

don’t bother trying out for 

something. 

Favourite Sports 

Kick boxing 

Lacrosse 

K-Drama 

Drawing 

Lacrosse 

Painting 

Kickboxing 

Because of the 

stereotype that 

Asians aren’t 

any good at sports 

I’ve had so many 

comments, like, ‘Oh, 

she doesn’t look like 

she is any good at 

that.’ It can really 

hurt. 

Key Interests 

Drawing, painting, solving rubik’s cubes, k-pop and k-dramas 

Key Challenges 

Availability of resources; not 

enough to go around; access 

to spaces, the volleyball court 

is never available, the gym is 

not available; school is far 

away from home. 

Key Opportunities 

Teachers need to encourage all 

students and put aside their 

own bias. 

6 

7

Angelique 


Ethnicity: Samoan 

Age: 14 

Locations: Waitākere, West Auckland 


Persona #2 

I have a huge family of ten, four brothers and two sisters. While we speak mostly Samoan at home we also have 

Cook Islander, Niuean, as well as Samoan heritage. My different brothers all like different sports, including 

basketball, rugby and soccer, so I’ve had the chance to play all of those but it gets competitive, especially when 

you have so many brothers who challenge you to keep up. My dad is a big motivator and my mum is my rock. 

One of my favourite activities is when our Church organises events on public holidays and there are a bunch of 

games for everyone like volleyball, rugby and everyone gets to play! Family reunions are also a great opportunity 

because we all come and hang out and get to do different activities even if it’s silly, like a three-legged race. 




My friends and family are my 

biggest inspiration. I feel I’d be 

late or disorganised if I didn’t 

have them around me, asking 

me a zillion questions and 

helping hustle me out the door 

to my practice. It’s not that I 

don’t want to go, it’s just I get 

disorganised and distracted 

- especially when I’m on 

snapchat with my friends! 

I grew up playing sport and 

with a big family I had to be 

quick to learn otherwise I was 

left behind. I love the fact our 

church is so proactive in 

organising events and it really 

does bring the community 

together. 

Rugby 

Netball 

Tag 

Volleyball 

Rugby 

Netball 

Key Interests 

8 

Tag 

Niuean 

Dance Group 

Volleyball 

Every girl 

should have an 

opportunity to 

play any sport, but 

it’s not always easy 

- it’s important 

though because 

sports are related to 

your mental 

health. 

Niuean dance group (Polyfest) 


PE classes can get really 

competitive and sometimes 

boys just won’t pass or kick 

the ball and they do it to all the 

girls; anxiety; money and 

costs; diet culture, what I 

choose to eat; too much social 

media, we have a school gym 

but it’s not easily accessible. 


Organising a day when 

everyone can play sports and 

to see someone come and 

share their story. Maria Folau is 

one of my heroes, I love watching 

her play. We need more 

spaces where girls can play 

anything they like and it would 

make a big difference in 

helping reducing anxiety and 

stress. 

9

Atawhai 


Ethnicity: Māori 

Age: 15 

Locations: Owairaka, Central Auckland 

Netball 

Hockey 


Persona #3 

I have a big blended family. I live with my father and step-mother and go to school in Auckland, and my mother 

and her partner live in Whangārei. We have Tongan, Pākeha and Italian whakapapa and while we’re not that 

connected to our Tongan side we have been back to Italy to visit our grandmother’s family. I have two older 

siblings and two younger siblings. My dad first introduced me to the ocean because he’s a surfer and then my 

grandfather represents New Zealand nationally and internationally at waka ama. I’ve always been near the ocean 

but I love doing all kinds of different sports. One of my favourites has been hockey, and more recently I love 

volleyball, especially because of the social aspect. I joined a local social club and ended up coaching for my 

school team. When I was little I went to a kohanga reo and although I haven’t consistently gone to kura 

throughout my school years, my high school years have been spent at a Māori unit which has been really good 

for me while still giving me access to mainstream classes. My favourite class is probably sports academy class 

and we got to visit a shipwreck and I now have my advanced open water license. 




Waka Ama 

Kiorahi 

I love my friends, and especially 

my big sister, she’s one of my 

biggest motivators and for a 

long time, I did want to be just 

like her. 

I do want to be active and 

healthy. Sometimes I just waste 

too much time scrolling through 

Instagram and Tiktok. I feel 

school is a great place to try 

new sports. Sometimes outside 

a school setting it can get 

intimidating especially when 

you don’t know anyone. 

Netball 

Hockey 

Waka Ama 

Kī-o-rahi 

Basketball 

Surfing 

Volleyball 

Dragon boating 

Golf 

Basketball 

Volleyball 

Dragon Boating 

Golf 

Surfing 

I love being 

around other 

people and 

find that while 

I can’t really 

motivate myself, 

having a reason to 

go and join my 

team helps me get 

going. 

Key Interests 

I love exploring make-up tutorials on YouTube, doing drama and being 

a student BOT (Board of Trustees) representative. 


Girls tend to not want to 

participate because they feel 

judged, and sometimes they can 

even be humiliated by others; 

the environment can feel unsafe 

and even toxic from all genders; 

a lot of sports are more catered 

to men; gyms (including mixed) 

can be really intimidating for a 

newcomer. 


Schools and other places like 

major events need to remove 

barriers between girls and boys 

teams and create opportunities 

for more mixed teams. Also, 

female only gyms are less 

threatening and can feel safer for 

all women. 

10 

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Harminder 

Gender Pronouns: Boy (He/him) 

Ethnicity: Pasifika-Indian 

Age: 16 

Locations: Manukau, South Auckland 


Persona #4 

I live with my mum and dad and one younger sister. Our father is Indian but born in the United Kingdom and our 

mum has Tongan and Samoan heritage. We’re lucky to have many of our mum’s Tongan side here in New 

Zealand as well as our dad’s parents who help drive us around a lot. With our mum’s family going to cheer for 

the Tongan rugby team is probably one of our favourite things to do. I love playing basketball and it was really 

awesome when my younger sister started showing an interest. I used to play for the Tongan basketball team at 

my school and she used to come along and watch my games and then in a couple of years it’s me taking her 

to practice and cheering her on - in fact, she has a bigger posse than I ever did! I also love playing video games 

but she’s more into graphic novels and anime though she does come and give a running commentary when 

I’m playing. 

Basketball 

Hockey 


Our mum supports us to do 

what we enjoy and helps us 

with the sport or any activity 

that she sees we like and she’ll 

do her best to make it happen. 


I never thought it would be 

different for girls in sport until 

my sister started taking an 

interest in basketball. However, 

when she showed that she 

could be competitive, some 

people said that she ‘played 

like a boy’ as though that was a 

bad thing! She also has had to 

deal with an event organiser 

who told her because of her 

religious necklace she couldn’t 

play at a tournament. 

Fortunately, our dad and coach 

sorted it and in the end she just 

had to tape it down but she felt 

really upset. It’s super important 

to me that my sister feels that 

she can be who she wants, on 

and off the court. 


Basketball 

Hockey 

Videogames 

There’s an 

assumption 

that girls 

focus more on 

studies and boys do 

sports. Assumptions 

always cause 

problems. 

Key Interests 

I love playing Video games. 


My sister is seen to be a boy 

because she’s competitive and 

somehow because she’s a girl 

that’s a negative; a lot of 

judgement and people are hard 

when others make a mistake. 


Female only gyms would 

create safe spaces. 

12 

13

Aarti 


Ethnicity: Indian 

Age: 17 

Locations: Kaukapakapa, Upper North Shore 


Persona #5 

I live with my mum and her partner and we’re a pretty tight knit little team. I love my alone time though, 

especially when I’m running, I turn up my music and just immerse myself in the moment. Sometimes I run 

with my mum and I do love rock climbing with others but for the most part solo sports are my jam and my 

favourite is sprinting. Sometimes it can be a challenge because we live rurally. If I want to get anywhere on 

time I have to wake up super early which isn’t something I enjoy! It’s also hard because where we live doesn’t 

really have a lot of facilities close so I have to organise multiple bus trips and then get my mum to pick me up 

from the closest train station. 


My mother’s partner is into 

rowing and it’s been a sport 

that I’m enjoying. I also have an 

older cousin who’s passionate 

about running, and his 

dedication and consistency 

inspires me. I recently read the 

book, ‘What I talk about when I 

talk about running’ by Haruki 

Murakami and that is definitely 

a big inspiration. 


Leadership and upskilling is 

super important to me, maybe 

it’s because I’m a solo child, 

maybe it’s because I’ve 

watched my mum work really 

hard and complete her PhD 

while I was still in intermediate. 

She’s one of the reasons I 

joined the Cadet Forces 

Leadership training which 

I really love even though it can 

be challenging. 


Rock climbing 

Sprinting 

Key Interests 

Rock 

Climbing 

14 

Music 

Painting 

NZ Cadet 

Forces 

Sprinting 

If I could ask 

the Prime 

Minister to 

change something it 

would be to support 

and remove the 

inequality in sports 

opportunities for 

those with immigrant 

parents who live 

rurally. 

I love painting and NZ Cadet Forces 


Lack of experience can put 

you on the back-foot; people 

telling you that you’re not good 

enough, fast enough, flexible 

enough. 

Others can be judgemental 

and negative, especially when 

driven by a competitive spirit. 

Feeling typecast because of 

my ethnicity that I don’t 

‘belong’ in that sport. 


Teachers need to look beyond 

culture and ethnicity and 

encourage all their students to 

explore options, not just the 

ones that they ‘think’ will be 

successful; more funding to 

support local events for those 

who live rurally; more frequent 

sports days; new ways in 

which old equipment could get 

shared, passed down or even 

borrowed so that everyone 

could have a try. 

15

Tangimai 

Gender Pronouns: Non-Binary Takatāpui 1 (they/them) 

Ethnicity: Māori 

Age: 18 

Locations: Tāmaki Makaurau/Papakainga 


Persona #6 

I grew up with a solo mum. Kapa haka was hugely important to her and because I was with her at all the 

practices it meant singing became a big hobby of mine. Kapa haka and netball were my life. I had dreams of 

becoming a competitive netball player but I’m also keen to work in health and change the system especially for 

Māori and Pasifika. I go to a mainstream school where I am one of the few Māori and the pressure to represent 

the whole culture can be quite intense especially when there is a huge lack of knowledge around the tikanga. 

There’s also a very negative attitude towards Māori and Pasifika students, and that has really had an impact on 

me during my time in high school. 

Kapa Haka 

Netball 




My mum has always been my 

biggest champion. She says 

you need to know the rules to 

break them and I want to 

create genuine change for 

Māori especially in the health 

sector - moving and mental 

health are connected for me so 

I’m going to do everything I can 

to make my mum, my whānau 

and my tūpuna proud! 

Racism has been a huge 

barrier and I noticed the 

barriers even more when I went 

from kura kaupapa to a white 

school. It is really hard for 

Takatāpui, and especially when 

you throw toxic masculinity into 

the mix it can become 

overwhelming. The barriers for 

Takatāpui are not only in sports 

but everywhere. It is a social 

problem and we need to 

decolonise the system. 

Kapa haka 

Netball 

Gymnastics 

Dance 

Gymnastics 

Dance 

16 

Singing 

Performing 

Arts 

Kiaorahi 

We need to 

de-stigmatise the idea of 

being Indigenous. Our 

Māori and Pasifika students 

should feel free to choose 

whatever activity they like and 

if it’s kapa haka or kī-o-rahi 

let’s get the support so it’s 

done right rather than relying 

on the actual students to fill in 

the school’s missing gaps. 

Key Interests 

I love singing, performing arts, kī-o-rahi 


Racism 

Lack of education 

for teachers; 

Tokenism 

System and gender 

barriers; 

Colonisation 

Key 

Opportunities 

We need to normalise 

Māoritanga and Pasifika. 

We need to normalise 

and give space for kids 

to practice their culture. 

1 Māori term reclaimed to embrace all Māori who identify with diverse genders, sexualities and sex characteristics such as whakawahine, 

tangata ira tane, lesbian, gay, bisexual, trans, intersex and queer. 

17

You can try ANY sport. Don’t worry, 

just give it a go. The important thing 

is to have fun and try something new. 

I’m here to support you! 

I love my rainbow school, 

we don’t divide people up 

on gender because there’s 

more than two and the 

toilets are unisex too. 

You’re so 

competitive, 

you’re just like 

a boy! 

Ignore him. He’s 

just making silly 

comments. Anyone 

can be competitive! 

My parents don’t want me to stay at 

school late because I have to walk 

home from the train and it’s a long 

walk, and in winter, it’s not fun. 

I love these TikTok 

dance challenges, they 

are SO much fun! 

When the big boys are 

on the court, we’re just 

too shy to ask to play. 

It’s not that they’re not 

friendly, it’s just that 

we’re too shy to go over 

- I mean they’re BIG! 

I’m a girl but 

I like mixed 

teams! 

Boys hog the ball, you 

can be open and they 

just won’t pass it. It’s 

so frustrating, I’m a girl 

but I’m good, hallo! 

18 

19

Overall 

Recommendations 

& Actions 

Overall 

Next Steps 

Based on these findings there is a range of short and 

long term recommendations on how the sector could 

increase its engagement with these target groups 

and co-create positive impact across 

Tāmaki Makaurau, Auckland. 

To authentically connect, engage and serve this 

target group kōhine between the ages of 10 to 18 

from these diverse communities, there needs to be 

capability building alongside these insights, 

personas and opportunities highlighted. 

In the short term: 

Encourage professional development that support staff to 

engage with different communities, e.g., using inclusive 

language around gender, sexuality and different cultures. 

Encourage professional development opportunities that allow 

staff to challenge any unconscious bias and prejudices. 

Further strengthen opportunities for diverse representation 

within your organisation through intentional recruitment. 

Amplify existing good practice by encouraging staff members 

to learn and support each other. 

Continue creating safe and respectful spaces so people feel 

comfortable to share and advocate for themselves, while 

knowing that the responsibility of emotional labour should 

never be put on the person who is in less power. 

Take time to explain the reasoning behind certain rules and 

regulations working with rangatahi to find solutions if 

challenges arise. 

Continue building a culture of responsiveness to upholding 

the principles of Te Tiriti O Waitangi for tangata whenua, 

tangata Pasifika as well as tauiwi including those of Chinese, 

Indian and other cultural heritages. Celebrate efforts and 

small wins — we’re all on a journey! Continue to 

emphasise the need for cultural awareness, cultural 

competency and education regarding different backgrounds, 

but especially Māoritanga and Pasifikatanga. 

In the long term: 

Elevate the importance of 

empathy-based engagements, and 

where possible, try and ensure that 

the people engaging are from 

appropriate backgrounds (gender, 

sexuality, culture) or are culturally 

competent and have high EQ 

(emotional intelligence) in order to 

have rich, subtle and complex 

engagements. 

In the schools and kura setting, 

encourage and create opportunities 

to re-connect with students who may 

seem on the fringe of activities and 

be aware of the myriad of possible 

factors responsible for 

disengagement. 

Where possible, support community 

organisations to take the lead to 

create alternative spaces outside 

school for activities or events. 

Continue to emphasise the need for 

cultural awareness, cultural 

competency and education regarding 

different backgrounds, but especially 

Māoritanga and Pasifikatanga. 

In order to effectively 

implement these 

recommendations, different 

organisations within the sector 

must undertake different 

pathways to create change. 

Some next steps could include: 

Encourage all members of the organisation, from 

staff to the Board, to continue keeping up with 

the latest insights, such as those yielded through 

these empathy engagements. This type of 

research can provide inspiration and further 

understanding of how to create powerful change 

that the communities themselves want to see. 

Explore what this might mean for your team, 

your role, your context, and challenge and 

question the status quo internally to better 

understand the challenges that all the members 

of these communities’ face when having to 

combat a system that is largely homogenised. 

Develop a shared language to build 

understanding and alignment about what these 

insights mean. 

20 

21

Glossary 

Aiga 

Awhi 

Hapū 

Hui 

Iwi 

Kānohi ki te kānohi 

Kaupapa 

Kapa haka 

Kī-o-rahi 

Koha 

Kohanga reo 

Kōhine 

Kōrero 

Kura 

Mahi 

Mana 

Māoritanga 

Mātauranga 

Pasifikatanga 

Te Ao Māori 

Takatāpui 

Tikanga 

Tūpuna 

Te Tiriti o Waitangi 

Wāhine 

Waka ama 

Whānau 

Whanaungatanga 

Family (Samoan) 

Support 

Sub tribe; kinship group 

Meeting 

Tribe 

Face to face; in-person 

Topic; Theme; Initiative; Matter for purpose; Initiative 

Kapa haka is the term for Māori performing arts and literally means to form a line (kapa) and dance (haka) 

Kī-o-rahi is a ball sport played in New Zealand with a small round ball called a ‘kī’. Two teams of seven 

players play on a circular field divided into zones, and score points by touching the ‘pou’ (boundary markers) 

and hitting a central ‘tupu’ or target 

Contribution; offering; reciprocity 

Māori language preschool 

Girl 

Discussion; conversation; narrative 

School, education, learning gathering 

Work 

Prestige; Authority 

Māori culture, Māori practices and beliefs, Māoriness, Māori way of life. 

Knowledge; wisdom; understanding; skill 

Pasifika culture, Pasifika practices and beliefs, Pasifika way of life 

The Māori worldview acknowledges the interconnectedness and interrelationship of all living & non-living 

things. 

Māori term reclaimed to embrace all Māori who identify with diverse genders, sexualities and sex 

characteristics; such as whakawahine, tangata ira tane, lesbian, gay, bisexual, trans, intersex and queer. 

Correct procedure, custom, habit, lore, method, manner, rule, way, code, meaning, plan, practice, 

convention, protocol - the customary system of values and practices that have developed over time and are 

deeply embedded in the social context . 

Ancestors, grandparent 

The Treaty of Waitangi 

Women 

Waka ama is steeped in the powerful history and traditions of waka sailing and voyaging throughout the 

Pacific. Waka ama is, therefore, not just a sport but also a vehicle for identity, pride and community. These 

are reflected in the values and tikanga (practises and protocols, the way we do things) that underpins it 

Family (Māori) 

Relationships 

Ngā mihi nui 

Thank you for reading this resource. 

If you would like to find out more information on this 

work, as well as access a copy of the full report, please 

contact: 

Debbie Curgenven 

GM, Strategy, Investment & Environment 

debbie.curgenven@aktive.org.nz 

Alika Wells 

Insights & Evaluation Advisor 

alika.wells@aktive.org.nz 

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Lived Experience Personas 2023

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