SMALL CHANGES. BIG WINS.

Rebecca Gillett | Small Changes. Big Wins.

For Canterbury Advisor Rebecca Gillett, inclusion often begins with something simple.

A small adjustment.
A thoughtful conversation.
A willingness to listen and learn.

This month’s Advisor Spotlight celebrates the theme Small Changes. Big Wins. — practical inclusion in action, and the powerful difference simple changes can make for disabled young people and their communities.

For Rebecca, the heart of her role is helping schools, clubs, and recreation providers see that inclusion doesn’t need to be complicated. “Small changes can remove barriers and boost participants’ confidence, leading to long-term participation and inclusion,” says Rebecca.

“Our role as Advisors is to build trust with our community and support teachers and coaches to make small, meaningful changes. This involves taking the time to ask questions, listen to participants, and be open to learning.” A common misconception Rebecca encounters are that inclusive practice is too difficult or requires specialist knowledge, extra resources, or significant time. Instead, she believes it starts with mindset.

“People often feel overwhelmed and think inclusive practice requires specialist knowledge or extra time and resources. In reality, it’s about a willingness to be flexible and open to learning.” By asking participants what works best for them, focusing on strengths, and making small adjustments, inclusion becomes far more achievable. These simple changes are often the most powerful because they can be sustained over time, building confidence and momentum that leads to long-term impact.

One example that stands out for Rebecca comes from a football club in Canterbury. A player with a visual impairment, who had previously been involved in Mainland Football’s Adaptive Football programme, wanted to join his local club. Working alongside his whānau and Mainland Football, the club made one simple but effective change — switching all their junior footballs to pink. This made the ball easier to see, allowing him to fully participate and build confidence each week, regardless of the opposition. It’s a perfect example of how one small adjustment can create a huge shift in participation and belonging.

Rebecca has also recently seen the impact of inclusive environments through the Disability Play Partnership programme in Christchurch. A school she had been working alongside for the past year brought a small group of students to the programme for the first time, and the results were immediate. One student, in particular, experienced a significant boost in confidence. The programme gave him the opportunity to participate in a supportive environment and connect with disabled tamariki from other schools. This sense of belonging made a huge difference. His school shared that they were amazed by how much his confidence grew in such a short space of time. They have since noticed meaningful changes in his communication, engagement in sport, and participation across the wider school environment.

Beyond Canterbury, Rebecca has also recently delivered three Inclusion Trainings on the West Coast, spending more time supporting communities across the region. For Rebecca, what stood out most was the strong sense of community. “The West Coast is a small region, and community connection is a big focus,” she says.

“All the teachers and coaches who attended the Inclusion Trainings were keen to learn and committed to ensuring their schools and sports clubs are welcoming spaces for all tamariki.” A key focus of the training sessions was the STEP Model, exploring how small, realistic changes to activities, space, and equipment can make participation possible.

Teachers and coaches also trialled inclusive games available on the CoachMate app, discovering just how easy activities can be adapted for a wide range of ages and abilities. For smaller regions like the West Coast, this work is especially important. “A small region like the West Coast doesn’t have the numbers for exclusive disability sports, so it’s essential that schools and sports clubs have the confidence and knowledge to include disabled young people in existing sports.”

“It’s important that disabled young people in smaller regions receive the same support and opportunities as those in bigger regions.” Looking ahead, Rebecca is excited to continue building relationships across the region and growing confidence within local communities.

“I look forward to connecting with more schools and sports clubs on the West Coast, growing their confidence and showing how easy inclusion can be.” Her message to coaches, teachers, and recreation providers is simple: Start small. Start the conversation.

Talk with the disabled young person and their whānau. Ask questions. Understand the barriers to participation. Focus on strengths.

“Inclusion is a journey,” Rebecca says. “Be open to learning, start small, and know that support is available.”