The Northern Health School aims to provide a safe, equitable, and inclusive learning environment rooted in cultural diversity for all students to learn, grow, and thrive. Within a hospital or health school context, this includes ensuring that students with chronic illness or mental health challenges stay connected to their learning, identity, and sense of belonging during periods of disruption. In 2026, a key focus has been to strengthen teacher knowledge and understanding of Pacific cultures and intentionally connect student learning to Pacific identities, values, and experiences. This was achieved by creating and delivering an impactful, culturally grounded programme. This presentation reports details of the steps used to create teaching and learning resources in which Pacific knowledge and values are made visible and meaningful. A key element of the process involved building relationships with members of Pacific communities to ensure the authenticity of cultural knowledge and the inclusion of lived experiences. Time was taken to listen to lived experiences, including migration journeys, cultural identity, challenges, and sources of strength. These insights guided the selection of culturally significant contexts, which were included in the learning resources. Ongoing consultation ensured the authenticity, accuracy, and respectful representation of cultural knowledge. This culturally grounded methodology is relevant to other contexts with growing Pacific learner populations. The implementation process focused on delivering the learning resources to three integrated teaching units within the Northern Health School. Feedback was gathered from both students and teachers to evaluate the impact of these initiatives on engagement, understanding, and sense of belonging. Findings indicate that these approaches support learners, educators, and Pacific communities to feel more connected and empowered by embedding culture meaningfully within teaching and learning processes. This upholds sustained engagement, identity, and belonging for students, particularly in contexts where illness may otherwise disrupt these connections.