Tinā

A Samoan New Zealander and teacher who loses her daughter in the 2011 earthquake. She fights cancer while reinventing her career as a substitute teacher and eventually becomes the choirmaster of St Francis. Mareta’s resilience and faith guide her students through personal traumas toward collective achievement.

Mareta's nephew and a social worker who pushes for Mareta to apply for the substitute teaching role. He acts as a practical advocate, helping navigate unemployment benefits and the difficult path back into education. Sio embodies support, responsibility, and familial loyalty.

A former St Francis alumna and accomplished chorister who collaborates with Mareta to revive the school's choir. Her experience and leadership provide a bridge between past traditions and Mareta's fresh approach. Helen helps mentor the students and keeps the musical community alive.

The retiring headmaster who approves Mareta's appointment despite initial board hesitation. He represents tradition and authority within the school, yet his support becomes crucial for the choir's formation. His facilitation reflects a balance between stewardship and openness to change.

A pupil who becomes lead chorister as potential and charisma emerge within the choir. She bears personal trauma and initially resists the lavalava dress code due to an arm injury, highlighting issues of body image and identity. Sophie’s arc reflects resilience and leadership under pressure.

The deputy principal who undercuts Mareta and uses the choir project as a lever against her. He embodies institutional pushback against change and the tension between policy and mentorship. His actions propel conflict that Mareta must navigate.

A Catholic priest who supports Mareta and the choir, framing the project within a faith-based community. He offers spiritual and communal backing that helps sustain the students through difficulties.

A former teaching colleague who confronts Mareta, viewing the St Francis students as privileged. Her perspective introduces tension but also an external critique that Mareta must address. She represents professional accountability and differing attitudes toward privilege.

A board member whose support fluctuates throughout Mareta's campaign to keep the choir alive. She becomes part of the conflict between school governance and creative education. Caroline embodies the complexities of institutional decision-making.

A member of the elite rugby team and a student in the choir who wrestles with privilege and loyalty. His involvement tests the boundaries between sport culture and musical collaboration. Anthony's arc explores identity under social pressure.

A student who steps up when Sophie leaves, assuming leadership within the choir. Mei-Ling's contributions highlight teamwork, adaptability, and the collaborative spirit of the group. Her role underlines how younger students carry growth forward.

A pupil whose involvement in the choir mirrors the broader focus on student resilience and peer support. Luke's presence adds to the sense of a tight-knit, evolving ensemble. His participation emphasizes community over individual glory.

A member of the choir and an active St Francis student, contributing to the ensemble's dynamics. Amelia's participation demonstrates the blend of school life and musical ambition within the story.

A pupil at St Francis who participates in choir, representing the choir's broader student body. The character illustrates the inclusivity of the group beyond lead roles.

Another pupil at St Francis who joins the choir, contributing to the ensemble's diversity. The character helps show the collective effort behind the performance.