New ZealandCanterburyBurnsideBurnside High School

Burnside High School

StateSecondary (Year 9-15)Co-Educational
Burnside, Canterbury · Major urban area
03-3588383
Total Roll2,726enrolled students
Māori7.5%of roll
Pacific4.5%of roll
Asian49.9%of roll
Student Body
2,726
enrolled students
European/Pākehā47.3%
Māori7.5%
Pacific4.5%
Asian49.9%
GenderCo-Educational
Burnside High School

Ethnicity Breakdown

Burnside High School's roll is predominantly asian (49.9%). The next largest group is european/pakeha students.

2,726students
European/Pakeha47.3%
Maori7.5%
Pacific4.5%
Asian49.9%
European/Pakeha47.3%
Maori7.5%
Pacific4.5%
Asian49.9%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Burnside High School's ethnicity breakdown compared to the national average across all New Zealand schools. The white reference line marks the national average for each group.

European/Pakeha
+1.3pp above avg47.3%
National average: 46%
Maori
-17.5pp below avg7.5%
National average: 25%
Pacific
-5.5pp below avg4.5%
National average: 10%
Asian
+37.9pp above avg49.9%
National average: 12%
Source: Ministry of Education (2026). National averages are approximate.

Ethnicity Roll Numbers

Absolute student numbers by ethnicity, as reported by the Ministry of Education. Students can identify with more than one ethnic group, so totals may exceed the total school roll.

Ethnic GroupStudents% of Roll
European/Pakeha1,29047.3%
Maori2057.5%
Pacific1244.5%
Asian1,36149.9%
MELAA106
Other24
International164
Total Roll2,726100%
Source: Ministry of Education (2026).

Understanding Ethnicity Data

Self-identified ethnicity

Ethnicity in New Zealand school data is self-identified by students and families at enrolment. A student may identify with multiple ethnic groups, which means ethnicity percentages may sum to more than 100%.

Maori students and cultural context

New Zealand schools have a unique responsibility under Te Tiriti o Waitangi. The proportion of Maori students can reflect a school's engagement with te reo Maori, tikanga, and culturally responsive practices.

Diversity is not a quality measure

A school's ethnic composition reflects its community, not its quality. Schools with high concentrations of any group serve their students well when they respond to their community's cultural, linguistic, and educational needs.

MELAA and Other categories

MELAA stands for Middle Eastern, Latin American, and African. The 'Other' category includes students who identify with ethnicities not covered by the main groups, as well as those who did not state an ethnicity.