New ZealandManawatū-WhanganuiEketahunaEketāhuna School

Eketāhuna School

StateFull PrimaryCo-Educational
Eketahuna, Manawatū-Whanganui · Rural settlement
office@eketahuna.school.nz 06-3758191
Total Roll86enrolled students
Māori38.4%of roll
Pacific1.2%of roll
Asian4.7%of roll
Student Body
86
enrolled students
European/Pākehā86%
Māori38.4%
Pacific1.2%
Asian4.7%
GenderCo-Educational
Eketāhuna School

Ethnicity Breakdown

Eketāhuna School's roll is predominantly european/pakeha (86%). The next largest group is maori students.

86students
European/Pakeha86%
Maori38.4%
Pacific1.2%
Asian4.7%
European/Pakeha86%
Maori38.4%
Pacific1.2%
Asian4.7%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Eketāhuna 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
+40.0pp above avg86%
National average: 46%
Maori
+13.4pp above avg38.4%
National average: 25%
Pacific
-8.8pp below avg1.2%
National average: 10%
Asian
-7.3pp below avg4.7%
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/Pakeha7486%
Maori3338.4%
Pacific11.2%
Asian44.7%
MELAA1
Total Roll86100%
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.