New ZealandAucklandRiverheadHare Krishna School

Hare Krishna School

State IntegratedCompositeCo-Educational
Riverhead, Auckland · Rural other
admin@harekrishna.school.nz 09-4126325
Total Roll204enrolled students
Māori1%of roll
Pacific2.5%of roll
Asian87.7%of roll
Student Body
204
enrolled students
European/Pākehā17.2%
Māori1%
Pacific2.5%
Asian87.7%
GenderCo-Educational
Hare Krishna School

Ethnicity Breakdown

Hare Krishna School's roll is predominantly asian (87.7%). The next largest group is european/pakeha students.

204students
European/Pakeha17.2%
Maori1%
Pacific2.5%
Asian87.7%
European/Pakeha17.2%
Maori1%
Pacific2.5%
Asian87.7%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Hare Krishna 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
-28.8pp below avg17.2%
National average: 46%
Maori
-24.0pp below avg1%
National average: 25%
Pacific
-7.5pp below avg2.5%
National average: 10%
Asian
+75.7pp above avg87.7%
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/Pakeha3517.2%
Maori21%
Pacific52.5%
Asian17987.7%
MELAA1
Total Roll204100%
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.