New ZealandHawke's BayMarewaMarewa School

Marewa School

StateContributingCo-Educational
Marewa, Hawke's Bay · Large urban area
secretary@marewa.school.nz 06-8438359
Total Roll243enrolled students
Māori69.1%of roll
Pacific19.3%of roll
Asian1.2%of roll
Student Body
243
enrolled students
European/Pākehā35%
Māori69.1%
Pacific19.3%
Asian1.2%
GenderCo-Educational
Marewa School

Ethnicity Breakdown

Marewa School has a diverse student body with significant representation from multiple ethnic groups. Maori students make up the largest group at 69.1%.

243students
European/Pakeha35%
Maori69.1%
Pacific19.3%
Asian1.2%
European/Pakeha35%
Maori69.1%
Pacific19.3%
Asian1.2%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Marewa 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
-11.0pp below avg35%
National average: 46%
Maori
+44.1pp above avg69.1%
National average: 25%
Pacific
+9.3pp above avg19.3%
National average: 10%
Asian
-10.8pp below avg1.2%
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/Pakeha8535%
Maori16869.1%
Pacific4719.3%
Asian31.2%
MELAA5
Other1
Total Roll243100%
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.