New ZealandWellingtonJohnsonvilleSt Brigids School (Johnsonville)

St Brigids School (Johnsonville)

State IntegratedFull PrimaryCo-Educational
Johnsonville, Wellington · Major urban area
office@stbrigids.school.nz 04-4786516
Total Roll276enrolled students
Māori6.9%of roll
Pacific8%of roll
Asian63.8%of roll
Student Body
276
enrolled students
European/Pākehā28.3%
Māori6.9%
Pacific8%
Asian63.8%
GenderCo-Educational
St Brigids School (Johnsonville)

Ethnicity Breakdown

St Brigids School (Johnsonville)'s roll is predominantly asian (63.8%). The next largest group is european/pakeha students.

276students
European/Pakeha28.3%
Maori6.9%
Pacific8%
Asian63.8%
European/Pakeha28.3%
Maori6.9%
Pacific8%
Asian63.8%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show St Brigids School (Johnsonville)'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
-17.7pp below avg28.3%
National average: 46%
Maori
-18.1pp below avg6.9%
National average: 25%
Pacific
-2.0pp below avg8%
National average: 10%
Asian
+51.8pp above avg63.8%
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/Pakeha7828.3%
Maori196.9%
Pacific228%
Asian17663.8%
MELAA29
Total Roll276100%
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.