The Growing Up in New Zealand study has highlighted that cultural connectedness is a key predictor of student wellbeing and satisfaction at school. Conducted with around 4,000 fifteen-year-olds in 2025, the study measured how students’ sense of cultural identity, safety, and inclusion affected their experiences in education. Students who felt that their cultural identity was acknowledged and respected reported higher levels of school satisfaction, while those who experienced discrimination were more likely to feel dissatisfied.
Academic Buoyancy and Cultural Identity
The study also found that a strong sense of cultural connectedness was associated with higher academic buoyancy. Academic buoyancy reflects a student’s ability to effectively handle challenges, setbacks, and pressures in the academic environment. Students with higher cultural connectedness felt more capable of navigating academic difficulties, demonstrating a clear link between cultural affirmation and resilience.
Differences Across Ethnic Groups
When grouped by ethnicity, students’ satisfaction levels varied significantly. Forty-eight percent of Asian students reported higher school satisfaction, followed by 46 percent of Pacific students, 38 percent of European students, and 35 percent of Māori students. The results indicate that cultural connectedness impacts students differently depending on their ethnic identification, with Asian and Pacific students showing the strongest correlation between cultural affirmation and positive school experiences.
Experiences of Discrimination Among Students
Feelings of safety and inclusiveness were also key to school satisfaction. The study found that very large numbers of students reported at least one perceived incident of discrimination in the past twelve months. This included 91 percent European and Asian students, 83 percent of students from Middle Eastern, Latin American, and African backgrounds, 78 percent of Māori students, and 55 percent of Pacific students. Discrimination arose from factors such as skin colour, accent, disability, gender, and dress. Students who reported no discrimination were ten percent more likely to express high school satisfaction.
Challenges for Students with Disabilities
Students with disabilities faced added difficulties. They reported lower academic buoyancy compared to their non-disabled peers and struggled more with a sense of cultural connectedness.
Aspirations and Future Pathways
Despite these challenges, most students across ethnic groups felt prepared for Year 11 and expressed aspirations for futher education. Asian students were most likely to plan for university at 71.7 percent, while Māori students were least likely at 30.4 percent. Pacific students showed a preference for vocational or trade pathways, with 16.5 percent intending to pursue further study or training.
Social Wellbeing and Peer Support
The study also explored non-academic wellbeing. A large majority of students, 84 percent, reported having good friends who could recognise when they were upset and would engage with them about their feelings.
Data Confirms Cultural Identity Matters
The Growing Up in New Zealand study provides compelling evidence that support for cultural identity is not just a social nicety but a key factor in student wellbeing and school satisfaction. Students who feel recognised, respected, and included in their cultural identity report higher satisfaction, greater resilience, and stronger academic outcomes.
