Latest New Zealand Educational Study

Published by kiwikids on

Results from a comprehensive survey of 775 New Zealand teachers have been unveiled by the Growing Up in New Zealand longitudinal study. The survey delved into aspects such as classroom dynamics, student interactions with digital technology, and the impact of online learning during lockdowns. Furthermore, the teachers’ perceptions of student bullying experiences were compared with young people’s own accounts.

This significant survey encompassed teachers who were educating individuals from the University of Auckland’s Growing Up in New Zealand longitudinal study. Of the study’s young participants, a total of 1,271, 775 teachers participated in the survey. The majority of these young individuals were in year 7 at school.

Dr. Kane Meissel, Senior Lecturer at the University of Auckland’s Faculty of Education and Social Work, noted the uniqueness of this survey, as it combines a wealth of information from both teachers and students. The insights gleaned from the findings offer a deeper understanding of the educational journeys of young people, valuable for schools and policymakers alike.

Key Findings Include:

The majority of teachers reported that their students were thriving in positive and engaging classroom environments.
Approximately 14 percent of students were noted to struggle with staying focused when using digital technology, while about 15 percent had difficulty discerning the accuracy of online information.
A significant portion of teachers, two-thirds, felt that the distance learning setup during the pandemic did not adequately support student learning.
Students’ self-reported experiences of bullying were more frequent than what teachers reported.
One in 10 teachers disclosed that their learning resources did not include explicit representation of diverse identities, such as Māori, Pacific, Asian, individuals with disabilities, or transgender identities.
These findings provide an invaluable understanding of the education landscape, helping shape the future of teaching practices and policy decisions.

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