Canterbury Region
Data Interpretation
Student Engagement: Exclusions
Schools must effectively involve students in learning to ensure educational success. Stand-downs, suspensions, and exclusions help provide indications of where engagement in productive learning may be absent and behavioural issues may be present. Stand-downs, suspensions and exclusions are not measures of student behaviour but measures of a school’s reaction to behaviour. What one school may choose to suspend for another may not.
Identical information is available for the region's territorial authorities using the drop down menu above. For other territorial authorities first choose the appropriate region from the drop down menu above.
| Group | Observed exclusions |
Baseline exclusions The baseline number of exclusions, is how many cases would have occurred if the national rates for each age group were applied to the school or region. Baseline numbers are not a desired number of cases nor are they a projection. See ‘Technical Notes/Definitions’ for more information. |
Age-standardised exclusion rate per 1,000 students |
|---|---|---|---|
| Female | 27 | 40.1 | 0.7 |
| Male | 74 | 43.0 | 1.8 |
| Māori | 34 | 13.4 | 2.7 |
| Pacific | 6 | 3.8 | 1.7 |
| Asian | 0 | 9.0 | 0.0 |
| Other | 1 | 2.2 | 0.5 |
| European/Pākehā | 60 | 54.7 | 1.1 |
| Region Total | 101 | 83.1 | 1.3 |
| New Zealand Total | 709 | 709.0 | 1.0 |
Notes:
- Age standardised rate is ‘observed’/’baseline’*’national rate per 1,000’. Care should be taken when examining age-standardised rates, especially in the cases when small numbers are involved. For more information on age-standardisation see the Technical Notes/Definitions tab.
- International fee paying students, students age 16+ and private students are excluded.
- ‘x’ = less than 5 students in the denominator for this category, or if left unmasked the data may lead to deducing other masked values.
- Ethnicity is prioritised. MELAA (Middle Eastern, Latin American, and African) students are included with ‘Other’.