High Aspiration Māori Students Experience of Secondary School

Abstract

Abstract This study examines the English-medium secondary school experiences of 12 Māori students who identified themselves as having high aspirations and clear goals for further education. Data were collected through individual interviews with seven students and a focus group involving five students. Participants were asked to reflect on the practices of teachers and school leaders that supported their aspirations, as well as the extent to which school policies and practices enabled their goal setting, career decision-making, and academic progress. Students consistently described how teachers demonstrated high expectations and care in supporting their learning needs. They also provided insights into school-based processes, including goal-setting practices and subject selection mechanisms. Participants identified key school and department-level factors that supported their success, while also acknowledging the negative effects of racism on their educational experiences. The findings offer important empirical evidence to inform educators and school leaders seeking to better support students who are often underserved by the education system, highlighting practices that foster high aspirations and academic achievement among Māori learners (166).