Decile Schools Research Articles

Community use of school grounds outside of school hours

ABSTRACT Physical activity in childhood is essential for healthy development and wellbeing and school grounds can provide neighbourhood access to safe play spaces. This study examines the relationship between school demographics (school size, school decile, ethnicity of students and population density) and whether school grounds are open or closed for community use outside school hours. Data were gathered from 391 primary and intermediate schools across Tāmaki Makaurau (Auckland), Aotearoa New Zealand (84% of Auckland schools) with 250 schools participating in the full survey. The results indicate that higher school decile and lower population density are associated with school grounds being available for community use. This result is concerning. With closed school grounds more likely to be in lower socio-economic and higher population density areas, the children most affected are the same group who have fewer opportunities and less spaces for active play. The main reason schools closed their grounds was ‘vandalism /graffiti/theft concerns’. Low decile schools whose grounds were open outside of school hours shared a similar commitment to involve their communities widely in school activities and found doing so decreased the levels of vandalism. Their approach may offer useful insights to schools that are currently closed.

Assessment of food availability in New Zealand primary schools

Childhood obesity and overweight rates in New Zealand are considerably higher than that globally with one in three children aged between 2-14 years being overweight or obese(1). Children’s dietary knowledge and food preferences are influenced by various factors including the food environment. Schools are an excellent setting to influence children’s dietary behaviours since they have the potential to reach almost all children during the first two decades of their lives. However, previous analyses indicate many school canteens and food providers do not supply foods that promote healthy eating and nutrition behaviours (2,3). The Ministry of Health (MoH) recently implemented a ‘Food and Drink Guidance for Schools’ which utilises a traffic-light framework dividing foods into three categories: ‘green’, ‘amber’, and ‘red’(4). The aim of this study was to assess primary school canteen food menus against the newly implemented MoH Guidance. A convenience sample of 133 primary school canteen menus were collected in 2020 as part of the baseline evaluation of the Healthy Active Learning initiative across New Zealand. Four researchers (three nutritionists and one dietitian) developed a menu analysis toolkit to undertake the analysis of all menus collected. The toolkit provided a breakdown of commonly packaged foods and meals/menu items available to purchase within schools based on Health Star Ratings, ingredients, and/or standard recipes. Assumptions were created for menu items requiring additional detail to be categorised according to the guidance through consensus by all four researchers. Primary school menus were coded by two researchers, and intercoder reliability was ensured by independent coding and cross-checking of 10% of menus. Descriptive and inferential analyses were conducted using IBM SPSS and P<0.05 denoted significance. Analyses of canteen menus revealed that most menu items belonged to the less healthy amber (41.0%) and red (40%) food categories. Low decile schools had a lower percentage of green food items (8.6%) and a higher percentage of red food items (48.3%) compared to high decile schools (p = 0.028). Similarly, schools in low deprivation areas had a significantly higher percentage of green food items (14.2%) compared to high deprivation areas (8.6%) (p = 0.031). Sandwiches, filled rolls, and wraps were the most commonly available items (86%) followed by baked foods and foods with pastry (71%). Sugar-sweetened beverages were just as prevalent as water on school food menus (54% each). Over half of in-house catered canteen menu items were classified as 'red’ foods (55.3%). This study highlights that most school canteens were not meeting the guidelines for healthy food and drink provision outlined by the MoH. Improving school food availability for children in socioeconomically deprived areas needs to be prioritised to reduce inequities. Findings suggest the need for more robust national policies and mandated school guidance to improve the food environments in New Zealand schools.

School choice, distance to school and travel to school patterns among adolescents

IntroductionThe absence of school zoning and availability of school choice in some countries leads to increasing travel distance to school, reduced active transport and increased motorized transport to school. This study compared sociodemographic characteristics, reasons for school choice and school transport patterns among urban adolescents based on their enrolment in the closest or a non-closest school and living within walkable or non-walkable distance to school. MethodsAdolescents (n = 2869) from all twelve secondary schools in Dunedin, New Zealand completed an online questionnaire about school choice and school transport in 2014–2015 and 2020–2022. Participants were categorized into four groups based on home-to-school distance and school enrolment: enrolled in the closest school within walking distance (≤2.25 km) (‘closest + walkable’; 22.7%) or not (‘closest + non-walkable’; 20.3%), and enrolled in a non-closest school within walking distance (‘non-closest + walkable’; 6.2%) or not (‘non-closest + non-walkable’; 50.1%). ResultsOverall, 43% of adolescents initially enrolled in the closest school, and only half of those lived within walking distance to school. Enrolment in a co-educational school, a non-special character school and a lower decile school and choosing a school because of proximity and social connections were more common among those who enrolled in the closest versus a non-closest school (all p < 0.05). Rates of active transport were higher among those living within walkable distance to school, irrespective of enrolment in the closest or a non-closest school (p < 0.001). ConclusionsThese findings show that distance to school is more consequential than school choice itself regarding how adolescents travel to school.

Food menus within New Zealand primary school canteens: Do they meet the guidance?

Unhealthy food and drinks are widely available in New Zealand school canteens. The aim of this study was to assess primary school canteen food menus against the newly implemented Ministry of Health 'Food and Drink Guidance for Schools'. A convenience sample of 133 primary school canteen menus was collected in 2020 as part of the baseline evaluation of the Healthy Active Learning initiative across New Zealand. A menu analysis toolkit was developed to assess menus in accordance with the Ministry of Health's 'Food and Drink Guidance for Schools' which classifies food items into three food categories: 'green', 'amber' and 'red'. Most menu items belonged to the less healthy amber (41.0%) and red (40%) food categories. Low decile schools had a lower percentage of green food items (8.6%) and a higher percentage of red food items (48.3%) compared to high decile schools. Sandwiches, filled rolls and wraps were the most commonly available items, followed by baked foods and foods with pastry. Over half of the in-house canteen menu items were classified as 'red' foods (55.3%). Most school canteens were not meeting the guidelines for healthy food and drink provision outlined by the Ministry of Health. Improving the food environment for children in socio-economically deprived areas needs to be prioritised to reduce inequities. SO WHAT?: This study highlights the unhealthy food environments in New Zealand schools and emphasises the need for more robust national policies and mandated school guidance.

Complex Education Policy for Complex Times?

Any glance at education in New Zealand right now reveals a multitude of issues. In the schooling sector the declining rates of literacy and numeracy have been in the news, following a 2020 UNICEF report which found that only 64.6% of Aotearoa New Zealand 15-year-olds had basic proficiency in reading and maths (Hood and Hughson, 2022). Covid-19 has had a negative impact on students’ wellbeing and also contributed to significant declines in learning, especially for lower decile schools and children in Auckland (Education Review Office, 2021). While students’ wellbeing has improved somewhat in 2023, the loss of learning is still significant, with more than half of principals reporting concerns with writing, and growing behavioural issues and inequalities in student achievement (Education Review Office, 2023).

Concussion education for New Zealand high school rugby players: A mixed-method analysis of the impact on concussion knowledge, attitudes and reporting behaviours

Players who lack the knowledge to recognise the signs and symptoms of concussions may be less likely to disclose their injury. New Zealand Rugby's Community Concussion Initiative includes an interactive education session highlighting peer-recognition of concussions. This mixed-method study examined the effect of an education session on high school players’ concussion knowledge and attitudes as well as the impact of player demographics on these variables. Focus groups were used to explore player experiences. The RoCKAS-ST was used to measure concussion knowledge/attitudes before and after the education session. Multiple linear regression examined associations between demographic variables, including school decile (relative wealth of the geographic region the school serves), and pre-education concussion knowledge/attitudes scores. Wilcoxon signed-rank tests compared pre-concussion and post-concussion knowledge/attitudes scores. Qualitative data were analysed via thematic analysis. Overall, 532 players completed questionnaires; 75 players participated in focus groups. Pasifika players had lower concussion knowledge than NZ Europeans ( p &lt; .001). Mid-decile schools had higher concussion attitudes scores than low decile schools ( p &lt; .001). Pre-education and post-education session concussion attitudes and knowledge scores did not differ significantly, suggesting the one-off education session was not successful in improving these outcomes. Players identified: (i) the education session to be valuable, but some uncertainties remained; (ii) the importance of player comfort, interaction and comprehension; (iii) the need for role models, real stories and regular content refreshers. Requests for presenter diversity, support and easily understood information were more prominent in Māori/Pasifika and low-decile groups. Greater consideration of these factors is necessary in the development of education interventions.

Junk food, sugary drinks and XL portion sizes: advertising on convenience stores near primary schools in Tāmaki Makaurau Auckland, Aotearoa New Zealand

ABSTRACT There are no government policies in Aotearoa, New Zealand (NZ) sufficient to protect children from unhealthy food and beverage marketing. Repeated exposure to advertising can have long-term impacts on children’s dietary preferences, ultimately increasing the risk of non-communicable diseases in adulthood. An important food environment for children is the area around their school. This study aims to describe outdoor food and beverage advertising on convenience stores within 500 m of all primary schools (n = 371) within the Auckland region. Images of advertisements were captured from Google Street View. A total of 3693 advertisements were collected from 296 stores. The majority (n = 2628, 78.2%) of advertisements were classified as marketing to children. Convenience stores in areas surrounding low decile schools (n = 1170, 51.8%) had twice as many advertisements than areas around medium (n = 561, 24.8%) or high (n = 529, 23.4%) decile schools. Approximately half (n = 1863, 50.5%) of advertisements were for unhealthy food or beverages, and less than ten percent (n = 350, 9.4%) were for healthy products. These findings highlight the need for policies to reduce children’s exposure to unhealthy advertising in their school food environment.

Widening access to veterinary education: descriptive analysis of ethnicity, societal representation and educational background of applicants to veterinary education in Aotearoa New Zealand

ABSTRACT Aims To describe the ethnicity of domestic applicants for selection into the professional phase of veterinary education in Aotearoa New Zealand from 2003 to 2019, and to compare this with the ethnic composition of New Zealand society. This study also aims to explore whether there are differences in the demographic features and educational background of Māori applicants compared to non-Māori applicants that may be relevant to widening access to veterinary education. Methods This study was conducted with a Kaupapa Māori research methodology. Data for all applicants to the Bachelor of Veterinary Science programme at Massey University (Palmerston North, NZ) from 2003 to 2019 were retrieved from the university’s Student Management System and the School of Veterinary Science selection application databases. Self-identified ethnicity was analysed in four time periods (2003–2006, 2007–2012, 2013–2016, 2017–2019) defined by factors that might influence whether an individual chose to apply for selection into the veterinary programme. Gender, age, previous university experience, decile and type of high school, and being first in family to attend university were compared between Māori and non-Māori. Results From 2003 to 2019, 3,819 individuals submitted 4,802 applications for selection into the veterinary programme. Across all time periods, applicants who identified as Māori (274/4,802; 5.7%) or Pacific (56/4,802; 1.2%) were underrepresented compared to the New Zealand population (Māori 16.5%; Pacific 8.1%), while applicants who identified as European (4,035/4,802; 84%) were over-represented (70.2% of the New Zealand population). The proportion of Māori (p = 0.82) and Pacific (p = 0.31) applicants did not change over time, while the proportion of European applicants decreased from 853/968 (88.1%) to 823/977 (84.2%; p < 0.001). Compared to non-Māori, Māori applicants were more likely to have attended a lower decile school (p < 0.001), have attended a state rather than private or overseas school (p = 0.003) and to have been the first in their family to attend university (p = 0.001). Conclusions Māori are underrepresented in the veterinary applicant pool and veterinary profession in comparison to the New Zealand population. Additionally, Māori applicants differed from non-Māori applicants in pre-university factors that are barriers to university attendance. Implementing activities and processes aimed at widening veterinary programme access with the eventual goal of improving the ethnic representation of the veterinary workforce needs to be a priority for the university and profession.

16.5%

My name is Gabriella Campbell and I am a white Māori. Growing up, this is what I heard from my classmates and teachers. The way I acted, behaved or dressed most likely convinced most of them I was white. I mean seriously, just because my skin is a shade lighter than the ‘real’ Māori kids, doesn’t mean I can’t be one of them. In fact, I was probably one of the few Māori kids at my school, which was located right in the middle of other high decile schools around Auckland. St Helinbergs was where it began.

Sleep in New Zealand children aged 7-9: associations with ethnicity, socioeconomic status, and achievement in reading and mathematics.

The aims were (1) to investigate differences by ethnicity and socioeconomic status (SES) in objective measures of sleep in children aged 7-9 years and (2) determine whether measures of sleep predict child achievement in reading or mathematics after controlling for ethnicity and SES. Four groups of parent-child dyads were recruited: Māori, low-SES schools (n = 18); Māori, high-SES schools (n = 17); New Zealand European, low-SES schools (n = 18); New Zealand European, high-SES schools (n = 17). Child sleep was measured by actigraphy. Parents and teachers reported child daytime sleepiness and behavior, and children completed a self-report of anxiety symptoms. Teachers also reported on child achievement in reading and mathematics. Children from low-SES schools went to bed later on school nights (F[1,68] = 12.150, P = .001) and woke later (F[1,68] = 15.978, P < .001) than children from high-SES schools but had similar sleep duration. There were no differences related to ethnicity. Children from low-SES schools were almost 3 times more likely to be below national standards for mathematics. Children not meeting academic standards in mathematics had a later sleep start time, lower sleep period efficiency, and a decreased total sleep time. However, when SES and sleep period efficiency were modeled together neither were found to significantly influence achievement in mathematics. In this study, SES influenced sleep timing but not the quality and quantity of sleep in 7- to 9-year-old children, and a significant independent effect of sleep efficiency on learning could not be demonstrated.

What they know and who they are telling: Concussion knowledge and disclosure behaviour in New Zealand adolescent rugby union players

ABSTRACT The purpose of this study was to survey high school rugby players from a range of ethnic, geographic and socioeconomic backgrounds in New Zealand (NZ) to gain an understanding of concussion knowledge, awareness of NZ Rugby’s (NZR) guidelines and attitudes towards reporting behaviours. Male and female high school rugby players (n= 416) from across NZ were surveyed. The findings indicated that 69% of players had sustained a suspected concussion, and 31% had received a medical diagnosis of concussion. 63% of players indicated they were aware of NZR’s guidelines. Māori and Pasifika players were less likely to be aware of the guidelines compared to NZ European, Adjusted OR 0.5, p = 0.03. Guideline awareness was significantly higher for those from high decile schools when compared to low (Unadjusted OR 1.63, p = 0.04); however, when ethnicity and school locations were controlled for this became non-significant (Adjusted OR= 1.3, p=0.37). The coach was the key individual for the provision of concussion information and disclosure of symptoms for players. The findings of this study will inform the development and delivery of NZR’s community concussion initiative and how these examined factors influence a high school player’s concussion knowledge and reporting behaviour.

The Association between Socio‐demographic and Anthropometric Variables and Food Literacy Scores in Elementary School Children

Good food literacy is necessary to navigate an increasingly complex food environment. Food literacy is the knowledge, skills, attitudes, and behaviors required to achieve both a healthy and environmentally sustainable diet. The objective of this study was to measure the food literacy of school children and to identify predictors of food literacy. Schools in New Zealand's three largest cities were randomly selected and children in Year 6 (Grade 5; aged 9–11 years) were invited to complete a validated 37‐item online questionnaire designed to measure food literacy. Socio‐demographic information, height and weight was obtained from each child. Children (n=858) from 44 schools took part in the study, which took place from February to April 2016. Data were analyzed by linear regression. The mean (SD) food literacy score of all children was 68% (12). Because food literacy scores increased by age (3% (95%CI: 1 to 5) per year; P=0.004), subsequent analyses were adjusted for age. The food literacy score of boys was 66% which was significantly lower than the 69% score of girls (mean difference of 3% (95%CI: 1 to 5); P=0.004). Children who were of Māori and Pasifika ethnicity had food literacy scores that were 6% (95%CI: 4 to 9; P=0.001) and 11% (95%CI: 7 to 14; P=0.001) lower, respectively, than the scores of children of European (i.e. Caucasian), Asian, Middle Eastern, African, South American, South‐east Indian and other ethnicities. Children who attended low decile schools (i.e. schools with the highest proportion of children from low socioeconomic backgrounds) had food literacy scores that were 10% (95%CI: 7 to 12; P=0.001) lower than children who attended medium and high decile schools. Children with a BMI that classified them as overweight and obese had food literacy scores that were 4% (95%CI: 2 to 6; P=0.001) and 6% (95%C: 2 to 9; P=0.001) lower, respectively, than scores of children who were normal weight. To our knowledge, this is the first study that has assessed food literacy in elementary school children, showing that sex, ethnicity, socioeconomic status and body weight were significant predictors of food literacy.Support or Funding InformationNew Zealand Lottery Health Research

Patterns of privilege: A total cohort analysis of admission and academic outcomes for Māori, Pacific and non-Māori non-Pacific health professional students.

BackgroundTertiary institutions are struggling to ensure equitable academic outcomes for indigenous and ethnic minority students in health professional study. This demonstrates disadvantaging of ethnic minority student groups (whereby Indigenous and ethnic minority students consistently achieve academic outcomes at a lower level when compared to non-ethnic minority students) whilst privileging non-ethnic minority students and has important implications for health workforce and health equity priorities. Understanding the reasons for academic inequities is important to improve institutional performance. This study explores factors that impact on academic success for health professional students by ethnic group.MethodsKaupapa Māori methodology was used to analyse data for 2686 health professional students at the University of Auckland in 2002–2012. Data were summarised for admission variables: school decile, Rank Score, subject credits, Auckland school, type of admission, and bridging programme; and academic outcomes: first-year grade point average (GPA), first-year passed all courses, year 2 – 4 programme GPA, graduated, graduated in the minimum time, and composite completion for Māori, Pacific, and non-Māori non-Pacific (nMnP) students. Statistical tests were used to identify significant differences between the three ethnic groupings.ResultsMāori and Pacific students were more likely to attend low decile schools (27 % Māori, 33 % Pacific vs. 5 % nMnP, p < 0.01); complete bridging foundation programmes (43 % Māori, 50 % Pacific vs. 5 % nMnP, p < 0.01), and received lower secondary school results (Rank Score 197 Māori, 178 Pacific vs. 231 nMnP, p < 0.01) when compared with nMnP students. Patterns of privilege were seen across all academic outcomes, whereby nMnP students achieved higher first year GPA (3.6 Māori, 2.8 Pacific vs. 4.7 nMnP, p < 0.01); were more likely to pass all first year courses (61 % Māori, 41 % Pacific vs. 78 % nMnP, p < 0.01); to graduate from intended programme (66 % Māori, 69 % Pacific vs. 78 % nMnP, p < 0.01); and to achieve optimal completion (9 % Māori, 2 % Pacific vs. 20 % nMnP, p < 0.01) when compared to Māori and Pacific students.ConclusionsTo meet health workforce and health equity goals, tertiary institution staff should understand the realities and challenges faced by Māori and Pacific students and ensure programme delivery meets the unique needs of these students. Ethnic disparities in academic outcomes show patterns of privilege and should be alarming to tertiary institutions. If institutions are serious about achieving equitable outcomes for Māori and Pacific students, major institutional changes are necessary that ensure the unique needs of Māori and Pacific students are met.

‘Rich’ and ‘Poor’ Schools Revisited

This year the education research community in New Zealand is celebrating fifty years of the publication of the New Zealand Journal of Educational Studies. In this article, it is argued that the half century has been bifurcated by the shift from social democratic discourses of equality for all, to a market choice model of schooling after 1989. This article will explore the social and institutional effects of the policy change on the schooling system, especially in the context of a more unequal society. Key findings include the general diaspora, especially but not only by pākehā, from low decile schools. Schools in the bottom four deciles are all now much smaller on average than twenty-five years ago, and there is no sign of that unequalising process slowing down. Those schools are likely to be very heavily populated with children whose families live below the poverty line. There are social, ethnic and educational implications of the school population shift. Further, choice models have proven to be remarkably enduring and resilient.

Dialectical awareness in early literacy interventions

The present research investigated the potential link between low literacy acquisition levels and dialectal differences between the non-standard English spoken by many children from lower socio-economic schools in New Zealand in normal day-to-day conversation and the standard English used as the basis of literacy work. The work focused on assessing improvements in literacy of two students from a low decile school in New Zealand who showed evidence of common use of non-standard English. These two children were selected as they were relatively young learners (both approximately 7 years old with about 2 years of formal literacy learning) and because one showed literacy weaknesses in word-level tasks, and the other had more problems in writing. The two students each received two 30 minute sessions a week over an 8-week period of literacy intervention support that focused on linking letter sequences and language sounds: phonological awareness training linked to literacy. However, the tailored interventions also targeted those areas of language where the non-standard English of the children differed from a standard form more consistent with accurate writing. Despite both children having shown poor progress in literacy over the previous 2 years of tuition, the present intervention showed greater than expected improvements between pre- and post-intervention literacy measures of word and non-word reading, word spelling and writing, as well as phonemic awareness. This single-case intervention research suggests that programs aimed at linking letters and sounds may show increased success if attending to both cognitive and dialectical differences of the students.

Increases in support structures for healthy eating especially in low decile schools in New Zealand

To compare two surveys conducted in 2007 and 2009, of the food and nutrition environment in New Zealand primary schools. A sample of primary schools was asked about foods and beverages provided or sold to students or used for fundraising, and nutrition-related policies and procedures. Comparisons were made between school decile groups and between years. Of primary schools selling food or beverages, 34% sold 'everyday' items once or more a day (39% in 2007) and 25% sold 'occasional' items once or more a day (36% in 2007). Two-thirds of schools sold food or beverages for fundraising, generally once a term or less. About half the schools had written policies about food (increased from 2007). There have been some improvements in the food and nutrition environment, with primary schools from lower deciles more likely to be making changes. The reduction in funding for nutrition-related programs in primary schools may hinder the sustainability of the changes seen, especially in low decile schools.

Improvement of fundamental movement skills through support and mentorship of class room teachers

Project Energize, a multicomponent through-school programme aims to improve the overall health and reducing weight gain of Waikato primary school children by increasing their physical activity and encouraging healthy eating. The aim of this report is to describe the efficacy of one intervention that provided classroom teachers with tools for improving fundamental movement skill (FMS) proficiency in years 0-8 school children. In 2008 the Test of Gross Motor Development (TGMD) was used to measure the FMS proficiency of children from 11 schools and 41 classes; before (n = 701) and after (n = 598) the teacher support was provided. Children were identified only by class years. At baseline less than half of the children exhibited proficiency in kicking (21%), throwing (31%) and striking (40%) while most children were able to run (84.6%) and slide (78.0%). All skills were substantially improved (P < 0.001) after the intervention with the biggest changes in kicking, throwing and striking; 49.8%, 63.5% and 76.3% proficient. At baseline children in years 0-3 from higher decile schools performed better than lower decile schools and after intervention this gap was reduced or removed. After receiving tailored FMS physical education classes led by the teacher, younger children were more competent than the older children were at baseline. The large, positive effects of the intervention have implications for long term physical activity participation and fitness with subsequent health benefits. The school-based FMS teacher support intervention by Team Energize is an effective way to improve outcomes for children.

Relationship between decile score of secondary school, the size of town of origin and career intentions of New Zealand medical students

New Zealand is facing a general practice workforce crisis, especially in rural communities. Medical school entrants from low decile schools or rural locations may be more likely to choose rural general practice as their career path. To determine whether a relationship exists between secondary school decile rating, the size of the town of origin of medical students and their subsequent medical career intentions. University of Auckland medical students from 2006 to 2008 completed an entry questionnaire on a range of variables thought important in workforce determination. Analyses were performed on data from the 346 students who had attended a high school in New Zealand. There was a close relationship between size of town of origin and decile of secondary school. Most students expressed interests in a wide range of careers, with students from outside major cities making slightly fewer choices on average. There is no strong signal from these data that career specialty choices will be determined by decile of secondary school or size of town of origin. An increase in the proportion of rural students in medical programmes may increase the number of students from lower decile schools, without adding another affirmative action pathway.

Taking the plunge: diving risk practices and perceptions of New Zealand youth

In New Zealand, spinal cord injuries as a consequence of recreational diving have not been well investigated. From 1989-2004, 58 hospital admissions involved diving-related spinal injury. More than 70% were male and more than one-third (36%) were aged 10-19 years. Little is known, however, about the extent of risky diving beliefs and behaviours underpinning youth aquatic recreation. A New Zealand-wide sample of 2,202 Year 11 students completed a written questionnaire under supervision during school time. Diving behaviours and safety attitudes were analysed using a range of sociodemographic variables including gender, socio-economic status and ethnicity. Gender differences in risky behaviour and unsafe attitudes were pronounced, whereas the influence of socio-economic status and ethnic background were less evident. More females than males reported "never diving head first into water of unknown depth" (females 75%, males 59%). More males reported "diving head first knowing that the water was shallow" (males 25%, females 14%). More females disagreed that diving head first into shallow water was acceptable if you knew how to dive (females 82%, males 66%). Males, students from low decile schools and of Maori and Pacific Island backgrounds were most likely to hold unsafe attitudes towards diving and report risky diving behaviours.

Business school rankings: content and context

PurposeThis paper sets out to examine the affect of rankings on business schools from the perspective of a business school director.Design/methodology/approachThe paper critiques the methodologies of ranking systems, their statistical validity, the factors used, and the weightings given to them.FindingsRankings are significant drivers of a school's reputation. Good performance can double inquiries and applications and allow schools to charge prestige premiums. Financial Times top decile MBA programmes charge, on average, just below $80,000 for an MBA. Bottom decile schools charge only $37,000.Originality/valueThis paper finds that it is impossible to challenge the criteria set out by a variety of rankings organisations and it is ill‐advised to boycott rankings. Schools are advised to consider which criteria reflect areas needing improvement and to continue “playing the game”.