Key insights into disabled people in education

27 February 2025

Results from Stats NZ household Disability Survey 2023.

On 27 February 2025, Stats NZ released statistics from the 2023 Household Disability Survey external URL . The survey is a key source of disability data across a range of topics. Importantly, it provides much needed insight into the experiences and outcomes of disabled people in education.

We have summarised some of the key education findings below.

Full details about the 2023 Household Disability Survey, including data tables and news stories can be found on the Stats NZ website external URL .

One quarter of disabled people enrolled in study

The latest data shows that almost 220,000 disabled people were enrolled in formal education or training at the time of the survey. This includes 72 percent of 0-4 year olds, 91 percent of 5-17 year olds, 44 percent of 18-24 year olds, and 14 percent of 25+ year olds.

Of those enrolled at school, 89 percent were enrolled at a mainstream school, 6 percent were enrolled at a specialist school, and 6 percent were enrolled in another form of school (including Te Kura- the Correspondence school and home school).

Schools are responsive, but many still experience difficulties

For the first time, Stats NZ has published separate school education data. This shows that 67 percent of disabled people in school education rated the school’s responsiveness to specific needs highly (4 or 5 on a 1 to 5 scale).

However, many disabled people in school education also experienced difficulties. For example, at some point during their schooling, many disabled people experienced:

Being bullied at school (62 percent)

Being unable to attend school for several weeks because of health issues (24 percent)

Having to change schools because of a disability, condition, or health problem (16 percent)

Many also reported difficulties with:

Making friends (46 percent)

Taking part in sports or games (38 percent)

Being included in group activities (36 percent)

Going to school events or outings (28 percent)

Being unable to attend school for several weeks because of health issues (24 percent)

Half of disabled people in schools have unmet needs

Disabled people in school education received a variety of supports, including:

Resource teacher or teacher aide (36 percent)

Assistive technology or equipment (27 percent)

Health professional at school (17 percent)

Special education unit or learning support centre (16 percent).

However, 51 percent of disabled people in school education (an estimated 48,000 people) reported at least one unmet need for support. This includes unmet need for:

A resource teacher or teacher aide (38 percent)

A health professional at school (20 percent)

Assistive technology or equipment to help with schoolwork (16 percent)

Accessible features at school (10 percent)

Adapted classroom materials (8 percent)

Disabled adults face barriers to study

For disabled adults who weren’t participating in study or training at the time of the survey, 38 percent, an estimated 193,000 people, said they would like to do so in the future. The most commonly reported factors discouraging disabled adults, who would like to study, from studying were:

Too expensive/financial reasons (33 percent)

Their disability, condition, or health problem (32 percent)

For disabled adults in post-school education, supports received included:

Help with studies (16 percent)

Assistive technology or equipment (19 percent)

Special arrangements in place when sitting tests or exams (13 percent)

However, 34 percent of disabled people in post-school education (an estimated 35,000 people) reported at least one unmet need for support in post-school study. Specifically, disabled people in school post-school education reported unmet need for:

Receiving help with studies (16 percent)

Assistive technology or equipment to help with studies (15 percent)

Unmet need for accessible build features at school (11 percent)

Unmet need for course materials (7 percent)

Eleven percent said they had difficulty getting to or from their place of study because of a difficulty, condition or health problem.