online opt-in

Research New Zealand

Gender Attitudes Survey 2025 · May 12–23, 2025 · New Zealand national

Methodology

Pollster
Research New Zealand commercial
Sponsor
National Council of Women of New Zealand (Te Kaunihera Wahine o Aotearoa) / Gender Equal NZ
Commissioned by
National Council of Women of New Zealand
Fielded
May 12–23, 2025
Population
adults
Sample size
1,250
Sample frame
online opt-in
Panel
not named in the report
Mode
online, sample provided by a panel provider
Margin of error
maximum margin of error of +/-2.9% at the 95% confidence level on the total weighted sample
Weighting
weighted to correct for the Maori and Pacific over-sample and by gender, using weighting parameters from the 2023 Census of Population and Dwellings; sample selected to be representative by gender, age, ethnicity and geographic location
Geography
New Zealand national
Base notes
New Zealanders aged 18 and over; Maori and Pacific peoples were deliberately over-sampled and the results weighted to correct for it

Sources

Verification note. Methodology (fieldwork 12-23 May 2025, n=1,250, online panel, weighted to 2023 Census parameters, maximum MOE +/-2.9%) read directly from the report PDF. The fifth wave of a biennial series running 2017, 2019, 2021, 2023, 2025. IMPORTANT LIMITATION: the comfort-with-trans-people results are published only as bubble graphics (Figures 19 and 20), so the exact per-situation percentages could not be extracted from the PDF text layer; only the summary range the report itself states in its Key Findings ('slightly lower levels of comfort for trans people at 61%-70%') is recorded here. Research New Zealand hosts an interactive e-reporting tool at genderequality2025.researchnz.com which would carry the underlying figures. The report says the questionnaire is at Appendix A but the appendix text did not extract, so item wording is the report's descriptive text and is not verbatim. Only the two trans-relevant items are recorded; the survey is mostly about gender equality between men and women and is out of scope otherwise.

Figures below are transcribed from these documents. Where they disagree with the source, the source governs.

Questions asked (2)

Feeling thermometersparaphrasedotherin a trend series
comfort with trans men and trans women in everyday roles (work colleague, parent, and other situations)

Whether respondents were comfortable with trans men and trans women in various situations.

Wording reconstructed from: the report's description of the item battery (p.22 and p.30); the questionnaire in Appendix A did not extract from the PDF

Comfortable with non-binary people (all situations, floor)
79%
Comfortable with trans people (highest situation asked)
70%
Comfortable with trans people (lowest situation asked)
61%

Wording notes: asked as part of a longer battery covering gay men, lesbians, bisexual people, non-binary people, trans men and trans women | per-situation figures published only as graphics

neutral — a comfort/social-distance battery applied symmetrically across identity groups; the report notes comfort with trans people is consistently lower than for the other groups asked about

School policyparaphrasedforced choicein a trend series
school year at which teaching about gender diversity should be introduced

Opinion relating to when teaching about gender diversity should be introduced in schools.

Wording reconstructed from: Table 3 heading in the Gender Attitudes Survey 2025 report

Years 7-8 (Aged 11-12)
22%
Years 9-11 (Aged 13-15)
22%
There should be no such information included in any years
21%
Years 12-13 (Aged 16-17)
14%
Years 0-6 (Aged 5-10)
13%
Don't know
8%

Wording notes: offers an explicit 'no such information in any years' option, which is the restrictive response

neutral — an age-of-introduction item with a genuine opt-out; the option set does not favour either side

Subgroup figures (4)

gender

GroupThere should be no such information included in any yearsYears 7-8 (Aged 11-12)
Male23%20%
Female19%23%

Every figure on this page is transcribed from the source linked above. How to read this data →