School uniform is the clothing that students are required to wear at school. Uniforms differ from the very formal and detailed (such as requiring blazers and specifying other items of clothing) to more informal and brief (such as involving just a school sweatshirt). Schools vary as to how strictly a uniform policy is enforced and whether it includes other aspects of students’ appearance.

1. The current evidence base on school uniform and academic outcomes is extremely weak. The limited evidence base means that an overall impact in months progress is not communicated.

2. Wearing a uniform is not, on its own, likely to improve learning, but can be successfully incorporated into a broader school improvement process which includes the development of a school ethos and the improvement of behaviour and discipline.

3. Staff commitment to upholding and consistently maintaining a uniform policy is crucial to successful implementation.

4. If a uniform policy is in place, it is important to consider how to support families that may not be able to afford uniform.

The lack of studies identified that tested school uniform approaches mean that there is not enough security to communicate a month’s progress figure. School uniform policies are often implemented alongside other improvement measures, which make it particularly challenging to measure the impact of uniform interventions alone. As a result, there is not enough security in the evidence to communicate a month’s progress figure.

There is a belief in some countries, that school uniform supports the development of a whole school ethos and therefore supports discipline and motivation. Some also believe that a uniform promotes social equity. However, there is little robust evidence that introducing a school uniform will, by itself, improve academic performance, behaviour, or attendance.

Internationally, there is a general belief that school uniform can lead to improvements in students’ behaviour. It is important to remember that improved behaviour, on its own, does not necessarily lead to better learning, though it may be an important precondition (see Behaviour interventions).

Studies conducted in Aotearoa New Zealand have not made direct links between uniforms and academic achievement, though studies have highlighted issues of equitable access to the curriculum (for example, affordability of sports uniforms) and issues related to inclusivity for all students (for example, requirements to choose between ‘boys’ and ‘girls’ uniforms).

School uniform policies are thought to complement the development and support of a whole school culture and approach, which in turn may assist student discipline and motivation.

Core components of a school uniform policy might include staff holding high expectations of students’ behaviour and that their attire reflects the values and culture of the school which the students reflect. 

The implementation of a school uniform policy is likely to be a significant cost for parents. It would not be advisable to change school uniform requirements regularly, as this may further disadvantage children and families of lower socioeconomic households.

The costs associated with introducing a school uniform are very low for a school, and mainly depend on parents buying the specified clothing instead of other clothes the child would wear. Some schools may subsidise or pay for the school uniform of children from low-income families, which is likely to slightly increase the cost associated with introducing a school uniform.

Local research:

Hemi, W., & Mortlock, A. (2017). On the periphery or at the centre?: Ideas for improving the physical and interpersonal environments for Lesbian, Gay, Bi-sexual, and Trans-sexual/gender students at a NZ Secondary School. Teachers’ Work, 14(2), 99-113. https://doi.org/10.24135/teacherswork.v14i2.233

Gasson, N.R., Pratt, K., Smith, J.K. et al. (2018) The impact of cost on children’s participation in school-based experiences: Parents’ perceptions. NZ J Educ Stud 52, 123–142. https://doi.org/10.1007/s40841-016-0046-z

McNoe, B. M., & Reeder, A. I. (2019). Sun protection policies and practices in New Zealand primary schools. The New Zealand medical journal, 132(1497), 46–54.