Remote Schools Need to Change to Engage First Nations Students

First Nations schools must shift their focus from attendance figures to creating safer, more engaging learning environments.

Conventional education policies that measure success through attendance rates alone tend to ignore the reasons why outback children are not coming to school.

Children thrive when their schools reflect who they are, programs that connect students to their identity, language and culture have a profound impact on their sense of belonging and engagement.

A new study highlights the importance of culturally responsive schooling and strong community involvement in ensuring positive student outcomes.

Co-author of the research, Associate Professor John Guenther from Flinders University, said there needs to be a focus on making schools welcoming for First Nations students.

“The research makes it clear that First Nations students need to feel safe, valued and supported at school,” he said.

“Rather than blaming families for low attendance rates, we need to focus on making schools places where students want to be.”

Local community-based researchers were trained to collect authentic data from an 'insider' perspective.

They conducted extensive consultations with students, educators, principals and community members, uncovering key factors that contribute to a positive school experience.

These include local decision-making, respectful leadership, strong governance, and the incorporation of First Nations culture and languages into the curriculum.

The research also highlights the serious impact of racism, bullying and the misalignment between school priorities and cultural values.

Many First Nations students reported feeling alienated by schools that fail to integrate their perspectives and histories, reinforcing systemic barriers to education.

Associate Professor Guenther said First Nations students were more inclined to engage with schools when they felt a sense of safety and security.

“Too often, school environments feel unsafe for First Nations students,” he said.

“When schools actively address racism and create culturally secure spaces, students and their families are more likely to engage.”

The study also found that schools employing First Nations teachers and staff foster greater trust and stronger connections between students and their learning environments.

“Students see themselves in their educators when schools employ First Nations teachers,” Associate Professor Guenther said.

Associate Professor Guenther called for urgent changes to funding models, which currently reward schools based on attendance rather than the quality of education provided.

He argues that funding should prioritise building safe, inclusive and engaging environments, rather than penalising families for school absences.

“If we truly want to improve First Nations education, we must stop measuring success by how many students show up and start focusing on how well schools support them,” he said.