Positive learning environments for Indigenous children and young people

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Release Date: 28 Jul 2014

AIHW

Lucy Ockenden (2014) Positive learning environments for Indigenous children and young people, AIHW, Australian Government, accessed 27 September 2022.

APA

Lucy Ockenden. (2014). Positive learning environments for Indigenous children and young people. Canberra: AIHW.

MLA

Lucy Ockenden. Positive learning environments for Indigenous children and young people. AIHW, 2014.

Vancouver

Lucy Ockenden. Positive learning environments for Indigenous children and young people. Canberra: AIHW; 2014.

Harvard

Lucy Ockenden 2014, Positive learning environments for Indigenous children and young people, AIHW, Canberra.

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Recent literature indicates that school-based factors, such as teaching approach and the school environment, are of primary importance in improving the educational outcomes of Indigenous students. This resource sheet reviews the research literature to identify the school-based factors that contribute to an effective learning environment. It notes examples of promising school-wide approaches, and presents background information on the significant gap between the educational achievements of Indigenous and non-Indigenous students in literacy and numeracy, Year 12 attainment and school attendance.

ISSN: 2201-845X
ISBN: 978-1-74249-598-9
Cat. no: IHW 134
Pages: 23

Findings from this report:

Indigenous students are more at risk of disengaging from school than non-Indigenous students
For students to reach their educational potential they need to be behaviourally, emotionally and cognitively engaged

Summary

What works

There is limited Australian evaluation evidence on the school-based factors that increase student engagement and contribute to an effective learning environment. There are however, some common themes that emerge on processes and strategies that contribute to a positive learning environment.
The common characteristics of schools that are more effective for Indigenous students include:
- strong and effective school leadership
- a positive school culture that encourages care and safety among students and staff, as well as a positive sense of Indigenous student identity
- teachers with the skills and knowledge to effectively engage and develop relationships with Indigenous students
- high levels of community involvement in the planning and delivery of school processes, priorities and curricula.

What doesn’t work

A school culture that is unwelcoming, fails to support Indigenous students, and does not value Indigenous culture.
Inadequate teacher training for teaching in a cross-cultural, bilingual situation.
Low performance expectations of Indigenous students.
Limited or no Indigenous parent and community involvement in schooling processes.

What we don’t know

In what ways a school’s leadership can foster an effective learning environment for Indigenous students at school.
The number of high-quality teachers working in Indigenous schools and which characteristics of quality teachers are most effective for improving student outcomes.
Which aspects of school engagement matter most in learning outcomes.

PDF report table of contents

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Positive learning environments for Indigenous children and young people

Citation

AIHW

APA

MLA

Vancouver

Harvard

Summary

PDF report table of contents

Introduction

How are Indigenous students performing at school?

Importance of attendance

School-wide approaches to creating an effective learning environment

Family and community involvement

Conclusion

Appendix

AIHW

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