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Respect, Relationships, and "Just Spending Time with Them": Critical Elements for Engaging Aboriginal Students in Primary School Education

International journal of environmental research and public health, 2021-12, Vol.19 (1), p.88 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2021 by the authors. 2021 ;ISSN: 1660-4601 ;ISSN: 1661-7827 ;EISSN: 1660-4601 ;DOI: 10.3390/ijerph19010088 ;PMID: 35010347

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  • Title:
    Respect, Relationships, and "Just Spending Time with Them": Critical Elements for Engaging Aboriginal Students in Primary School Education
  • Author: Thackrah, Rosalie D ; Bessarab, Dawn ; Papertalk, Lenny ; Bentink, Samantha ; Thompson, Sandra C
  • Subjects: Child ; Child, Preschool ; Children ; Collaboration ; Colonialism ; Early childhood education ; Education ; Families & family life ; Health promotion ; Humans ; Indigenous Peoples ; Native Hawaiian or Other Pacific Islander ; Native peoples ; Numeracy ; Partnership agreements ; Qualitative analysis ; Reading ; Respect ; Schools ; Students
  • Is Part Of: International journal of environmental research and public health, 2021-12, Vol.19 (1), p.88
  • Description: While disparities in educational outcomes for Aboriginal children have narrowed in early childhood education and for Year 12 completions, these positive trends are not replicated in the intervening years where attendance, reading, writing, and numeracy targets have been missed. Erratic attendance in the primary years has the greatest impact on achievement; literacy and numeracy scores decline as absences increase. Family functioning and health, caregiver expectations, past encounters with the education system and socio-economic disadvantage are all implicated in poorer rates of attendance. In response to community concerns, an Aboriginal/mainstream partnership was forged in 2011 and began work in 2016 to address patterns of attendance and achievement among Aboriginal primary students in a regional city in Western Australia. This paper describes the innovative, community-led "More Than Talk" program and presents findings from teaching and support staff interviews two years after implementation. Qualitative methods were employed to analyse the data, develop themes, and ensure rigour. Findings highlighted the cascading impact of erratic attendance and the role of strong relationships, respect, and investment of time with children as critical elements in student engagement and wellbeing. Community-led, collaborative educational programs have the potential to positively impact Aboriginal students' engagement and contribute to culturally responsive environments. If sustained, such efforts can enable learning to flourish.
  • Publisher: Switzerland: MDPI AG
  • Language: English
  • Identifier: ISSN: 1660-4601
    ISSN: 1661-7827
    EISSN: 1660-4601
    DOI: 10.3390/ijerph19010088
    PMID: 35010347
  • Source: Geneva Foundation Free Medical Journals at publisher websites
    MEDLINE
    PubMed Central
    ProQuest Central
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