Amelia talks about Many Tracks, a Cairns-based organisation supporting schools to develop culturally responsive education experiences, build resilience and promote the holistic wellbeing of remote Aboriginal and Torres Strait Islander students. It focuses on creating safe and supportive environments for students who transition from remote communities into boarding schools.
This research sought to investigate the possible relationship between the interior architecture of current boarding schools and the level of ‘belonging’ felt by the Aboriginal students who live in them.
Key findings include that there is a role for interior design in the delivery of positive boarding school experiences.
2020 Symposium Keynote Address by Dr Tessa Benveniste on the process and factors involved in developing a National Indigenous Cultural Boarding Standard.
IEBA webinar featuring Nathaniel Tamwoy, a proud Argun man from Badu Island in the Torres Strait who has experienced education across the state and independent sectors as a day student and boarder. Nathaniel’s key messages include: good intentions are not enough and we need to increase our expectations and stop our deficit thinking.
Immanuel College follow the work of Vale et al in building the Emotional Wellbeing skills of student as a base to their learning. This is explained by Kevin Richardson, Principal, Immanuel College, SA
WW consultations with researchers conducted online in May 2022 to provide schools and other relevant stakeholders with guidance in improving boarding experiences of Indigenous students from remote communities. Includes factors contributing to positive and negative outcomes for student success. Includes 63 research references.
A report on two consultations: one with a group of current Aboriginal and Torres Strait Islander boarding students from AFL Cape York House; secondly with young adult woman who had been to boarding schools. Key themes around Before, During and After boarding and qualities of good teachers. Includes infographics
One-page storyboard (jpg file) of colour images and text with advice on the good qualities of teachers for remote Indigenous students.
Includes qualities such as: patient, respectful, empathetic towards student experience, engaging with students outside of school and being culturally responsive.
One-page storyboard (jpg file) of colour images and text with advice for schools to support a remote Indigenous student’s experience of boarding.
Includes advice such as being open to authentic feedback from students, staying connected to ensure new students are supported and being a member of an advisory group to ensure the school is right for Indigenous students.
One-page storyboard (jpg file) of colour images and text with advice for schools to support a remote Indigenous student’s first experience during boarding.
Includes advice such as providing a culturally responsible time-out room as a respite space, representation of a student’s culture (rather than a generic Aboriginal culture).