'Sense of belonging' helps Indigenous kids at school
Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program.
The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students.
Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program.
In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found.
Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support.
They also had higher confidence in their future - 76 per cent compared to 59 per cent.
"It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP.
Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence.
While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students.
"If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said.
The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities.
Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students.
"Targeted, culturally grounded support works," she said.
"We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change."
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
SBS Australia
an hour ago
- SBS Australia
‘We know what works': Cultural belonging at heart of Indigenous student success
A landmark study has confirmed what many Aboriginal and Torres Strait Islander families have long known - when education is grounded in culture and community, our kids thrive. The Redefining Indigenous Success in Education (RISE) program has found that holistic, Indigenous-led support for high school students - including tutoring, financial aid, cultural activities and family engagement - is driving powerful shifts in attendance, wellbeing and confidence. Delivered by the Aurora Education Foundation across 47 schools in NSW, the five-year program is Australia's largest Indigenous-led education evaluation. With over 500 participating students, it's building a national evidence base for how schools can support Indigenous success. Aurora CEO Leila Smith, a Wiradjuri woman, says the results make it clear: 'Targeted, culturally grounded support works.' 'We now have the evidence to back what communities have long known,' Smith said. Aurora CEO Leila Smith says culturally grounded support helps Indigenous students feel proud, confident and connected in their education journey. 'Strong relationships, high expectations and systems designed with us can deliver real change.' The 2025 RISE Impact Report reveals that students in the most intensive version of the program - which combines tutoring with $1000 in financial assistance, cultural camps and family engagement - were more likely to feel connected, confident and engaged. Just 17 per cent said they wanted to stay home from school once or twice a week, compared to 35 per cent of students receiving only basic support. They were also more optimistic about their future, with 76 per cent saying they felt good about what lies ahead, while only 59 per cent of their peers in the lower-support program said the same. A stronger sense of belonging at school was also reported among those receiving more cultural and family-based support. While tutoring helps, Smith says support needs to go deeper. 'If they don't feel confident as an Indigenous person, or they're experiencing racism in the classroom, tutoring alone isn't going to cut through,' she said. The RISE program was co-designed with Elders, families and communities, centring Indigenous perspectives of what success looks like. It's this community-first, culture-strong approach that sets RISE apart — and shows real promise in shaping the future of education. 'The impact isn't just academic,' Smith says. 'It's emotional, cultural, and relational. When our kids see themselves reflected in school, they show up stronger - and they dream bigger.'
The Advertiser
10 hours ago
- The Advertiser
'Sense of belonging' helps Indigenous kids at school
Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change."
Perth Now
13 hours ago
- Perth Now
'Sense of belonging' helps Indigenous kids at school
Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change."
