Option 2 - Explore the school and social factors that contribute to behavioural problems

and social inequity for Aboriginal and Torres Strait Islander students. Discuss the kinds of
practices that you, as a future secondary classroom teacher, will employ to promote positive,
respectful relationships with Aboriginal and Torres Strait Islander students and reduce the
use of punishment and suspension.

Education is a critical part of a child’s development, contributing to the shaping of individual

views and understanding. As educators, it is essential to build respectful relationships with
students to ensure a positive learning experience. Inclusive education permits these
relationships to occur between teachers and students; engaging all of the classroom with its
comprehensive, individualised practice standards. Inclusivity is ultimately an essential factor
in working with Aboriginal and Torres Strait Islander students who subsequently face
disadvantage in education amongst other sociocultural factors. This paper will critically
analyse school disciplinary practices and their effects in relation to behaviour, well-being
and inclusion of Aboriginal and Torre Strait Islander learners by exploring the school, social
factors and social injustices that contribute to behavioural problems for Aboriginal and
Torres Strait Islander student’s. The application of inclusive education standards and
effective pedagogies when working with Aboriginal and Torre Strait Islander students can
assist in addressing the multifaceted disadvantaged faced by these cultural groups. It is
crucial that stakeholders obtain authentic knowledge of Aboriginal and Torre Strait Islander
students to understand how to implement the most effective learning style.

Challenging behaviour is an ongoing issue that inevitably exists in all classrooms. When
addressing behavioural issues with students, it is important to respect the school
disciplinary policy and act accordingly when issues occur. Depending on the severity of the
matter, misbehaviour may lead to suspension or expulsion inevitably interfering with a
child’s education. In support of this, the legislation and policy for student discipline
demonstrates a range of procedures teachers can employ before the use of these drastic
measures as such. Inclusivity and the application of effective discipline measures
furthermore promotes student wellbeing, healthy relationships, respectful behaviour and
building resilience. These factors are the core values of the wellbeing framework and can
assist in reducing misbehaviour in the classroom by creating effective learning, positive

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environments and diligent individuals.

The New South Wales (‘NSW’) Department of Education (2017) stated that it is committed
to upholding a positive approach when addressing student discipline. This is supported by a
behavioural code for students that directly outlines the discipline policy and general
standards for the school community. The NSW Department of Education emphasises that
“good discipline is fundamental to the achievement of Government priorities for the
public school system” (The Department of Education, 2017). This module however does
not identify alternative approaches to disciplinary practices when working with Aboriginal
and Torre Strait Islander students. To address this, the Department of Education have
introduced an ‘Aboriginal Education Policy’ that specifically focuses on the individual needs
and values of these students. This policy ultimately integrates and acknowledges diversity
and support self-determination. Focusing on standard 1.1.1 of the policy, the NSW
Department of Education declared it is committed to “improving the educational
outcomes and wellbeing of Aboriginal and Torres Strait Islander students so that they
excel and achieve in every aspect of their education” (The Department of education,
2017). In order for this standard to be successful, the implementation of specific
strategies, training and resources need to be available to teachers to ensure Aboriginal
and Torre Strait Islander students receive equal educational opportunities.

School disciplinary practices play an important role when working towards maintaining a
professional and ethical standard for schooling environments. The core purpose of the
school disciplinary practices is to reduce behavioural issues by encouraging the
improvement of student’s well-being. As defined by Lovat (2010), student wellbeing is the
focus of an individuals physical, social and emotional development; with these three pillars
playing a central role in engaging students in learning programs. Building upon this,
McGregor (2011) discusses that all educators play an important role in the nurturing of a
students mental wellbeing. Donnelly (2005) highlights that early traumatic experiences
affect a child’s development and can potentially have a lasting effect on their mental health
and wellbeing, often leading to behavioural problems in their young adulthood. It is
ultimately essential to be mindful when working with Aboriginal and Torre Strait Islander
people, as statistics demonstrate the level of intergeneration of trauma and disadvantage

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these cultural groups experience. Studies by Atkinson, J et al, (2014) state that in 2011,
Aboriginal children were 15 times as likely to be under juvenile justice supervision than non-
aboriginal children. In correlation to this statement, the Turnbull (2018) in the ‘Closing the
Gap: Prime Minister's Report’ is working towards in minimising these issues. Research has
been undertaken over the past 10 years in order to understand what are the key strategies
required in order to create successful outcomes for Aboriginal and Torre Strait Islander
students. One of the essential outcomes focuses on creating a clear leadership and
governance for programs, initiatives and interventions. This includes commitment from
high-level leadership of relevant organisations and agencies that aims at ‘reducing
Aboriginal disadvantage and addressing determinants of health and wellbeing’ (Turnbull, pg.
11, 2018). This strategy applies to classroom teachers and leaders that are able to improve
the wellbeing of Aboriginal and Torre Strait Islander students through education. As
outlined, it is critical that educators are aware of the hardships faced by these cultural
groups in order to support and promote student wellbeing. It is essential to recognise the
impact of intergeneration trauma, the institutionalised disadvantage and history of abuse
suffered by Aboriginal and Torres Strait Islander people (Price, 2015).

It is a teacher’s responsibility to attain cultural competencies in order to have a thorough

understanding of culturally appropriate practice measures and knowledge of Aboriginal and
Torres Strait Islander students to ultimately promote for equal opportunities in education.
Furthermore, according to the NSW Aboriginal Education and Training Policy, ideally this
value should be a whole school approach whereby schools are dedicated to improving
educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students
(Aboriginal Education and Training Directorate, 2009).

There multiple factors that both influence and contribute to behavioural issues and
disengagement within school for students. For Aboriginal and Torres Strait Islander groups,
school misdeeds can be linked to social segregation, driven by the systematic and structural
discrimination faced by these minorities. A lack of cultural knowledge and understanding
within school systems is another contributing factor to student disengagement. To address
this with modern teaching methods, The Aboriginal Education Policy (2008) is a key

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legislative policy employed by the NSW Government with the objective to form respectful
relationships with the Aboriginal and Torre Strait Islander communities. The central focus of
this strategy is to establish a cultural understanding and provide training of Aboriginal
education across all curriculums and staff to empower Aboriginal student’s self-
determination. Social inclusion is pivotal in order to build an inclusive environment that
enables ALL students to have opportunities for a bright future. To ensure this is valued, The
National Aboriginal and Torres Strait Islander Education Policy (NATSIEP, 1989) outlines
‘long-term goals’ around the needs of Aboriginal and Torres Strait Islander students. The
aim of this framework is for states and territories to collaboratively work together in
minimising the educational inequality effecting Aboriginal students (Price, 2015).

Sociocultural disadvantage an intergeneration issue faced by Aboriginal and Torre Strait

Islander people. As stated by Price (2015), to combat Aboriginal disadvantage a drastic
measure is required. The ‘Close the Gap’ campaign is a targeted movement that aims to
‘close the gap’ between Aboriginal and non-Aboriginal people in terms of health, education
and employment outcomes. The affects of poor health are a common issue that leads to the
obstruction of their education due to lack of attendance in school, thereby impeding on
their education, placing these students at a disadvantage. The ‘Closing the Gap’ (Australian
Government, 2018) framework was implemented to improve the well-being and education
of Aboriginal students with the aim to reduce these social factors and inequities that
Aboriginal students experience. The ‘Closing the Gap’ policy bases its core values in helping
Aboriginal students develop resilience and encouraging pride for their Aboriginal heritage to
empowers students to combat stigmatic obstacles that can have a negative impact on their
mental health and well-being such as racism (Dobia & O’Rourke, 2011).

It is essential that all teaching practices encompass quality teaching principles by building
respectful and positive relationships with Aboriginal and Torre Strait Islander students, their
families and the community. A holistic school approach that will allow me, as a teacher to
gain insight, knowledge and perspective of Aboriginal and Torre Strait Islander communities
is celebrating ‘Multicultural day’. The key purpose of ‘Multicultural Day’ as defined by The
Australian Government (2015) is to celebrate and educate parents, teachers and the wider
community on cultural diversity. Additionally, National Aborigines and Islanders Day

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Observance Committee (NAIDOC) and ‘National Aboriginal Children’s Day‘ are targeted
events that aim to increase societal understanding and awareness of the practices of these
cultural groups. These events aid in building inclusivity and eliminating social segregation
faced by these cultural groups therefore it is essential that as educators we encourage
culture diversity in schools to give students the opportunity to share their heritage and to
welcome community leaders, careers and elders to boost community engagement.

Introducing ‘8 Aboriginal Ways of Learning’ (2012) allows for the opportunity to apply
effective strategies to teach for Aboriginal students with valuable activities and appropriate
language in order to assist with achieving outcomes. The ‘8 Aboriginal ways of Learning’
method aligns with The Quality of Teaching Model (2006) as it allows for teachers to design
lessons, teacher for diversity and create inclusive classroom environments that
accommodate to ALL student needs. An example of implementing the ‘8 Ways of Aboriginal
Learning’ to your teaching pedagogy is learning through images, symbols and metaphors.
This can be executed through ‘Visual Learning’ activities, such as story telling through art as
this technique correlates with element ‘Student Self-Regulation ‘of the QT (2006) that
permits students to work freely at their own pace and the opportunity to make connections
through narrative. Another example of applying the ‘8 Aboriginal Ways of Learning’ to a
teaching practice is through the deconstruct/reconstruct technique that invites modelling
and scaffolding when presenting new information paired with hands on activities. This
strategy encourages additional teacher-student interaction and engagement through the
use of teacher modelling as it requires explicit teaching that encourages inclusivity targeting
diverse learners. These methods demonstrate inclusive pedagogies that create a classroom
where Aboriginal and Torre Strait Islander students feel empowered and helping improve
their education success.

There are multiple teaching practices that will pertain to the reduction of Aboriginal and
Torres Strait Islander disadvantage and improve general educational standards for these
cultural groups. The pedagogical teaching method such as 8 Aboriginal Ways of Learning
and Multicultural day, are examples of inclusive education standards that should be
incorporated within all teaching environments. The implementation of these components
will act as a preventative measure in the use of suspension and expulsion as forms of

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discipline. Students are then able to spend ample time in school to have the opportunities
to receiving an education, rather than experience continuous repercussions for misdeeds.

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References

‘8 Aboriginal Ways of Learning’, Retrieved from:

https://www.inclusionagencynswact.org.au/WWW_NSWIA/files/30/30a02eff-8394-
4ac8-a39b-862726136bba.pdf

Atkinson, J., Nelson, J., Brooks, R., Atkinson, C., & Ryan, K. (2014). Addressing individual and
community transgenerational trauma. Working together: Aboriginal and Torres
Strait Islander mental health and wellbeing principles and practice, 2, 289-307.

Australian Government (2015). Retrieved from: https://www.australia.gov.au/

Australian Government. (1989). National Aboriginal and Torres Strait Islander Education
Policy. Retrieved from: https://www.dss.gov.au/our-responsibilities/families-and-
children/publications-articles/national-aboriginal-and-torres-strait-islander-education-
policy-1989

Department of Education and Training. (2009). Aboriginal Education and Training Policy An
Introductory Guide. Retrieved from
www.thedillybag.net/uploads/2/6/8/6/26866270/aetp_intro.pdf

Dobia, B & O’Rourke. (2011). Promoting the mental health and wellbeing of Indigenous
children in Australian primary schools. Kids Matter Australian Primary Schools
Mental Health Initiative. Canberra: Commonwealth of Australia.

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Donnelly, J. (Ed.). (2005). Developing Strategies to Deal with Trauma in Children: A Means of
Ensuring Conflict Prevention Security and Social Stability: Case Study: 12-15-year-olds
in Serbia (Vol. 1). Ios Press.

Lovat, T. (2010). International research handbook on values education and student

wellbeing (pp. 23-24). R. Toomey, & N. Clement (Eds.). Dordrecht: Springer.

McGregor, R. (2011). Indifferent inclusion: Aboriginal people and the Australian nation.
Aboriginal Studies Press.

National Aborigines and Islanders Day Observance Committee (2019) Retrieved from:
https://www.naidoc.org.au/about/naidoc-week

NSW Department of Education. (2017) Retrieved from: https://education.nsw.gov.au/

NSW Department of Education. (2008). Aboriginal Education Policy 2008. Retrieved from:
https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-
training-policy

Price, K. (2015). Aboriginal And Torres Strait Islander Education: An introduction for the
teaching profession, Second Edition. Melbourne, Australia: Cambridge University
Press.

Turnbull, M. (2018). Closing the Gap: Prime Minister's Report 2018. Department of Prime
Minister and Cabinet

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