This study examines why many First Nations students in remote Australia disengage from school. It identifies a complex mix of factors, including cultural mismatches between home and school, limited local job prospects, and the challenge of balancing cultural obligations with formal education. Poor school attendance often reflects a lack of culturally relevant curriculum, high teacher turnover, and feelings of exclusion. The report calls for education systems to work in genuine partnership with First Nations communities, valuing local knowledge, language, and culture to make school more meaningful and supportive for students.

Full article here: https://journal.spera.asn.au/index.php/AIJRE/article/view/743