This report uses qualitative and quantitative data, collected during the first 14 waves (yearly assessments) of the Longitudinal Study of Indigenous Children (LSIC), to explore early childhood experiences and the ways these experiences relate to later outcomes (during middle childhood and adolescence) for Aboriginal and Torres Strait Islander children and their families. The study follows the development of more than 1,700 Aboriginal and Torres Strait Islander children and their families living in cities, regional towns and remote communities across Australia. The report includes stories from families and community members who took part. 

Knowing more about what helps children from their early years right through to their teenage years means communities can feel stronger, and services can be better planned and supported.

Key findings

• Where children grow up (geographic location) shapes their developmental experiences during early childhood and the years beyond.
• Early connections to culture, Country, language, feeling proud and strong in identity, and belonging to Mob are important for childrens' wellbeing as they get older.
• When parents feel good and have support, their children grow up stronger.
• Going to pre-school or playgroup, and time spent interacting with family helps children learn important early skills like talking (language), writing and drawing, and paying attention. These early skills help children do better in school as they grow.
• Good relationships with teachers and feeling confident about classroom learning in the early school years helps children stay connected and interested in school, right through primary school and into high school.
• Having safe, early access to technology and the internet at home helps children feel confident and skilled with technology as they get older.

The report is accompanied by a technical appendix, and a summary of findings for policymakers, early childhood educators, and youth and families (knowing who you are).