This article describes research into adolescent executive functioning in Australian Indigenous children, examining the role of early home and learning environments and key developmental skills. Longitudinal data indicates preschool visual motor and literacy skills and early school classroom self-regulation predict adolescent executive function. Policy responses for family and early learning services are suggested.

This report explores early childhood experiences and the ways these experiences relate to later outcomes for Aboriginal and Torres Strait Islander children and their families. Knowing more about what helps children from their early years through to their teenage years means communities can feel stronger, and services can be better planned and supported.