This study examines the ways that whānau (extended family) believe they, and teachers, can best support ākonga (learners) to successfully navigate their educational experiences and contexts both at school and at home.

This report provides a synthesis of the literature unpacking the evidence base for the optimal hours of early childhood education and care (ECEC) for Aboriginal and Torres Strait Islander children, and the key features that drive impact.

This report focuses on the perspectives of whānau Pasifika as they express their attitudes and beliefs about what success looks like for their tamariki and why success is important. It employs the Indigenous practice of wayfinding to frame discussions of success through a range of values whānau Pasifika hold, and supportive characteristics they enact that...

What helps Aboriginal and Torres Strait Islander children thrive at school? This Longitudinal Study of Indigenous Children (LSIC) report provides valuable insights from the study participants including the children, their parents and carers, and education professionals.

This report outlines a plan for First Nations-led and designed education reform in Australia.