The Speak Out Against Racism (SOAR) project is a collaborative school-based study on racism, racial discrimination and bystander responses to racism among Australian schools.
The primary aim of this study was to evaluate the relevance and effectiveness of a pilot SEL program that had been designed for use in the Aboriginal boarding context.
Rewarding commitment to attend school: a field study with Indigenous Australian high school students
This paper assesses the effectiveness of the FOGS Promise Program with a field study involving Indigenous students from six Queensland high schools, divided into two groups.
This narrative literature review focuses on the theme of culturally responsive pedagogy, with an emphasis on the Australian context.
This report builds on previous reviews and reports into boarding for Aboriginal and Torres Strait Islander students with the aim of improving the understanding of the benefits and impacts of the existing investment in boarding provision.
Beyond enrolments: a systematic review exploring the factors affecting the retention of Aboriginal and Torres Strait Islander health students in the tertiary education system
The aim of this systematic literature review was two-fold: to identify the factors affecting the retention of Indigenous students across all tertiary health disciplines, and to identify strategies that support Indigenous students to remain with, and successfully complete, their studies.
This strategic plan enacts the University of Tasmania’s commitment to revitalise and embed its relationship with Aboriginal people, communities, culture and knowledge.
This report aims to address the trajectories of post-graduation outcomes of students from different equity groups, and to offer new policy insights for Australia.
Ready for work: stories of innovative vocational education and training for regional and remote Indigenous students at Charles Darwin University
This report provides a series of case studies of Vocational Education and Training (VET) programs at Charles Darwin University (CDU) that are recognised for delivering positive outcomes for regional and remote Indigenous students in the Northern Territory (NT).
The best chance for all: student equity 2030 — a long-term strategic vision for student equity in higher education
A nationwide initiative by the NCSEHE, led by Dr Nadine Zacharias and Mr Matt Brett, has informed fundamental principles for shaping an equitable higher education system moving into the next decade.