Remote Secondary Education Retention: What Helps First Nations Students Stay Until, and Complete, Year 12
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| Title: | Remote Secondary Education Retention: What Helps First Nations Students Stay Until, and Complete, Year 12 |
|---|---|
| Language: | English |
| Authors: | John Guenther, Robyn Ober, Rhonda Oliver, Catherine Holmes |
| Source: | Australian Journal of Indigenous Education. 2024 53(1). |
| Availability: | University of Queensland. Level 2, Building 4, The University of Queensland, St Lucia 4072, Australia. e-mail: ajie@uq.edu.au; Web site: https://ajie.atsis.uq.edu.au/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 11 High Schools Secondary Education |
| Descriptors: | School Holding Power, Indigenous Populations, Distance Education, Grade 11, Secondary Education, Foreign Countries, Academic Persistence, Geographic Isolation, Catholic Schools, Private Schools, Educational Quality, Teacher Effectiveness, Family Environment, Social Support Groups, Family Relationship, Graduation, Educational Attainment, Student Attitudes, Secondary School Students, School Personnel, Community Leaders, Attitudes, Student Motivation, Student Educational Objectives |
| Geographic Terms: | Australia |
| ISSN: | 1326-0111 2049-7784 |
| Abstract: | Over recent years there has been a strong emphasis on year 12 completion as an indicator of success in remote First Nations education. The research reported in this article explores what students, school staff and community members say leads to secondary school retention and, ultimately, completion. The research was conducted in the Northern Territory and Western Australia during 2023 by a team of researchers from Batchelor Institute of Indigenous Tertiary Education, Curtin University and University of Notre Dame. The research focused on remote and very remote independent and Catholic schools. The findings suggest several factors encourage retention, including the supportive role of families (although questions remain on how families might also be supported to encourage their children), the quality of teachers and their teaching, specific school programs and initiatives, post-school pathways, and boarding schools. Student aspirations and motivation are also critical for retention. The findings have implications for schools, school systems, state and federal policies, and associated funding priorities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457469 |
| Database: | ERIC |
| Abstract: | Over recent years there has been a strong emphasis on year 12 completion as an indicator of success in remote First Nations education. The research reported in this article explores what students, school staff and community members say leads to secondary school retention and, ultimately, completion. The research was conducted in the Northern Territory and Western Australia during 2023 by a team of researchers from Batchelor Institute of Indigenous Tertiary Education, Curtin University and University of Notre Dame. The research focused on remote and very remote independent and Catholic schools. The findings suggest several factors encourage retention, including the supportive role of families (although questions remain on how families might also be supported to encourage their children), the quality of teachers and their teaching, specific school programs and initiatives, post-school pathways, and boarding schools. Student aspirations and motivation are also critical for retention. The findings have implications for schools, school systems, state and federal policies, and associated funding priorities. |
|---|---|
| ISSN: | 1326-0111 2049-7784 |
