Positive learning environments for Indigenous children and young people

Positive learning environments for Indigenous children and young people

Lucy Ockenden

Closing the Gap— July 2014
Positive learning environments for Indigenous children and young people

You are in an archived section of the AIFS website. Archived publications may be of interest for historical reasons. Because of their age, they may not reflect current research data or AIFS' current research methodologies.

Recent literature indicates that school-based factors, such as teaching approach and the school environment, are of primary importance in improving the educational outcomes of Indigenous students.

This resource sheet reviews the research literature to identify the school-based factors that contribute to an effective learning environment. It notes examples of promising school-wide approaches, and presents background information on the significant gap between the educational achievements of Indigenous and non-Indigenous students in literacy and numeracy, Year 12 attainment and school attendance.

This report was produced by AIFS staff for the Closing the Gap Clearinghouse. The Clearinghouse was a Council of Australian Governments’ initiative jointly funded by all Australian Governments. The Australian Institute of Health and Welfare in collaboration with the Australian Institute of Family Studies was funded from 2009 to 2014 to deliver the Clearinghouse.

Positive learning environments for Indigenous children and young people (PDF 323 KB)

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