This paper was originally published 15 July 2022.

In line with the Mparntwe (Alice Springs) Education Declaration (Council of Australian Governments Education Council 2019), the NSW Department of Education (the department) is committed to the inherent right of Aboriginal and/or Torres Strait Islander students to fair, equitable, culturally inclusive and significant educational opportunities.

Schools play a central role in the day-to-day educational experiences of Aboriginal and/or Torres Strait Islander students. The commitment of teachers and school leaders to sustained positive change is a critical factor in ensuring Aboriginal and/or Torres Strait Islander students have access to high-quality learning environments. These resources have been developed to support teachers and school leaders to enact this commitment.

Strong Strides Together evidence paper

The paper begins by outlining current policies and frameworks that should inform teachers and school leaders when working with Aboriginal and/or Torres Strait Islander students. These policies and frameworks provide the foundation for promoting the success of Aboriginal and/or Torres Strait Islander students in school.

The paper then outlines the evidence for 4 underlying themes that can support teachers and school leaders to create high-quality learning environments and meet the educational goals for Aboriginal and/or Torres Strait Islander students (Kindergarten to Year 12):

• culturally safe schools
• culturally responsive teaching
• positive relationships
• personalised learning.

A summary of the evidence for each theme is accompanied by practical pathways that teachers and school leaders can implement in their schools.

Strong Strides Together summary and discussion guide

This summary and discussion guide has been developed by CESE in collaboration with Aboriginal Education and Communities (AEC) to complement the Strong strides together evidence paper (the evidence paper). It provides a high‑level overview of the evidence paper, and questions designed to prompt reflection and promote conversations about the evidence paper among school leaders and teachers.