Our Impact | Culturally Nourishing Schooling

A core tenet of the CNS project is to provide a sustainable framework that empowers teachers to enhance their understanding and best practices in teaching Aboriginal students and incorporating Aboriginal perspectives. By investigating school practices, leadership, and the impact of the CNS model on school change and student engagement, the project has identified a positive shift in teachers' values and beliefs regarding their ability to effect change in their classrooms. These significant positive outcomes now underpin the second phase of this whole-of-school model of education.

One of the key elements of our research has been to determine whether the project would influence teachers' beliefs and values regarding the education of Aboriginal students. Earlier findings from the CNS project indicated that teachers' motivation to teach was directly linked to their students' motivation to learn. It has also found that nearly 75% of teachers lacked confidence in their ability to teach Aboriginal perspectives, which hindered their ability to positively impact the learning experiences and achievements of Aboriginal students. The research further revealed that teachers' motivation could be enhanced if they were able to adapt their practices and attitudes towards teaching.

The CNS approach provided an opportunity to test how a culturally nourishing framework of professional learning strategies could be implemented to support whole school change and Aboriginal student success. The initial five elements of the research focused on understanding community, curriculum work, reflexive discussions, collaborative teaching practices, and learning through cultural mentorship.

Extensive research across these elements has demonstrated positive outcomes from the first phase of the CNS program. The research confirmed the positive impact on teacher understanding when they engaged in professional learning conversations, curriculum development, pedagogies that support Aboriginal students, and leadership that marshalled school resources to support whole school change and deep community engagement. The iteratively developed strategies have proven to shift teacher perspectives and increase their motivation to teach a more culturally nourishing curriculum, leading to better outcomes for Aboriginal students, their families, and the community.

For Teachers

Our quantitative research has shown a positive shift in teacher confidence, influencing their beliefs and values. CNS professional learning strategies have positively impacted teachers' ability to understand what is needed to teach an inclusive and culturally nourishing pedagogy that incorporates local Indigenous knowledge and community collaboration.

Teachers have become more willing to learn with and from our Cultural Mentors, leading to a better understanding of their local Aboriginal community, the aspirations and needs of those families and students, and a more positive perception of student engagement.

This work has also led teachers to place a much higher value on teaching authentic Aboriginal perspectives. Our qualitative research supports this, showing that embedding Aboriginal content into teaching practices went beyond a box-ticking exercise. It has enabled teachers to include practices that were locally grounded in cultural knowledge, fostering a strong Aboriginal identity for their students.

For Students

Our research indicates a correlation between teacher and student motivation, providing strong evidence that changes in teachers' beliefs and the increased value they place on teaching authentic Aboriginal perspectives, positively impact student engagement, attendance, and confidence. Teachers now have a more nuanced and positive perception of their Aboriginal students. Over time, schools have worked with Cultural Mentors and local communities to understand the aspirations, expectations and role of schooling for Aboriginal and Torres Strait Islander students.

While there are positive outcomes reported from teachers' reflections with their students, CNS acknowledges that more work and research is needed. We aim to explore how specific components of CNS may facilitate and impact teacher-student relationships and give voice to students regarding the effects of the project on their overall aspirations and learning. Further, as the program moves into Victoria and South Australia, the research will look to identify the ability of the CNS project to expand in different education systems and communities.

For the Community

Qualitative data from learning on, from and with Country, indicates teachers are deepening their ethical commitment to respecting and honouring local Aboriginal knowledges and knowledge holders. By engaging with their local Aboriginal community and families in new or different ways, teachers and leaders have a greater understanding of the community and have been able to envision, plan, and implement practices that connect with Aboriginal students more meaningfully and genuinely.

Involving local communities in co-designing the changed relationship between the school and the community has given families and communities a voice in their children's education. This approach emphasises the importance of establishing and maintaining long-term relationships between the community, school, and students.

CNS recognises the Cultural Mentor's role as crucial to the project's success. Cultural Mentoring often serves as a bridge between the school, community, and cultural inclusion, and will continue to be an integral part of the second phase of the project.

For Cultural Leaders

One of the most significant and impactful outcomes of the project so far has been the emergence of the self-defined ‘Blak Caucus.’ This network of Aboriginal Education Officers and Cultural Mentors was established to connect and amplify the voices of Aboriginal and Cultural Leaders within the CNS program and school community. Together, they share and explore experiences unique to their school and community contexts while developing sector-wide insights to be shared.

The Blak Caucus initiated the development of direct lines of communication and collaboration between themselves, school leaders, and the CNS project team. It has become the forum for discussing and establishing ‘micro-treaties’ between schools and their Aboriginal communities. This self-directed collaboration highlights the importance of cultural leadership to the overall success of our program and underscores the critical role of these discussions in forging micro-treaties for the long-term success of the CNS project.

Central to the ability of schools to effect real and lasting change is the development of genuine relationships between Aboriginal families and the schools that educate their children. This work of sustainability and commitment between communities and schools underpins the culturally nourishing schooling program.

It is noteworthy and illustrative of the impact that the Blak Caucus and school leaders from schools in the first phase of the project were united in their request to continue engaging with the CNS team in a leadership capacity.

For Whole-School Change

Whole-school change is not just an objective but a critical outcome of our work alongside schools. We view whole-school change as a deep and evolving process that helps teachers reflect on and rethink their teaching practices, the leadership culture within the school, and the connections the school has with the community. A crucial aspect of this journey is ensuring that schools provide genuine opportunities for Aboriginal communities to offer their voice in shaping the direction of their children's education. Research with schools has reaffirmed that sustainable and meaningful change occurs when community voices are heard and integrated into the decision-making process. Strong, trusting relationships between schools and Aboriginal communities are the foundation for achieving and sustaining whole-school change over time.

Although research is still ongoing, there is compelling anecdotal evidence that when schools take ownership of their journey in partnership with their local communities, transformation becomes not only possible but also visible. We aim to empower schools and communities to collaborate effectively, ensuring the momentum continues long after our involvement ends. CNS views whole-school change as the result of evolving practices and leadership, which are strengthened by empowering all staff, families, and communities. This change becomes sustainable through a collective commitment to Aboriginal education and a shared belief in creating a more just and equitable future for all children.