Getting There, Being There, Staying and Belonging: A Case Study of Two Indigenous Australian Children's Transition to School

Indigenous Australians are among the most unhealthy populations in the world and yet they reside in a country where the non‐Indigenous population enjoys high standards of well‐being. Education has been identified as the key mechanism for closing this equity gap. At school commencement many Indigenou...

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Bibliographic Details
Published in:Children & society 2014-01, Vol.28 (1), p.15-29
Main Authors: Bell-Booth, Rachel, Staton, Sally, Thorpe, Karen
Format: Article
Language:English
Subjects:
Aboriginal Australians
Academic Achievement
Australia
Case studies
Children
disadvantage
Disengagement
education
Education systems
Educational Attainment
Expectations
Family School Relationship
Family studies
Indigenous
Indigenous Populations
Risk
Schools
Social Support
Social Welfare
transition to school
Well Being
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Summary:Indigenous Australians are among the most unhealthy populations in the world and yet they reside in a country where the non‐Indigenous population enjoys high standards of well‐being. Education has been identified as the key mechanism for closing this equity gap. At school commencement many Indigenous children are already at risk of disengagement. This four‐year longitudinal study of two Indigenous boys from a socially marginalised community examined key factors affecting transitional trajectories into school. While child characteristics affected level of achievement the critical factors in sustaining positive educational engagement were social support, school practices, inclusion of family and positive expectation.
ISSN:0951-0605
1099-0860
DOI:10.1111/j.1099-0860.2012.00441.x