Remote secondary education retention: What helps First Nations students stay until, and complete, year 12

John Guenther; Robyn Ober; Rhonda Oliver; Catherine Holmes

doi:10.55146/ajie.v53i1.1039

Authors

John Guenther Batchelor Institute of Indigenous Tertiary Education https://orcid.org/0000-0002-0080-1698
Robyn Ober Batchelor Institute of Indigenous Tertiary Education
Rhonda Oliver Curtin University https://orcid.org/0000-0001-6233-8750
Catherine Holmes Batchelor Institite of Indigenous Tertiary Education https://orcid.org/0000-0002-0248-3654

DOI:

https://doi.org/10.55146/ajie.v53i1.1039

Keywords:

remote secondary education, First Nations students, secondary school completion, Year 12 retention, remote teachers and teaching, family support

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.

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Author Biographies

John Guenther, Batchelor Institute of Indigenous Tertiary Education

John Guenther is a researcher with 25 years’ experience working in overlapping fields of social inquiry. In the last 15 years he has more intentionally focused on issues affecting Aboriginal and Torres Strait Islander people living in remote parts of Australia. He led the Remote Education Systems project under the CRC for Remote Economic Participation (2011–2016) and is currently the Research Leader for Education and Training with Batchelor Institute of Indigenous Tertiary Education, based in Darwin, Northern Territory. John is a leading academic in the field of remote education and has published widely on his findings, often under the banner of “red dirt thinking”.

Robyn Ober, Batchelor Institute of Indigenous Tertiary Education

Robyn Ober is a Mamu/Djirribal woman from the rainforest region of North Queensland. She recently completed her PhD thesis titled Aboriginal English as a Social and Cultural Identity Marker in an Indigenous Tertiary Educational Context. She has a strong interest in philosophy and practice of both-ways education, educational leadership and Indigenous Australian languages, in particular, Aboriginal English. Robyn has undertaken several research projects focusing on these topics and has published papers in educational and linguistic journals, both nationally and internationally.

Rhonda Oliver, Curtin University

Rhonda Oliver has been undertaking research in schools for more than 30 years, including in various remote Aboriginal schools in Western Australia. She has undertaken several projects in Indigenous education, including examining the needs of Aboriginal students in schools and higher education. She recently completed a study at a remote Aboriginal boarding school where the students were trained to become co-researchers, undertaking the interviews and analysis related to the experiences of past students.

Catherine Holmes, Batchelor Institite of Indigenous Tertiary Education

Catherine Holmes has been working and researching in remote Western Australia schools for the past 12 years. She recently completed a PhD in Ngaanyatjarra and Pintupi early years children’s practices to assist in the transition from home to school. The project was in collaboration with seven community-based researchers. Catherine has worked in the research and evaluation team at Children’s Ground, co-designing and carrying out action research projects with First Nations educators and elders. More recently, she has joined Batchelor Institute as a research specialist, based in Alice Springs.

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