For too long, the conversation around remote First Nations schools has centred on attendance—or the lack of it—framing students and families as the problem. But what if schools themselves hold the key to change?
Schools should prioritise creating environments where students genuinely want to be, rather than pointing the finger at families for low attendance, according to new research.
Local community-based researchers, co-led by Associate Professor John Guenther from Flinders University, were recently trained to collect authentic data on the experiences of students learning in remote First Nations schools from an ‘insider’ perspective.
Through conversations with students, teachers, principals, and families, they pinpointed exactly what makes a school thrive: genuine local decision-making, leadership built on respect, solid governance, and meaningful integration of First Nations culture and languages into everyday learning.
The researchers say this challenges conventional education policies that measure success through attendance rates alone, instead highlighting the importance of culturally responsive schooling and strong community involvement in ensuring positive student outcomes.
“The research makes it clear that First Nations students need to feel safe, valued and supported at school,” Associate Professor Guenther wrote in MCERA.
“Rather than blaming families for low attendance rates, we need to focus on making schools places where students want to be. Children thrive when their schools reflect who they are.”
Associate Professor Guenther said programs that connect students to their identity, language and culture have “a profound impact” on their sense of belonging and engagement.
Integration key to combating alienation
The research also highlights the serious impact of racism, bullying and the misalignment between school priorities and cultural values.
Many First Nations students reported feeling alienated by schools that fail to integrate their perspectives and histories, reinforcing systemic barriers to education.
Associate Professor Guenther said First Nations students were more inclined to engage with schools when they felt a sense of safety and security.
“Too often, school environments feel unsafe for First Nations students,” he said. “When schools actively address racism and create culturally secure spaces, students and their families are more likely to engage.”
The study also found that schools employing First Nations teachers and staff foster greater trust and stronger connections between students and their learning environments.
“Students see themselves in their educators when schools employ First Nations teachers,” Associate Professor John Guenther said. “It creates a deep sense of trust and makes learning more meaningful.
Associate Professor Guenther called for urgent changes to funding models, which currently reward schools based on attendance rather than the quality of education provided.
In closing, he argued that funding should prioritise building safe, inclusive and engaging environments, rather than penalising families for school absences.
“If we truly want to improve First Nations education, we must stop measuring success by how many students show up and start focusing on how well schools support them.”