Footprints in Time: transition to secondary school report

The Footprints in Time: transition to secondary school report(Opens in a new tab/window) explores how First Nations children experience the move from primary school to high school.

The report uses information from Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC). It was written by the University of Queensland and uses LSIC data to:

• identify what supports First Nations students during the move to high school, and what can create challenges
• describe the experiences of Aboriginal and Torres Strait Islander students as they begin high school
• provide practical ideas to support student wellbeing, school participation and ongoing learning

Key findings:

• First Nations students are more likely to do well when they feel safe, supported and connected to their culture.
• Feeling safe at school is important. It can support students’ confidence, learning and interest in school. Bullying and racism can make school much harder.
• Strong relationships with teachers and Indigenous Education Workers can help students feel supported and ready to learn.
• Culture is an important source of strength. Students and families value connection to Country, community and identity. Some schools still need to provide stronger and more meaningful cultural learning.

The report shows that schools need to support students in ways that respect culture, build strong relationships and promote wellbeing. This also supports Closing the Gap priorities for social and emotional wellbeing.