Questions about attendance and engagement for Aboriginal and Torres Strait Islander students are some of the most common questions the Wingaru team is asked. Many teachers are searching for practical strategies to improve attendance and keep students engaged once they arrive at school.
Like most things related to student engagement, there is no one-size-fits-all solution. When it comes to Aboriginal school attendance, lasting improvement rarely comes from policies or targets alone. At its core, attendance is about whether school feels like a place students belong.
It’s easy to focus on the data: percentages, benchmarks and improvement plans. But in our experience, attendance is rarely about ability, motivation or a lack of interest in learning. Instead, it is deeply connected to relationships, culture and trust. When those things are strong, attendance improves. When they’re missing, no attendance policy will fix the problem.
Before we talk strategies, we need to talk mindset.
Understanding the context matters
There are many reasons why attendance can be a challenge for Aboriginal students, and some of these sit well outside the classroom. These can include health concerns, family responsibilities, housing or transport challenges, cultural obligations such as Sorry Business, or long-standing mistrust of education systems due to intergenerational trauma.
When attendance is viewed without understanding this broader context, it is easy - often unintentionally - to damage relationships. And once relationships are damaged, engagement becomes much harder to rebuild.
A strengths-based, non-judgemental approach is essential. Attendance support works best when it is grounded in curiosity, care and respect rather than assumptions or deficit thinking.
Relationships are everything
This cannot be overstated: relationships are how Aboriginal culture works.
Students are far more likely to attend school when they feel genuinely known, respected and valued by the adults around them. That means taking time to build trust, being consistent, listening carefully and showing care that extends beyond academic outcomes.
For many Aboriginal students, learning happens through relationships. When relationships are strong, school feels safer. And when school feels safe, attendance improves.
This work doesn’t stop at the classroom door. Strong relationships with families and community are just as important. When schools work in genuine partnership with local Aboriginal communities, they gain a deeper understanding of students’ lives, cultures and responsibilities.
This might involve working closely with Aboriginal Education Officers, seeking guidance from local Elders, inviting community members into classrooms, or simply taking the time to listen. These connections help schools understand not just that a student isn’t attending, but why they aren’t making it through the gate each day.
Addressing non-school barriers to attendance
Improving Aboriginal school attendance is not about fixing students or families. It’s about building schools where Aboriginal students feel safe, respected and connected.
Strong relationships make it easier to identify non-school barriers that may be impacting attendance. Once these are understood, schools can work gently and practically to offer support. While some challenges are complex and systemic, there are others that schools can help address in meaningful ways.
Common supports that can make a difference include:
Transport support
If transport is a barrier, connect with local community organisations that may offer transport services. Investigate public transport options or explore whether families are open to informal car-pooling arrangements. These conversations should always be respectful and led by family choice.
Breakfast, lunch and material support
We often see attendance improve when low-key meal programs are in place. Many families are hesitant to ask for help due to shame, fear of judgement or historical experiences with systems. Discreet breakfast clubs, lunch programs, stationery or uniform support can reduce pressure without drawing unwanted attention.
Intergenerational trauma and mistrust
Mistrust of schooling systems is common and understandable. Rebuilding trust takes time, consistency and strong community relationships. Connecting with trusted Elders, attending community events, inviting community into school spaces and creating opportunities for staff to learn on Country can all support this process. Trust grows through presence, not programs.
Talking with families about attendance
Conversations about attendance should focus on care, not compliance. Highlight the benefits of regular attendance, how much the student is valued, and the positive impact they have on their peers and teachers. Make sure families hear from the school for positive reasons too — sharing successes, effort and growth, not only concerns.
Making cultural safety a whole-school priority
Supporting attendance doesn’t end with getting students through the gate. Engagement grows when students feel culturally safe and represented once they are there.
Cultural safety must be a whole-school responsibility. This includes regular learning opportunities for staff and students, and ensuring Aboriginal cultures are visible, respected and embedded.
Practical ways to strengthen belonging and engagement
Embed First Nations perspectives every day
One-off events are not enough. Aboriginal and Torres Strait Islander perspectives should be embedded across learning programs, every day. When students see their identities, histories and knowledge reflected in the curriculum, engagement increases and attendance improves. Aboriginal-led resources and professional learning can support teachers to do this well.
Make culture visible across the school
Culture should be seen, heard and respected throughout the school environment. This might include flying the Aboriginal and Torres Strait Islander flags, using local language where appropriate, displaying Aboriginal artwork, or delivering meaningful Acknowledgements of Country. Visible culture sends a clear message: Aboriginal students belong here.
Create leadership opportunities
Leadership builds confidence, pride and connection. Provide Aboriginal students with opportunities to lead whether through student leadership roles, cultural ambassador positions, mentoring programs or broader school leadership opportunities. Sometimes students simply need encouragement to put their hand up.
Recognise effort and improvement
Recognition matters, but it must be thoughtful. Celebrate effort, consistency and improvement, not just perfect attendance. Recognition should always be respectful and never shaming. Take time to celebrate all wins - big and small. Classrooms are busy places and it is easy to miss some of the smaller opportunities but small wins matter, and being noticed can be the reason a student keeps coming back.
When schools prioritise relationships, culture and community, attendance often follows because students attend places where they feel they belong.
Creating that sense of belonging is ongoing work, but it is work every school can commit to. And when Aboriginal students feel safe, valued and connected, the impact reaches far beyond attendance data.
That’s where real change begins.