An Indigenous-led study of Perth primary schools has found that educators often rely on symbolic gestures rather than meaningful action to support Aboriginal children at school, prompting calls for Noongar storytelling, ceremony and language to be embedded in the curriculum and mandatory training for non-Aboriginal teachers.
The , led by 麻豆直播 and co-designed with Elders, families, educators and children across three urban Boorloo (Perth) schools, has demonstrated how authentic, community-led programs can transform Aboriginal children鈥檚 wellbeing, sense of belonging, cultural pride and engagement at school, laying the foundation for their success beyond the classroom.
The study makes a series of recommendations including mandatory professional development of all non-Aboriginal educators to ensure basic levels of racial literacy, compulsory training for school leaders and teachers to empower them to act with cultural integrity and foster culturally safe environments and a centralised repository for schools to access approved cultural content, lesson plans and community engagement strategies.
Lead researcher , from Curtin鈥檚 School of Education, said the findings showed the urgent need for schools and governments to properly resource Indigenous-led cultural learning.
鈥淭oo often Aboriginal educators are left carrying the cultural load without recognition or sufficient support, while many non-Aboriginal school leaders mistake token gestures for genuine cultural inclusion,鈥� Professor Kickett-Tucker said.
鈥淢oombaki has shown that when Elders, families and educators work together, children thrive. Noongar values such as humour, trust, warmth and connection must be at the heart of schools if we are serious about .
鈥淏y embedding Aboriginal knowledge and practices such as storytelling, ceremony and language revival, we can build stronger identities, healthier children and more respectful classrooms for everyone.鈥�
The four-year study used interviews, culturally grounded 鈥榶arning circles鈥� and classroom observations to capture the lived experiences of Aboriginal students, families and educators, alongside the co-design and evaluation of the Moombaki program.
The research also created practical tools for schools, including the program, which includes a that brings Aboriginal knowledge, language and storytelling into the classroom while also bridging the digital divide.
Another highlight of the project is a Cultural Integrity Audit, which is a practical tool for schools to measure their progress towards cultural safety.
The audit focuses on real actions such as embedding Noongar values in teaching and recognising Aboriginal educators as cultural leaders, providing a roadmap for schools to be held accountable.
Professor Kickett-Tucker said the project also strengthened connections between schools and local Aboriginal communities, reinforcing the importance of intergenerational knowledge-sharing and genuine partnerships.
鈥淧rotecting and improving Indigenous rights in Australia had never been more important given the failed Voice Referendum, stalled efforts to Close the Gap and an increasingly divided political climate.
鈥淭his study is a clear call to action and Moombaki has provided a practical model for how schools can transform good intentions into genuine progress,鈥� Professor Kickett-Tucker said.
鈥淭his is no longer optional. We know what works: Aboriginal-led programs, proper resourcing and real partnerships. Token gestures and symbolism won鈥檛 close the gap, action will.鈥�
The findings align with the Closing the Gap targets, the WA Department of Education鈥檚 , and international frameworks such as the .
Researchers from Murdoch University, The University of Western Australia and Michigan State University contributed to the project, which was funded by the Australian Research Council.
