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"Practices and programmes that enhance successful transition and partic" by Samantha Lukey, Lynne Keevers et al.

This systematic review reports evidence on practices and programmes that enhance successful primary-secondary school transition and participation for Indigenous students in Australia. A thematic analysis found three sets of practices: the school context; bridging practices; and Aboriginal and Torres Strait Islander students cultural recognition. Two narratives thread through the practices: centrality of relationships; and the entangled nature of Indigenous culture, Aboriginal and Torres Strait Islander student’s identity and successful transition and participation in high school. Attending to relationships with students, their families, communities and local Elders supports cultural identity, belonging and improves participation in high school. Future research, program development and implementation should acknowledge students’ unique needs and collaborate with students, their families and community. School staff ought to acknowledge the colonised context of education in Australia ....

Torres Strait Islander , Aboriginal And Torres Strait Islander Students , Community School Partnerships , Ecolonising Pedagogies , Rimary Secondary School Transitions , Strengths Based , Systematic Review ,