ATSI Meeting - Accommodating for ATSI Students

15:15 PM - 16:00 PM

24/09/2015

Attendees:
Antony Yates
Aboriginal Education Officer
Azra Rochester
Aboriginal Attendance Officer
Danni-Lee Mathew
Tutor Nunga Room
Innocent until proven guilty - dont
Background and family knowledge with services

Culturally appropriate ways of working:

Being aware of history
In defence of our homeland involvement
Ive worked closely with the ATSI team about how to work appropriately with students.
Standards discussed:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths
and needs of students from diverse linguistic, cultural, religious and socioeconomic
backgrounds.
And
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity
and linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds.
It was discussed that all ATSI students are so incredibly different and generalisations are really
appropriate. However, through working closely with the ATSI team in regards to certain students I utilised
these culturally appropriate and agreed upon guidelines:
1. Utilise respectful / sensitive / appropriate communication
This was the basis of support. Without sensitive ways of communicating (e.g. Non threatening body
language, eye contact, tone) the students could not engage. For the different students I work with this
differs well. However my support and the way we interact it was based on the relationship that I built-up
with the students over periods of weeks and weeks. The first step was always acknowledging that CALD
students and families couldnt begin to address trauma.
For example: with one student who was struggling to deal with a parent with mental health concerns, I
altered my teaching strategies:
- Including- check in sessions with the student prior to work
- Sensitivity regarding conflict and similar concepts presented in work
- Creating a safe yet challenging environment

High support and high expectations

Furthermore with the particular students I was working closely with trauma played a huge part in the way
they engage with the education. In fact within was over 95% of ATSI students are of have experienced
trauma (with Wirreanda Secondary School and the well-being team trauma was defined as)
2. Find out more about cultural aspects of trauma, and how these students and their families
respond when things go wrong and when times get tough:
With the ATSI team we talked about how Trauma can be seen as failure. Understanding more means we
can be prepared and have the skills and strategies to recognise the signs of trauma and support ATSI
students and families in ways that are appropriate.
This was discussed over 3 meetings with the ATSI team. Particular cases were discussed and the
reasons behind behaviour of parents and students regarding trauma.

1.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages.
Within the above I attempted to not just demonstrate broad knowledge of, understanding of and respect
for Aboriginal and Torres Strait Islander histories, cultures and languages. But also assist students to gain
a knowledge and understanding and respect for Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
One of the ways I attempted to do this was by assisting with various activities programs, events and more
run by the education team and also more broadly within the school. (Maybe include examples / a screen
grab from PowerPoints to assist with this).
For example I assisted on a number of cases with the in Defence of Our Home Land project. In this
particular program students have the opportunity research someone who had served and protected
Australia in one of the Wars Australia has fought in from 1788 present. Within this up we are able to
research:
Various important individuals,
The role that culture played within this persons service
The family connections between the student and this particular service man / woman,
Plus much more.
These sessions included working with well respected Aboriginal and Torres Strait Islander Elders.
7.4 Understand the role of external professionals and community representatives in broadening
teachers professional knowledge and practice.
This was discussed in details with the aboriginal education team. This can be a really complex process.
For example many of the family are in organisations will not engage with a new organisation this
relationship is built up first. Again this is a generalisation but was true in the cases of the families but I
work closely. Would one of the cases the young women as stated above was experiencing some cooler
outside of school. After discussions with involved staff we believed it was appropriate that she would seek
professional support and speak to a counsellor/psychologist. However as the family had not previously
had this young person working with a professional in this matter they were incredibly reluctant to do this.
With the support of the Aboriginal Education team and discussions over a long period of time this young

person is now seeking support in the community and is linked with three separate community
organisations that are helping both her and her family succeed.
Another issue that is worth noting is that within the Aboriginal community sometimes families maybe very
willing to engage with a certain service because they have family connections with that particular service,
or on the other hand will not be willing to engage with a particular service because of the family
connections there i.e. they might not want their family connection to know all of the details of the issue
they are currently experiencing.
Because of the complexity surrounding this issue it should always be discussed with someone that knows
the family well, like members of the Aboriginal education team.