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Evaluating programs in remote Indigenous communities requires contextual consideration and a degree of connection that goes beyond the usual focus on output measurement and system monitoring. Evaluators who are experienced with working in remote communities become more and more cognisant of the issues and complexities that impact the quality of evaluations. As this reality presents itself, evaluators rely more and more on the help of the local community to explain and reveal such realities. A learning journey takes place that allows ‘outsiders’ to be accepted into the community and be part of a productive matrix of support and ‘insiders’ begin to assume their legitimate rights to participate, advise, educate and guide evaluators. Without a participative and collaborative styled process, evaluation risks being non-reality based without a guarantee of quality and has the potential to impact the community in a negative way. This paper presents the views and experiences of ‘insiders’ and ‘outsiders’ who have been involved in evaluations in remote communities. Their collective views demonstrate the need for a two-way approach that establishes middle ground for a respectful and quality evaluation process. This approach ensures evaluation remains relevant and purposeful for those who are impacted by the program outcomes, providing a focus on the everyday reality that depends on cultural responsiveness and ensures legitimacy for Indigenous people.

Introduction More Aboriginal and Torres Strait Islander young people experience high or very high levels of psychological distress compared to their non‐Indigenous counterparts. This may be partly attributed to systemic barriers resulting in lower rates of help‐seeking, sub‐optimal identification of psychological challenges, and undertreatment. Reducing these barriers within health systems is an important factor in reducing the Social and Emotional Wellbeing (SEWB) health burden on young Aboriginal and Torres Strait Islander people. Objectives In partnership with Miwatj Health Aboriginal Corporation (Miwatj), this project will co‐design an integrated youth Social and Emotional Wellbeing (SEWB) and mental health stepped care model for remote Aboriginal communities in the north east Arnhem region of the Northern Territory. Design A collaborative research approach using co‐design methods will underpin a community‐centric stepped care allocation method, to which culturally appropriate SEWB and mental health interventions and treatments are assigned. These components of the project will inform a digital platform which will facilitate access to SEWB care for young people in north east Arnhem land. This concept was co‐developed in a partnership between researchers and Miwatj and builds on Miwatj's previous work to map the stepped needs of young people. The co‐design of the content and features of these outputs will be facilitated through community participation and overseen by community, health, and cultural governance structures. This will ensure the solutions developed by the project are culturally responsive, fit for purpose, and will enhance self‐determination while reducing systemic barriers to care.

This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education. The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success. Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students. The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.

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