School (non-)attendance and ‘mobile cultures’: theoretical and empirical insights from Indigenous Australia

Quicke, Sarah Prout; Biddle, Nicholas

doi:10.1080/13613324.2016.1150831

Cited by 27 publications

(18 citation statements)

References 22 publications

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“…Similarly, Darmody, Smyth, and McCoy (2008) report that young people from the Traveller Community had the highest absence rates of all the social groups. However, research in other contexts acknowledges that students who were bullied or treated unfairly at school because of their ethnic status were more likely to miss school without permission (Prout and Biddle 2017).…”

Section: School Attendancementioning

confidence: 99%

Making the invisible visible: managing tensions around including Traveller culture and history in the curriculum at primary and post-primary levels

Kavanagh

Dupont

2021

Irish Educational Studies

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Section: School Attendancementioning

confidence: 99%

Making the invisible visible: managing tensions around including Traveller culture and history in the curriculum at primary and post-primary levels

Kavanagh

Dupont

2021

Irish Educational Studies

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“…While we analysed data collected at the school, we recognise limitations around student and family information required for government purposes. Schools’ administrative data, although accurate, also provide fewer and less differentiated factors for evaluating attendance than we would prefer, and ‘observable characteristics (like location, health and socioeconomic background) do not explain all of the difference’ (Prout Quicke & Biddle, 2016, p. 13) in attendance rates.…”

Section: Discussionmentioning

confidence: 99%

Indigenous students attendance at one Australian urban primary school (2005–2015): A case study

Baxter

Meyers

2019

Australian Journal of Education

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Urban Indigenous students' school attendance and factors contributing to annual attendance rates are relatively unknown, and yet almost 80% of the Indigenous population resides in nonremote regions. Our longitudinal study evaluated an urban primary school where Indigenous families preferentially enrolled their children because they recognised it supported their children in ways that celebrated Indigenous culture and ameliorated school-related symptoms of poverty. Indigenous students' attendance influences appeared in phases: Indigenous status, poverty, and family characteristics, until significant influences for attendance were exhausted. While Indigenous students' mean attendance rates were bounded between 80% and 90%, and below non-Indigenous peers' attendance in each year, slight improvement occurred, even as poverty universally pervaded the Indigenous community. As poverty among non-Indigenous students increased, their mean attendance also declined below the 90% national benchmark.

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“…Our study’s finding of a positive effect of self-regulation and executive function skills on early years academic outcomes for all children in the NT is particularly important given the increasing rates of school disengagement as evidenced by declining attendance and achievement. There is an urgent need to better connect learners and their school learning meaningfully and authentically with their worlds [ 46 , 47 ]. Research establishing ecological models for the social determinants of health and learning [ 48 ] are now enhanced by the mapping of complex psychosocial factors that contribute to inequalities in health and education outcomes in populations [ 49 ].…”

Section: Discussionmentioning

confidence: 99%

Pathways to school success: Self-regulation and executive function, preschool attendance and early academic achievement of Aboriginal and non-Aboriginal children in Australia’s Northern Territory

Nutton

Graham

et al. 2021

PLoS ONE

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Background With the pending implementation of the Closing the Gap 2020 recommendations, there is an urgent need to better understand the contributing factors of, and pathways to positive educational outcomes for both Aboriginal and non-Aboriginal children. This deeper understanding is particularly important in the Northern Territory (NT) of Australia, in which the majority of Aboriginal children lived in remote communities and have language backgrounds other than English (i.e. 75%). Methods This study linked the Australian Early Development Census (AEDC) to the attendance data (i.e. government preschool and primary schools) and Year 3 National Assessment Program for Literacy and Numeracy (NAPLAN). Structural equation modelling was used to investigate the pathway from self-regulation and executive function (SR-EF) at age 5 to early academic achievement (i.e. Year 3 reading/numeracy at age 8) for 3,199 NT children. Result The study confirms the expected importance of SR-EF for all children but suggests the different pathways for Aboriginal and non-Aboriginal children. For non-Aboriginal children, there was a significant indirect effect of SR-EF (β = 0.38, p<0.001) on early academic achievement, mediated by early literacy/numeracy skills (at age 5). For Aboriginal children, there were significant indirect effects of SR-EF (β = 0.19, p<0.001) and preschool attendance (β = 0.20, p<0.001), mediated by early literacy/numeracy skills and early primary school attendance (i.e. Transition Years to Year 2 (age 5–7)). Conclusion This study highlights the need for further investigation and development of culturally, linguistically and contextually responsive programs and policies to support SR-EF skills in the current Australian education context. There is a pressing need to better understand how current policies and programs enhance children and their families’ sense of safety and support to nurture these skills. This study also confirms the critical importance of school attendance for improved educational outcomes of Aboriginal children. However, the factors contributing to non-attendance are complex, hence the solutions require multi-sectoral collaboration in place-based design for effective implementation.

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School (non-)attendance and ‘mobile cultures’: theoretical and empirical insights from Indigenous Australia

Cited by 27 publications

References 22 publications

Making the invisible visible: managing tensions around including Traveller culture and history in the curriculum at primary and post-primary levels

Making the invisible visible: managing tensions around including Traveller culture and history in the curriculum at primary and post-primary levels

Indigenous students attendance at one Australian urban primary school (2005–2015): A case study

Pathways to school success: Self-regulation and executive function, preschool attendance and early academic achievement of Aboriginal and non-Aboriginal children in Australia’s Northern Territory

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