Changing pedagogy to change attendance, engagement and retention of First Nations Australian students

Introduction Globally, Indigenous students are more marginalized with lower levels of attendance, engagement and retention than other students. This is the case for First Nations Australian students living in remote communities.Methods Using Indigenist methodologies, and collecting data using ‘Yarning’, we explore the perspectives of those most impacted by these outcomes. The data in this study consisted of 139 yarns undertaken with Elders and community members, school staff, principals or school leaders, and students living and working in remote communities. Thematic analysis of the qualitative data was undertaken.Findings The key themes emerging from the data were Country-informed pedagogy; Culturally safe pedagogy; Remote teaching strategies; and Family as teachers. We discuss issues identified by participants within these themes.Conclusion Suggested targeted educational support structures, practices and strategies to improve student attendance, engagement and retention in remote and very remote schools of Northern Territory and Western Australia are outlined. Some suggestions are outside the control of schools; however, several possibilities for change have been identified.