How Peer Classroom Cultures Shape Indigenous Students’ Quality of Life in Higher Education

This paper reframes Indigenous student success beyond sector metrics to focus on quality of life while enrolled, which is operationalised as students’ capacity to be, become, and belong. Drawing on mixed-methods data from two universities, the research reveals that peer classroom cultures function as pedagogical infrastructure, significantly impacting Indigenous students’ wellbeing independent of lecturer intent. Culturally ignorant peers substantially harm quality of life, while knowledgeable peers support it. Where cultural safety is compromised, Indigenous-Indigenous connection becomes essential for sustaining wellbeing. This work challenges staff-centric approaches and positions peer cultural competence as foundational to equitable learning environments. The presentation will solicit feedback on cultivating non-Indigenous peer capability without instrumentalising Indigenous students.