Footprints in Time: Longitudinal Study of Indigenous Children Primary School Report

Jessa Rogers; Kate E Williams; Kristin R. Laurens; Donna Berthelsen; Emma Carpendale; Laura Bentley; Elizabeth Briant

doi:10.5204/rep.eprints.235509

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Footprints in Time: Longitudinal Study of Indigenous Children Primary School Report

Jessa Rogers, Kate E Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley and Elizabeth Briant

Queensland University of Technology

2022

DOI: https://doi.org/10.5204/rep.eprints.235509

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Footprints in Time Primary School Report FULL REPORT51.07 MBDownload View

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Footprints in Time Primary School Report SUMMARY18.65 MBDownload View

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Footprints in Time Primary School Report Technical Appendix808.35 kBDownload View

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Footprints in Time Primary School Research Brief for Education Bodies3.54 MBDownload View

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Footprints in Time Primary School Research Brief for Peak Bodies2.68 MBDownload View

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Abstract

Footprints in Time

primary school

strengths-based

Aboriginal and Torres Strait Islander

children

Indigenous children

The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.

Details

Title: Footprints in Time: Longitudinal Study of Indigenous Children Primary School Report
Authors: Jessa Rogers (Author) - Queensland University of Technology
Kate E Williams (Author) - Queensland University of Technology
Kristin R. Laurens (Author) - Queensland University of Technology
Donna Berthelsen (Author) - Queensland University of Technology
Emma Carpendale (Author) - Queensland University of Technology
Laura Bentley (Author) - Queensland University of Technology
Elizabeth Briant (Author) - Queensland University of Technology
Publication details: 197 pages
Publisher: Queensland University of Technology
Date published: 2022
DOI: 10.5204/rep.eprints.235509
Grants: Footprints in Time, Longitudinal Study of Indigenous Children (LSIC) Primary School Report, DSS-KW-001, Department of Social Services (Australia, Canberra) - DSS
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 99990898802621
Output Type: Report

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