Kate E Williams

Many teachers and parents know neuroscience, the study of how the brain functions and develops, is important for children’s education.

Brain development is recommended as part of teacher education in universities. Neuroscience is even mentioned in Australia’s “early years framework”, which guides early childhood programs.

Previous research has shown there are misunderstandings about how neuroscience works (or “neuromyths”) among teachers both in Australia and overseas.

Aboriginal and Torres Strait Islander peoples’ school experiences are often inaccurately described through what researchers call “deficit perspectives”. This means their experiences are spoken about by others in ways that aren’t representative of lived experience.

It is rare to hear from Indigenous students and young people directly in research and reports.

Indigenous students, their parents and their teachers shared their experiences as part of the federal government’s ongoing “Footprints in Time” study. Our research using this data set illuminates Indigenous primary school experiences.

Our findings show young Indigenous school students are engaged in their school lives. But they and their families still experience significant levels of racism and want more teaching of Indigenous culture and language.