Indigenous Australian Educational Issues

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Research shows that poor health status effects early childhood development, education participation and attainment (). Indigenous Australians are disproportionately affected by high rates of disease, poor health and poverty than that of their non-Indigenous counterparts (). A number of studies reveal that Indigenous children are twice as likely to be born underweight resulting in a tendency to experience poor educational outcomes and increased risk of health and development issues (Guthridge et al. 2015). Health issues such as otitis media, gastroenteritis and tuberculosis that are often considered poverty diseases are prevalent among Indigenous children, risk factors such as overcrowded housing and inadequate living conditions provide opportunity for spread of infectious diseases (). Poor hearing is one of the major factors that have detrimental consequences for educational outcomes in Indigenous children (Beresford et al. 2012). Otitis media (middle ear infection) is significantly worse in Indigenous children where it is 2.8 times more common than among non-Indigenous children, this is particularly concerning as not only does this impact on their general quality of life but also their education, as this condition can affect a student’s hearing and their ability to learn is then compromised ().

Children from backgrounds of ill health and disease are more likely to be absent from school resulting in poor performance and low expectations about their educational attainment (). It is acknowledged that the overall wellbeing of a child impacts on their ability to be successful in school and that school attendance is a reflection of a child’s wellbeing (Guthridge et al. 2015). The school environment presents the opportunity to build confidence and boost self-esteem through relationships with peers and academic achievement (). On the other hand the children unable to attend school due to illness or those suffering with a hearing impairment have their ability to form friendships compromised, and the nearly impossible task of catching up on the work missed can result in a negative school experience and physiological distress (). Many of the risk factors that affect educational outcomes for Indigenous children are modifiable through improvements in health care (Guthridge et al. 2015). Health status and educational achievement go hand in hand; initiatives from both sectors such as the No Pool, No School policy significantly reduced ear, skin and respiratory infections and increased attendance, this demonstrates that a coordinated approach between government departments can have a positive effect on Indigenous educational outcomes ().

The issues that affect educational outcomes for Indigenous Australians are complex and varied; a greater understanding of these factors is required before effective policy can be developed and supported (Jorgensen 2012). Despite efforts by the government to improve educational outcomes by allocating considerable amounts of money to Aboriginal education, if the students to do attend school regularly then the system will continue to fail (Jorgensen 2012). It is widely acknowledged that there are no quick solutions to improve educational outcomes for Indigenous Australians, sustained behavioural change is required for the betterment of Indigenous families and children and this is a considerable process that takes time (Taylor 2010). Government agencies are committed to closing the gap between Indigenous and non-Indigenous Australians through implementation of various policies and initiatives, the challenge will require effort in a range of areas not just in schools, improvements in health, nutrition and housing are necessary to assist in improving educational outcomes and break the cycle of disadvantage ().

References

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