Launch of the Footprints in Time: the Longitudinal Study of Indigenous Children (LSIC) Primary School Report

What helps Aboriginal and Torres Strait Islander children thrive at school?

Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC) Primary School Report provides valuable insights from the study participants including the children, their parents and carers, and education professionals.

Key findings from this Queensland University of Technology report include:

• Stronger literacy and numeracy growth was associated with:
  • fewer significant life events.
  • access to more resources at home and school; and
  • greater student wellbeing (reported by parents);
  • lower teacher-student conflict (reported by teachers);
  • positive teacher style (reported by students);
• Parental involvement during Years 3 and 4 was a significant predictor of academic (NAPLAN) outcomes over and above socio demographic influences and children’s early development skills.
• Many teachers had insufficient professional training in cultural competency.
• School-based racism was experienced by a significant proportion of parents and children.
• Although many schools celebrated Indigenous days of significance, few schools taught Indigenous culture or had Elders visit or teach.

The report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by the Footprints in Time participants. It follows the development of up to 1,700 Aboriginal and Torres Strait Islander children to gain insights into what they need to grow up strong. Footprints in Time began in 2008 and involves annual waves of data collection.

Find out more:

For more information, visit Footprints in Time: The Longitudinal Study of Indigenous Children.

To read the report, summary report and fact sheets visit QUT eprints(Opens in a new tab/window).