An Indigenous-led study of Perth primary schools has found that educators often rely on symbolic gestures rather than meaningful action to support Aboriginal children at school, prompting calls for Noongar storytelling, ceremony and language to be embedded in the curriculum and mandatory training for non-Aboriginal teachers.
The Moombaki Cultural Learnings Project, led by Curtin University and co-designed with Elders, families, educators and children across three urban Boorloo (Perth) schools, has demonstrated how authentic, community-led programs can transform Aboriginal children's wellbeing, sense of belonging, cultural pride and engagement at school, laying the foundation for their success beyond the classroom..
The study makes a series of recommendations including mandatory professional development of all non-Aboriginal educators to ensure basic levels of racial literacy, compulsory training for school leaders and teachers to empower them to act with cultural integrity and foster culturally safe environments and a centralised repository for schools to access approved cultural content, lesson plans and community engagement strategies.
Lead researcher Professor Cheryl Kickett-Tucker, from Curtin's School of Education, said the findings showed the urgent need for schools and governments to properly resource Indigenous-led cultural learning.
"Too often Aboriginal educators are left carrying the cultural load without recognition or sufficient support, while many non-Aboriginal school leaders mistake token gestures for genuine cultural inclusion," Professor Kickett-Tucker said.
"Moombaki has shown that when Elders, families and educators work together, children thrive. Noongar values such as humour, trust, warmth and connection must be at the heart of schools if we are serious about Closing the Gap.
"By embedding Aboriginal knowledge and practices such as storytelling, ceremony and language revival, we can build stronger identities, healthier children and more respectful classrooms for everyone."
The four-year study used interviews, culturally grounded 'yarning circles' and classroom observations to capture the lived experiences of Aboriginal students, families and educators, alongside the co-design and evaluation of the Moombaki program.
The research also created practical tools for schools, including the Moombaki Cultural Learnings program, which includes a virtual reality game that brings Aboriginal knowledge, language and storytelling into the classroom while also bridging the digital divide.
Another highlight of the project is a Cultural Integrity Audit, which is a practical tool for schools to measure their progress towards cultural safety.
The audit focuses on real actions such as embedding Noongar values in teaching and recognising Aboriginal educators as cultural leaders, providing a roadmap for schools to be held accountable.
Professor Kickett-Tucker said the project also strengthened connections between schools and local Aboriginal communities, reinforcing the importance of intergenerational knowledge-sharing and genuine partnerships.
"Protecting and improving Indigenous rights in Australia had never been more important given the failed Voice Referendum, stalled efforts to Close the Gap and an increasingly divided political climate.
"This study is a clear call to action and Moombaki has provided a practical model for how schools can transform good intentions into genuine progress," Professor Kickett-Tucker said.
"This is no longer optional. We know what works: Aboriginal-led programs, proper resourcing and real partnerships. Token gestures and symbolism won't close the gap, action will."
The findings align with the Closing the Gap targets, the WA Department of Education's Aboriginal Cultural Standards Framework, and international frameworks such as the UN Declaration on the Rights of Indigenous Peoples.
Researchers from Murdoch University, The University of Western Australia and Michigan State University contributed to the project, which was funded by the Australian Research Council.
