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Staff capacity development initiatives that support the well-being of Indigenous children.pdf (909.88 kB)

Staff Capacity Development Initiatives That Support the Well-being of Indigenous Children in Their Transitions to Boarding Schools: A Systematic Scoping Review

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posted on 23.06.2021, 02:15 by Marion Heyeres, J McCalman, R Bainbridge, M Redman-MacLaren
Background: Secondary education for Indigenous children from remote communities requires separation from their communities and families. As these students transition to boarding schools, they face several challenges that are additional to those faced by their non-Indigenous peers. In response, adequate academic and emotional well-being support needs to be provided by school and residential staff. This systematic review reports on international and Australian capacity development initiatives for education and boarding staff that support these students. Methods: Five databases were searched using database-specific search strings, considering peer-reviewed articles and gray literature, published between 2001 and 2016. The resultant publications were screened to identify (a) their nature and quality and (b) their characteristics in terms of aims, strategies, and outputs. Results: Seven hundred thirty-six citations were identified; 51 full text publications met inclusion criteria for assessment. Seven publications were eligible for review. Staff capacity building initiatives encompassed a range of approaches, including training, feedback, reflective practice, mentoring, networking, and supervision. Only one publication focused specifically on the support of education staff, others were centred on improving educational, behavioral, and emotional outcomes for Indigenous boarding school students. All of the research was descriptive, with only two original research publications. Conclusion: Despite a variety of approaches being described in brief, we found no high quality research that focused exclusively on staff capacity building approaches in the Indigenous boarding school context. The few publications available to review were exclusively descriptive in nature, highlighting a clear need for well-executed evaluation research.

History

Publication Date

01/01/2017

Journal

Frontiers in Education

Volume

2

Pagination

10p.

Publisher

Frontiers Media S.A.

ISSN

2504-284X

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The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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