Working respectfully with Aboriginal and Torres Strait Islander students – facilitator sensitivity guide (Australia)
Core principle: There is no single Aboriginal or Torres Strait Islander culture. Australia includes hundreds of Nations, language groups and community protocols – so “do your homework locally” and avoid assuming what’s appropriate in one place will be appropriate in another.
1) Start with Country – and be specific (not generic)
- Acknowledge Country has been included in the Facilitator Workshop Training Manual. This acknowledgement is shared as part of the welcoming address at every Ryda workshop.
- Occasionally, facilitators will be asked to deliver Ryda’s welcoming address. The Acknowledgement is not a “tick-the-box” – please speak with intention and connect it to the purpose of the day, as it is written (care, safety, shared responsibility).
2) Use respectful language – and strengths-based framing
- Use “Aboriginal and Torres Strait Islander peoples” (plural) when speaking broadly. Where relevant, use the local Nation name (preferred).
- Avoid deficit language and “us/them” framing. Speak about strengths, agency, and shared goals (e.g., safety, looking out for others, community).
- Don’t ask students to speak for Aboriginal or Torres Strait Islander peoples, or to “represent their culture”. If a cultural perspective is relevant, rely on approved resources or community-verified voices provided by the school/community.
3) Build trust through relationships, not speed
- Take a respectful, relational approach – warm greeting, genuine interest, consistency, and follow-through matter.
- Be prepared to listen more than you talk. Cultural capability is continuous learning – not a one-off training moment.
4) Communication style
In some contexts, communication norms can differ from what facilitators expect.
- Silence and pause time can be respectful – avoid rushing to fill the gap.
- Eye contact expectations can differ – a student avoiding direct eye contact may be showing respect or processing information, not being evasive.
- Keep language clear and jargon-free – and explain acronyms. Some students and families may be multilingual.
- Use inclusive discussion structures that don’t privilege only the quickest or loudest voices (think–pair–share, small group “yarns”, anonymous reflection).
5) Cultural safety – avoid putting students on the spot
- Create a learning space where students can participate without feeling exposed or singled out. Cultural safety includes being safe to be yourself.
- Be careful with humour, scenarios or examples that could stereotype, shame families, or reinforce “blame” narratives.
- If sensitive topics come up (loss, injury, policing, racism), respond calmly and respectfully – acknowledge feelings, avoid debate, and return to learning purpose.
- If students share a story of loss, don’t probe for details or assess “how close” someone was to the person who passed – that can be culturally inappropriate.
7) Cultural permissions
- Never share community stories or student disclosures outside the learning context – treat them as privileged and personal.
8) If you’re unsure – pause and seek local guidance
- If a cultural question arises, it’s okay to say: “I don’t want to get this wrong – I’ll check the correct local protocol and come back.”
- Defer to local cultural leadership and school guidance. The “right way” is often community-specific, not generic.
