Navigating Family Requests to Opt Out of Aboriginal and Torres Strait Islander Learning: A Practical Guide for Educators

In early childhood education, we work at the intersection of family values, children’s rights, and professional obligations. Most days, these elements align beautifully. But sometimes, they collide, and one of the most challenging situations arises when a family requests that their child not participate in Aboriginal and Torres Strait Islander cultural activities or learning.

This article unpacks how educators can navigate this respectfully, confidently, and in line with the EYLF and NQS with practical examples you can use immediately.

1. Start with Curiosity, Not Conflict

When a family makes a request like this, it’s essential to understand the why before responding.

Practical questions to explore:

“Can you share more about your concerns?”
“Is there a specific activity or practice you’re uncomfortable with?”
“Is this about cultural content, spiritual content, or something else?”

Why this matters

Families may be responding to:

misunderstandings about what “Indigenous culture” means in early childhood
concerns about spirituality or religion
misinformation from social media
their own cultural or political beliefs
fear of their child being taught something they don’t understand

Understanding the root concern helps you respond with clarity rather than assumption.

2. Clarify What Indigenous Cultural Learning Actually Looks Like in ECEC

Many families imagine something far more ceremonial or spiritual than what actually happens in early learning settings.

Practical explanation you can use:

“In early childhood, embedding Indigenous perspectives means teaching through culture not teaching a culture. We focus on connection to land, community, respect, belonging, and shared stories. It’s not religious instruction or spiritual practice.”

Examples of what this might include:

Using local language words for animals or weather
Reading books by Aboriginal and Torres Strait Islander authors
Acknowledging Country in child‑friendly ways
Exploring bush foods or native plants
Learning about caring for Country
Using artworks inspired by First Nations artists (without copying styles)

These are curriculum‑aligned, inclusive practices, not cultural appropriation or spiritual instruction.

3. Explain Your Professional Obligations Clearly and Calmly

Embedding Aboriginal and Torres Strait Islander perspectives is not optional. It is required under:

The EYLF (Belonging, Being & Becoming)
The NQS (Quality Area 1, 3, 5, 6)
The National Law and Regulations
The Australian Curriculum (for school-based settings)

A practical script:

“As educators, we are required to embed Indigenous perspectives as part of the approved learning framework. This is part of providing a high‑quality, inclusive program for all children.”

This helps families understand that the request isn’t simply a preference it conflicts with your legal and professional responsibilities.

4. Reassure Families About What You Don’t Do

Sometimes families fear that their child will be participating in spiritual or ceremonial practices.

You can reassure them that early childhood settings do not:

perform smoking ceremonies
teach spiritual rituals
conduct Dreaming stories as religious doctrine
engage in sacred cultural practices

Practical reassurance:

“We share stories, language, and knowledge in ways that are respectful and appropriate for early childhood. We do not teach spiritual or sacred practices.”

5. Offer Transparency and Collaboration

Invite families into the process.

Practical strategies:

Show them your program and examples of Indigenous content
Share the books, songs, and resources you use
Explain how these experiences support identity, belonging, and inclusion
Offer to notify them if a specific activity might raise concerns

This builds trust and reduces fear.

6. Protect the Child’s Right to Inclusion

Children have the right to:

feel a sense of belonging
learn about the world they live in
see diverse cultures represented
participate in the full curriculum

Excluding a child from Indigenous learning can:

isolate them
create stigma
undermine their sense of belonging
send harmful messages about First Nations peoples

Practical framing:

“We want your child to feel included in the full program. Excluding them from everyday learning experiences may impact their sense of belonging.”

7. Seek Leadership Support and Document the Process

This is not a decision an educator should navigate alone.

Practical steps:

Involve your educational leader
Consult your service philosophy
Document conversations factually
Refer to your Reconciliation Action Plan (if you have one)
Seek guidance from your regulatory authority if needed

This ensures consistency and protects both the child and the service.

8. Know When to Hold the Line

Some requests cannot be accommodated because they conflict with:

the approved learning framework
the NQS
anti‑bias principles
children’s rights
your service philosophy

You can be respectful and firm.

Practical script:

“We respect your perspective, and we also have a responsibility to provide a curriculum that includes Indigenous perspectives for all children. We can work with you to ensure you feel comfortable, but we cannot remove this learning from our program.”

This is a complex, emotionally charged issue and the educator who posted the original question was right to seek guidance. It does feel like it goes against everything we’re taught, because embedding Indigenous perspectives is not just a curriculum requirement; it’s a commitment to truth‑telling, inclusion, and reconciliation.

When family requests collide with professional obligations, the goal is not to “win” but to:

listen
clarify
educate
collaborate
uphold children’s rights
honour First Nations cultures
stay aligned with the NQF

With clarity, confidence, and compassion, educators can navigate these conversations in ways that strengthen relationships rather than fracture them.