Responding to Family Concerns About Aboriginal and Torres Strait Islander Learning

Embedding Aboriginal and Torres Strait Islander perspectives is a core part of high‑quality early childhood education. But occasionally, families may express uncertainty or request that their child not participate in these experiences. This is a practical guide for early childhood educators on addressing family concerns about Aboriginal and Torres Strait Islander perspectives, with culturally safe responses, EYLF‑aligned explanations, and NQS‑based professional guidance.

1. Start With Curiosity, Not Assumptions

Families may have concerns based on:

misunderstandings
religious beliefs
misinformation
unfamiliarity with Indigenous culture
fear of “spiritual” or “ceremonial” content

Your first step is to listen.

Practical phrases:

“Thank you for sharing this with me. Can you tell me more about your concerns?”
“Is there a particular activity you’re unsure about?”
“I’d love to understand what feels uncomfortable for you.”

This opens the door to clarity rather than conflict.

2. Explain What Indigenous Learning Looks Like in Early Childhood

Many families imagine something far more ceremonial than what actually happens.

You can say:

“In early childhood, embedding Indigenous perspectives means learning about land, community, stories, and respect. It’s not spiritual or religious instruction.”

Examples you can share:

reading books by Aboriginal and Torres Strait Islander authors
using simple local language words
exploring native plants or bush foods
learning about caring for Country
acknowledging the Traditional Custodians in child‑friendly ways

This helps families understand the everyday, inclusive nature of the learning.

3. Reassure Families About What You Don’t Do

Some concerns come from fear of inappropriate or sacred practices.

You can say:

“We don’t teach spiritual rituals or sacred ceremonies. Everything we do is age‑appropriate, respectful, and aligned with the Early Years Learning Framework.”

This often diffuses anxiety immediately.

4. Clearly Communicate Your Professional Obligations

Embedding Indigenous perspectives is not optional; it is part of the approved learning framework and the National Quality Standard.

You can say:

“We are required to include Aboriginal and Torres Strait Islander perspectives as part of the curriculum. This helps all children develop respect, belonging, and cultural understanding.”

This frames the conversation around professional responsibility, not personal preference.

5. Offer Transparency and Partnership

Families feel safer when they can see what you’re doing.

Practical strategies:

Show them the books, songs, and resources you use
Share examples of activities
Invite them to observe or participate
Offer to notify them about specific experiences if needed

You can say: “We’re happy to show you exactly what these experiences look like so you feel comfortable.”

6. Protect the Child’s Right to Inclusion

Excluding a child from everyday learning can impact their sense of belonging.

You can say:

“We want your child to feel included in the full program. Excluding them from everyday learning may make them feel different or left out.”

This reframes the issue around the child’s well-being.

7. Know When to Escalate

If the concern persists or becomes complex:

involve your educational leader
refer to your service philosophy
consult your RAP (if you have one)
document all conversations
seek guidance from your regulatory authority if needed

You are not expected to navigate this alone.

8. Hold the Line With Respect

Some requests cannot be accommodated because they conflict with the curriculum and the NQS.

You can say:

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

This is firm, fair, and professionally aligned.

9. Maintain Cultural Safety Throughout

Avoid:

debating beliefs
dismissing concerns
using guilt or shame
framing Indigenous culture as optional

Prioritise:

respect
clarity
calm communication
child‑centred decision‑making

You are not just responding to a question; you are modelling cultural safety, reconciliation, and professional integrity. When handled with confidence and compassion, these conversations can strengthen relationships, build trust, and deepen understanding.

You don’t need to have all the answers. You just need to approach the conversation with respect, clarity, and a commitment to children’s rights and inclusive practice.