Through the eyes of students: The satisfaction of remote Indigenous boarding students' with a transition support service in Queensland, Australia

Redman-Maclaren, M; Benveniste, T; McCalman, J; Rutherford, K; Britton, A; Langham, E; Stewart, R; Saunders, P; Kinchin, I; Bainbridge, R

Through the eyes of students: The satisfaction of remote Indigenous boarding students' with a transition support service in Queensland, Australia

Redman-Maclaren, M Benveniste, T McCalman, J Rutherford, K Britton, A Langham, E Stewart, R Saunders, P Kinchin, I

Bainbridge, R

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Publisher:: Cambridge University Press
Publication Type:: Journal Article
Citation:: The Australian Journal of Indigenous Education, 2021, 50, (1), pp. 95-106
Issue Date:: 2021

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Field	Value	Language
dc.contributor.author	Redman-Maclaren, M
dc.contributor.author	Benveniste, T
dc.contributor.author	McCalman, J
dc.contributor.author	Rutherford, K
dc.contributor.author	Britton, A
dc.contributor.author	Langham, E
dc.contributor.author	Stewart, R
dc.contributor.author	Saunders, P
dc.contributor.author	Kinchin, I https://orcid.org/0000-0003-0133-2763
dc.contributor.author	Bainbridge, R
dc.date.accessioned	2021-11-16T05:27:36Z
dc.date.available	2021-11-16T05:27:36Z
dc.date.issued	2021
dc.identifier.citation	The Australian Journal of Indigenous Education, 2021, 50, (1), pp. 95-106
dc.identifier.issn	1326-0111
dc.identifier.issn	2049-7784
dc.identifier.uri	http://hdl.handle.net/10453/151628
dc.description.abstract	More than 4000 Indigenous Australian students enrol and take up a placement at boarding school each year. While reasons for attending boarding school vary, the impetus for many remote and very remote-dwelling students is restricted secondary educational opportunities in their home communities. A large multi-site study is being undertaken across Queensland to understand the conditions required for these students to be resilient while studying away from home. This paper reports on levels of student satisfaction with Queensland Department of Education's Transition Support Service (TSS) that provide assistance to remote-dwelling Indigenous students in the transition to boarding schools. A survey instrument administered to students included 22 close-ended questions to elicit levels of student satisfaction with TSS. Data were collected electronically using SurveyMonkey™ and analysed in SPSS v24. Descriptive statistics were calculated for variables assessing service support, student perceptions and experiences. A total of 294 primary, secondary and re-engaging students across 21 sites responded. Nearly all primary students (97%) anticipated that TSS would assist their move to boarding school. All secondary students identified that TSS had assisted their transition to boarding school. All re-engaging students agreed that TSS support had increased their capacity to cope when things go wrong. Lower scores related to students' ability to access TSS when needed. Very high levels of satisfaction with TSS were countered by constraints of distance between TSS and students, and resources available to support the work of TSS. Findings point to the need for equitable provision of transition services in Queensland that emphasise the importance of relationship between service provider and student, and can inform the design of similar transition services across Australia.
dc.language	en
dc.publisher	Cambridge University Press
dc.relation.ispartof	The Australian Journal of Indigenous Education
dc.relation.isbasedon	10.1017/jie.2019.3
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education, 1608 Sociology
dc.title	Through the eyes of students: The satisfaction of remote Indigenous boarding students' with a transition support service in Queensland, Australia
dc.type	Journal Article
utslib.citation.volume	50
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1608 Sociology
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1608 Sociology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHERE - Centre for Health Economics Research and Evaluation
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2021-11-16T05:27:35Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	50
utslib.citation.issue	1

Abstract:

More than 4000 Indigenous Australian students enrol and take up a placement at boarding school each year. While reasons for attending boarding school vary, the impetus for many remote and very remote-dwelling students is restricted secondary educational opportunities in their home communities. A large multi-site study is being undertaken across Queensland to understand the conditions required for these students to be resilient while studying away from home. This paper reports on levels of student satisfaction with Queensland Department of Education's Transition Support Service (TSS) that provide assistance to remote-dwelling Indigenous students in the transition to boarding schools. A survey instrument administered to students included 22 close-ended questions to elicit levels of student satisfaction with TSS. Data were collected electronically using SurveyMonkey™ and analysed in SPSS v24. Descriptive statistics were calculated for variables assessing service support, student perceptions and experiences. A total of 294 primary, secondary and re-engaging students across 21 sites responded. Nearly all primary students (97%) anticipated that TSS would assist their move to boarding school. All secondary students identified that TSS had assisted their transition to boarding school. All re-engaging students agreed that TSS support had increased their capacity to cope when things go wrong. Lower scores related to students' ability to access TSS when needed. Very high levels of satisfaction with TSS were countered by constraints of distance between TSS and students, and resources available to support the work of TSS. Findings point to the need for equitable provision of transition services in Queensland that emphasise the importance of relationship between service provider and student, and can inform the design of similar transition services across Australia.

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http://hdl.handle.net/10453/151628