Reconciliation takes more than a week

“Every year, National Reconciliation Week sparks important conversations in classrooms across Australia. Educators plan activities, children engage with stories and communities come together to reflect on our shared histories. But true reconciliation cannot live within a single week on the calendar. If we want children to grow into respectful, informed and culturally aware citizens, reconciliation learning must be embedded into everyday practice all year round. This year’s National Reconciliation Week theme, All In, is a powerful reminder that reconciliation is a shared responsibility. It asks all Australians to actively contribute to a future built on respect, understanding and justice. For educators, this means moving beyond one-off activities and creating ongoing opportunities for children to engage with Aboriginal and Torres Strait Islander perspectives in authentic ways. The good news is that embedding reconciliation throughout the school year does not have to feel overwhelming. Often, it begins with small, intentional actions woven into daily routines, tailored to different age groups. In stage one primary settings, language and sensory experiences play an important role. Introducing simple vocabulary, place names and greetings from local Aboriginal languages helps children develop familiarity and respect from an early age. Visual prompts, daily Acknowledgement of Country routines and songs can become natural parts of the morning circle rather than occasional additions. Storytelling is another incredibly effective tool. Sharing First Nations stories, Dreaming narratives and books by Aboriginal and Torres Strait Islander authors helps younger children build understanding through natural curiosity. These books should not be packed away after June; they need to remain a permanent, highly visible part of the classroom library all year. For older students, the focus can shift toward critical thinking and exploring shared histories. Creative experiences – such as examining contemporary Aboriginal and Torres Strait Islander art, music and connection to Country – allow older children to explore identity and justice in age-appropriate ways. Educators can guide students to look at local histories, understanding the traditional owners of the land the school sits on and exploring what local place names tell us about our community. Importantly, these year-round experiences must be guided by culturally respectful resources that have been developed by or with First Nations voices. For example, utilising tools and resources that are developed in consultation with Indigenous people gives educators the confidence to facilitate these conversations. Confidence remains a significant barrier for many educators. There is often a lingering fear of “getting it wrong” or uncertainty about how to approach sensitive historical content appropriately. However, as educators we do not need to be infallible experts to begin these conversations. What matters most is a willingness to listen, learn, and approach the content with humility. To bridge this gap, educators should look to use targeted professional development platforms that actually use and embed Aboriginal and Torres Strait Islander perspectives. Deepening one’s own understanding of how to respectfully embed First Nations storytelling and art into daily practice turns apprehension into actionable knowledge. Ultimately, celebrating living culture, storytelling and community connection is also a vital part of reconciliation. Furthermore, this learning cannot stop at the school gates. True impact occurs when schools bridge the gap between the classroom and the home. Educators can encourage parents to continue these conversations by sharing the books, vocabulary and local histories students are exploring at school. When families engage with these topics together, reconciliation shifts from a classroom lesson to a normal, foundational understanding of the world. Ultimately, reconciliation is not a box to tick during awareness events. It is a continuous commitment to truth-telling, learning and respect. By asking ourselves, how we can be All In we help create a future where reconciliation is simply part of who we are. Meaningful change can’t happen in a single week but it can take place in small, consistent moments of connection that take place every single day. Michael Evans is the Aboriginal and Torres Strait Islander content writer at Twinkl an educational resource hub for schools. He is a primary-qualified teacher who grew up on Awabakal Country and holds a Master of Indigenous Education. Stacey Jackson is early years segment manager at Twinkl.

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