Organisational environment

The action area, organisational environment, refers to the influences on school processes, the school's systems, and the physical surroundings and atmosphere of the school.

Day-to-day organisational structures and operations within the school, timetables, resources, facilities, professional development and program flexibility all impact on the process of embedding Aboriginal and Torres Strait Islander perspectives within schools.
Within this action area, multiple strategies across six components of the organisational environment help with using EATSIPS to lead systemic change within the school. These components include:
  • school leadership
  • school values
  • school organisation and management
  • staffing
  • resourcing
  • physical environment.


Implementing EATSIPS through school processes involves using strategies focussed on internal systems that affect the involvement of Aboriginal andTorres Strait Islander peoples in the school.

Key strategies that may help in reflecting on school processes and support EATSIPS include:

  • Mapping—mapping school processes against opportunities and omissions of Indigenous peoples in the decision-making processes.
  • Decision-making—many schools have established an Indigenous/EATSIPS Education Committee to assist in embedding Aboriginal and Torres Strait Islander perspectives within the school. If this has not occurred, the establishment of an Indigenous education focused committee with strong terms of reference and decision-making structure will be an important strategy.
  • Creating awareness—good communication between schools and Aboriginal and Torres Strait Islander communities is the key to embedding Indigenous perspectives throughout the whole school environment. Schools can ensure that the Aboriginal and Torres Strait Islander community is aware of the school’s programs and special events by distributing newsletters and flyers to local Aboriginal and Torres Strait Islander community organisations, inviting Indigenous education workers (IEWs), community education counsellors (CECs) and community liaison officers (CLOs) to attend school staff meetings, and making Indigenous perspectives a key focus on staff meeting agendas and pupil-free days. A community notice board within the school can also open up good communication between community and school.

A comprehensive range of strategies to embed a range of Aboriginal and Torres Strait Islander perspectives into the organisational environment of a school can be found in the guide's appendix 3 (DOCX, 32KB).


 Related information


​"The kids, at one time, they’d come to school and it meant nothing. They’re coming to school now and know that they’re valued. They’re not just a number, they are somebody in the school. It’s really good, they’ve got to make a difference for us too, because they know they can come here, outside there’s nothing. There are times where our kids fall down—we’ve got to allow for that—the kids to fall down,
get up again and have another go. The support we have together now through the advisory group will do that—that has never happened before. The community now is starting to put responsibility back onto themselves, because they have grabbed hold of it and are saying that it’s not all the teachers responsibility—it’s ours too’.
‘The school and community are working in partnership—the community are asking who sits on the advisory group—they now know they have a group of people at the school who will listen, they are asking what teacher can I go and see—it’s a big, big, big step for us."
Aunty Joan Marshall
Aboriginal advisory group representative.

Last updated
09 September 2014