Respect for and understanding of Indigenous cultures are fundamental prerequisites for improving the levels of achievement of Indigenous students. Success will not be achieved without recognition of the cultural factors which may impact on that success; nor will it occur without the consent, approval and willing participation of those involved.

Making institutions more 'culturally-friendly' in genuine and thorough-going terms is not just a matter of flying the Aboriginal and Torres Strait Islander flags although, who knows, that might be a starting point. Beyond that, some established approaches include

Mural, Darlington Public School, Sydney

• displaying local Indigenous art and artefacts or other public signs and symbols (flags, murals, posters, charters, land rights information and so on) that are a sign of the institution's recognition of local Indigenous people's long-term custodianship of the land;
• seeking a 'welcome to country' from appropriate Indigenous Elders to open formal school ceremonial occasions like speech nights, presentations or assemblies to begin the school year;
• arranging visits by or excursions to Indigenous dance or music performances;
• auditing courses to ensure that they include appropriate Indigenous perspectives;
• where relevant, offering courses of study of one or more Indigenous languages or offering courses of study about Indigenous languages; and
• reviewing library resources related to Australia's Indigenous peoples for their coverage and adequacy.

But these actions are only a part of wider action, and there are at least three central elements to the lived experience of a 'culturally-friendly' institution.

1. The establishment of good personal relationships and mutual trust

Plaque, Immanuel College, Adelaide

Racial harmony is hardly universal in this country, and relationships operate against a larger background of cultural misunderstandings, unmet promises and dispossession.

It can also be forgotten what a personal process education is for all concerned. Good communication, genuine negotiation and predictability and consistency are based on the quality of personal relationships. The significance to success of good personal relationships between institution and community personnel cannot be over-emphasised.

Some ideas about approaches to this include

• making arrangements for non-Indigenous staff to learn about Indigenous cultures in general and local Indigenous cultures in particular;
• including relevant cross-cultural awareness programs in teacher professional development programs;
• inviting Indigenous speakers to talk to students and staff; and
• taking tours guided by community members to important local cultural sites.

At the same time, a recognisable 'Indigenous presence' in the school is very important.

2. Flexibility

Where cultural values differ in significant ways, all parties involved need to be flexible. One of the major impediments to the educational success of Indigenous students is an unwillingness by school personnel to modify any arrangements — pedagogical, structural, organisational — on the basis that success must be achieved in precisely the same way, and by precisely the same means, as other students. There must be some room to move at the edges of this process. Minor modifications can make major differences.

3. Localisation

There are many different routes to the same goals, and contextual factors (personnel, place and history among them) count for a great deal.

The problems of delivery of Western-style formal education in remote communities have been widely discussed, and sometimes as though they reflect the realities across the board. But the vast majority of Australia's Indigenous people do not live in remote communities. They live in the towns and cities of the eastern seaboard and the south-west. More than half live in New South Wales and Queensland, most in urban settings (nearly 20 percent in Sydney and Brisbane alone). They come from different family groups and may or may not have strong traditional links with the area in which they live. They may be deeply urbanised, with life styles very similar to those of non-Indigenous Australians. Educators must be clear about the wishes of local communities and soliciting advice and support which will be effective in context.