• investigating the causes of absence?

• working with key members of the local community to discuss possible strategies that might improve the situation?

• making efforts to
  
  — establish closer and less formal personal relationships between teachers and students?
  — provide a more informal and less regimented climate?
  — provide students with opportunities to negotiate work?
  — teach so that success can be regularly and obviously achieved?

• increasing the level of contact between students and Indigenous peers, mentors or members of staff in order to support individual students?

• 'managing' students on a case-by-case basis through
  
  — home visits and other forms of community liaison
  — personal contact and consistent follow-up where absence occurs
  — personal planning and goal-setting
  — some work-related studies and experiences for older (age 14/15 plus) students
  — support with academic work
  — linkages (actual and/or electronic) with other students in similar situations
  — counselling and mediation where problems are occurring.

These 'case management' processes work best when they have been developed with the help of the student, his or her parents/caregivers and the teachers/trainers concerned, when they can be readily applied, and when they allow for possible modifications of conventional institutional arrangements.

• developing a plan with the student(s) concerned connecting the role of education and training with any longer term aspirations they may have and laying out clearly what is required to get to their goals?

Read ideas about such an action plan…

And some advice from successful experience: