2. Acknowledgement of Country
Before we begin the proceedings, we would like
to respectfully acknowledge the traditional
owners of this land.
3. Poor education contributes to poor health
and poor health contributes to poor
education- a vicious circle
(Thomson, 2003)
4. The Facts
Indigenous attendance at school overall lower
Indigenous peoples life expectancy is 20 years less than
that of non-Indigenous people.
The infant mortality rates are 13.6 times higher than non-
Indigenous people.
The highest cause of death for Indigenous people is
disease of the circulatory system such as stroke and heart
disease
3.7% of all deaths amongst Indigenous people is the result
of suicide which 2.4% higher than non-Indigenous people
The prevalence of endocrine diseases, especially diabetes,
is 8.3 times higher than non-Indigenous people
(Department of Health and Ageing, 2009) & (Australian Bureau of Statistics, 2006).
5. Lower Life Expectancy
11.5 years difference for males
10 years difference for females
(Summary of Australian Indigenous Health, 2012)
6. Skills for better health
Education gives students the knowledge and
skills needed to achieve a full and healthy life
Skills in developing relationships
Skills to deal with conflict
Practical skills such as budgeting and cooking
(Thomson, 2003)
7. Health and the Curriculum
It is important for students to learn about health
concepts at school so they can make healthy and active
lifestyle decisions.
In Health and Physical Education students learn about
vital concepts related to growth and development,
physical activity and sport, food preparation and
nutrition, mental health, sexuality, hygiene,
communicable disease, relationships, drugs, personal
safety and protective behaviours, sun protection, first
aid and injury prevention.
(Curriculum Council, 1998)
8. Curriculum Links
Health & Physical Education Learning Outcomes
KNOWLEDGE AND UNDERSTANDINGS
Students know and understand health and physical activity concepts that
enable informed decisions for a healthy, active lifestyle.
ATTITUDES AND VALUES
Students exhibit attitudes and values that promote personal, family and
community health, and participation in physical activity.
SELF-MANAGEMENT SKILLS
Students demonstrate self-management skills which enable them to make
informed decisions for healthy, active lifestyles.
INTERPERSONAL SKILLS
Students demonstrate the interpersonal skills necessary for effective
relationships and healthy, active lifestyles.
(Curriculum Council, 1998)
9. Ear Disease and Hearing Loss
‘Ear disease is a significant health issue for Aboriginal and Torres Strait
Islander communities and is the leading cause of hearing loss’
(Ear Health, n.d.)
10. Otitis Media
The infection that is most damaging to Indigenous students
education is most likely otitus media, an inflammation or
infection of the middle ear.
Many children get Otitis Media but Indigenous children are 10
times more likely to get it than non-Indigenous children.
As many as eight out of ten Indigenous children could have a
Otitis media and hearing loss at some point during the school
year.
(Otitis Media, 2012)
11. Acute Otitis Media
Acute otitis media (AOM) is acute inflammation of
the middle ear and tympanic membrane.
Non-Indigenous children with AOM it is
characterised by an abrupt onset of pain, fever
and irritability.
For Indigenous children, especially those in remote
areas it is very different. The inflammation of the
ear can start just weeks after birth and often
proceed to perforation without strong evidence
of pain, fever and irritability.
(Thomson, 2003)
12. Chronic Otitus Media
Chronic Otitus Media is persistent inflammation
of the middle of the ear, which can occur with
or with out perforation as chronic suppurative
otitus media or as otitus media with effusion
which is known as ear glue.
(Thomson, 2003)
13. What is the result?
Hearing Loss
These ear diseases may contribute to long-term or
permanent hearing loss.
Some have estimated that between 30% to 80% of
Indigenous school aged children suffer hearing loss.
The onset of hearing loss in infants has a significant
effect on speech and language development.
If a child has chronic or recurrent otitus media and
results in hearing loss within the first two years of their
life which is a critical period of child development, it is
very likely to limit that child’s educational
achievements.
(Thomson, 2003)
14. In the classroom
Hearing loss effects learning
Makes it hard for students to focus and maintain attention
Language of the class may be hard to understand
There can be a delay in the development of speaking and
listening skills
Following long instructions can be hard
Students being able to sound out words and remember which
sounds go with which letters may not develop properly
Communication can be hard which can have serious affects on
behaviour and relationships
Aboriginal students with hearing loss are often unwilling to
participate in classroom activities as they can misunderstand
what is expected of them
(Harrison, 2011)
15. What can teachers do to help
If a teacher has students who are suffering from
hearing loss they can-
Summarise and repeat instructions
Use more detail when explaining what is
happening
Encourage students to help each other
Having students sit closer to the teacher so that
they are able to see the teacher’s expressions and
lips much more clearly
(Harrison, 2011)
16. Contributing factors of ear disease and
other diseases
Poor hygiene
Over crowded housing
Poor nutrition
A change needs to be made in their housing, hygiene, nutrition and access to primary
health care.
Campaigns such as ‘no germs on me’ are aimed at young Indigenous Australians to
improve their hygiene
(Harrison, 2011)
17. Absenteeism
There are many diseases, illnesses and injuries
Indigenous children are more prone to having
which would prevent them from attending
school
Gastrointestinal Disease
Skin Infections
Injury and Self Harm
(Patton & Moon, 2000)
18. Gastrointestinal Disease
Gastrointestinal Disease is a huge problem for
many young Indigenous children and infants
which causes diarrhoea and parasitic
infections.
It is contracted from food and water being
contaminated by pathogenic microorganisms
from faeces. This is often due to the
unhygienic and overcrowded living conditions.
(Patton & Moon, 2000)
19. Skin Infections
Skin infections tend to be more common
amongst Indigenous children rather than non-
Indigenous children and is mainly a result of
living conditions.
Common skin infections that affect Indigenous
Australians are scabies, pyoderma, fungal
infections and other infections caused by
bacteria.
(Patton & Moon, 2000)
20. Injury and Self Harm
The rate of injury and self harm amongst Indigenous
Australians is significantly higher than the Australian
population as a whole.
Dangerous behaviours for injury and suicide for Aboriginal
school aged students include-
Drug and illicit substance use
Violence and anti-social behaviour
Early sexual activity
Deliberate self-harm
Poor physical and mental health
Victimisation and trauma
(Patton & Moon, 2000)
21. Social and Emotional Wellbeing
Social and emotional wellbeing of an Indigenous
child can have a significant impact on their
education.
Lack of social and emotional wellbeing in young
Indigenous children and infants can cause
impairments in cognitive and language functions
and also physical and psychological development
It can also contribute to absenteeism, limited
assertiveness and poor learning outcomes.
(Patton & Moon, 2000)
