Busting Myths: ‘But We Don't Have Any Aboriginal Children’ and Other Excuses for Inaction

"We'd love to do more, but we don't have any Aboriginal children enrolled."

It's one of the most common statements we hear when talking with early childhood educators. Often it's said with genuine uncertainty rather than ill intent. Many educators are trying to do the right thing but have been led to believe that Aboriginal perspectives are only relevant if an Aboriginal child walks through the gate.

This is one of the biggest myths in early childhood education—and one that prevents meaningful reconciliation from taking root.

The truth is simple.

Aboriginal perspectives are not an optional extra. They are an expectation of quality practice, a professional responsibility, and a right for every child.

The Myth: "We don't have any Aboriginal children."

The first question I often ask is: How do you know?

Not every Aboriginal family identifies at enrolment. Some may choose not to disclose their identity because of previous experiences of racism or exclusion. Others may have complex family histories shaped by past government policies, displacement or disconnection from community. Some children may not yet know or understand their own cultural identity.
Assuming there are no Aboriginal children in your service can be a dangerous assumption.
But even if there genuinely aren't any Aboriginal children currently enrolled...

It still doesn't change your responsibility.

The Early Years Learning Framework V2.0 leaves no room for interpretation.

Under the Principle Aboriginal and Torres Strait Islander Perspectives, it states:

"Embedding Aboriginal and Torres Strait Islander perspectives is a shared responsibility of approved providers, educators, and other professionals working in early childhood educational settings, regardless of whether Aboriginal and Torres Strait Islander children and families are enrolled in that setting." (EYLF V2.0, p.16)

Notice what it doesn't say.

It doesn't say if Aboriginal children are enrolled. It says regardless. That single word changes everything.

Embedding Aboriginal perspectives isn't dependent on enrolment numbers. It is simply good education.

 

 

Culture Isn't a Visitor Program

Imagine saying:

• "We don't teach sustainability because none of our children are going to become environmental scientists." 
• "We don't celebrate multilingualism because everyone here speaks English." 
• "We don't read books about disability because none of our children use wheelchairs."
  

It sounds absurd.

Yet somehow Aboriginal perspectives continue to be viewed as an "add-on" reserved for specific services or specific children.

The oldest continuing cultures on Earth are not a niche topic. They are the foundation of Australia's story.

Every child deserves to know that story.

Aboriginal Culture Belongs to Every Australian

Sometimes people worry that learning about Aboriginal cultures somehow isn't "their culture."

But Aboriginal and Torres Strait Islander histories, cultures and contributions are part of Australia's shared identity.

Whether our families have been here for 65,000 years or six months, every child growing up in Australia should understand whose Country they live on, the richness of First Nations cultures, and the resilience of Aboriginal and Torres Strait Islander peoples.

This knowledge doesn't belong only to Aboriginal children.

It belongs in every Australian classroom because it helps children understand the place they call home.

Rather than dividing children, authentic cultural learning builds connection, curiosity and respect. It teaches children that Australia's story didn't begin in 1788.

 

 

Reconciliation Was Never Meant to Be an Aboriginal Project

One of the greatest misunderstandings about reconciliation is believing that it is something Aboriginal people need.

Reconciliation isn't about "fixing" Aboriginal communities. It is about transforming relationships across Australia.

It asks all of us to build stronger race relations, acknowledge our shared history, celebrate the world's oldest continuing cultures, and work together toward a more just future.

Children cannot build respectful relationships with cultures they have never been given the opportunity to know.

Nor can they challenge stereotypes they have never been taught to question.

Education lays the foundation for reconciliation long before children learn those words.

Every respectful conversation. Every authentic story. Every local community connection. Every opportunity to learn about Country.

These moments shape how children understand Australia—and each other.

The EYLF Makes the Purpose Clear

The Early Years Learning Framework goes even further. It states:

"Embedding Aboriginal and Torres Strait Islander knowledges and perspectives encourages openness to diverse perspectives, enhances all children's experiences and assists in the authentic advancement of Reconciliation. It is a commitment to children learning about what has come before and working together for what is to come." (EYLF V2.0, p.17)

Notice that phrase: Enhances all children's experiences.

Not Aboriginal children's experiences. All children's experiences.

This is one of the strongest statements in the framework because it recognises something educators already know:

Children benefit from diverse perspectives. They become more empathetic. More curious.
More respectful. Better critical thinkers. More connected to place.

Learning from Aboriginal ways of knowing, being and doing enriches every child's educational journey.

 

 

Education Is Our Strongest Form of Advocacy

Many educators tell us: "I never learnt this at school."

And they're right.

For generations, many Australians were taught very little about Aboriginal histories and cultures—or were taught information that was incomplete, inaccurate or harmful. We cannot change what previous generations were taught.

But we can change what the next generation learns.

That is one of the greatest privileges of working in early childhood.

Every time we embed Aboriginal perspectives authentically, we help ensure today's children grow up with knowledge that many adults never had the opportunity to receive.

Children who understand truth are more likely to challenge racism.

Children who know local Country are more likely to care for it.

Children who grow up hearing Aboriginal voices are more likely to value them.

Education is one of the most powerful forms of advocacy because it changes hearts before prejudice has a chance to take hold.

Confidence Doesn't Come Before Action

Another common concern is: "I don't feel confident enough."

The good news? Confidence isn't the starting point. Learning is. No educator becomes culturally capable overnight. Just as we wouldn't expect children to know everything before they begin learning, we shouldn't expect ourselves to either.

Read. Listen. Build relationships with local community. Reflect. Ask respectful questions. Keep learning.

Cultural capability is not a destination you eventually arrive at. It is an ongoing journey of curiosity, humility and growth.

 

 

The Question We Should Be Asking

Perhaps instead of asking: "Do we have Aboriginal children?"

We should ask: "What kind of Australia do we hope today's children will grow up to create?"

If we want a future built on respect... If we want children who value diversity... If we want stronger relationships between Aboriginal and non-Aboriginal Australians... If we genuinely believe in reconciliation... Then Aboriginal perspectives cannot be optional.

They must be woven into the everyday fabric of early childhood education.

Not because the framework tells us to. Not because assessment and rating expects it.

But because every child deserves to inherit the fullest, richest and most truthful understanding of the country they call home.

Reflection Questions

Before you close this article, take a moment to reflect:

• Have I ever assumed Aboriginal perspectives were only relevant if Aboriginal children were enrolled?
• How might my current program change if I viewed Aboriginal perspectives as essential for every child?
• What small, authentic step could I take this week to deepen cultural learning in my service?
• What relationships with local Aboriginal community could I begin building today?
  

Because reconciliation doesn't begin when an Aboriginal child enrols.

It begins when educators recognise that every child has the right to grow up knowing the stories, cultures, histories and wisdom of the First Peoples of this Country.

And that responsibility belongs to all of us.