A deep sense of belonging

01 September 2025

At Briar Road Public School, on Dharawal Country in south western Sydney, a quiet revolution is taking place. Eschewing short-lived programs, this transformation is built on decades of deep commitment to community, culture and connection. For Biripi woman and principal Tammy Anderson, who has led the school near Campbelltown for 12 years, the journey towards meaningful education for students of Aboriginal, Torres Strait Islander, Māori and Pacific Islander backgrounds is personal.

“I was a girl here in 1984, left in 1990 as the school’s first Koori school captain, and returned as a beginning teacher after university,” she says. “I just had this desire to be in my own community again.”

That lifelong connection has become the foundation for a school where language revitalisation, cultural leadership and systemic inclusion are not aspirational goals, but daily realities, not only for Aboriginal students and Torres Strait Islander students, but for the broader First Nations communities and cultures.

LANGUAGE AS LIVING CULTURE
“The Aboriginal language we study is the Dharawal language, which is the language of the people here,” Anderson says. “A lot of our kids aren’t from Country; many families have moved around, but language creates this deep sense of belonging. The school really sees and recognises them.”

The school provides physical space for a language revitalisation hub that trains young Aboriginal tutors to teach Dharawal. The tutors gain valuable employment experience in education, while reclaiming their heritage. “It’s a beautiful partnership. We’ve got young Aboriginal people gaining prospects to revitalise their own language and lead education delivery. It’s empowering on both sides,” she says.

The impact goes beyond the Aboriginal cohort. “At our NAIDOC (National Aboriginal and Islanders Day Observance Committee) assembly, all of Year 2 were on stage singing nursery rhymes in Dharawal language, Aboriginal and non-Aboriginal students alike,” Anderson says. “That visibility, that inclusion, builds the profile of Aboriginal culture across the wider community.”

STRENGTH IN DIVERSITY
Briar Road’s commitment to First Nations education extends beyond its significant Aboriginal student body to include other First Nations communities. “We’ve got a large Pasifika and Māori population,” Anderson says. “We’ve done some really deep work around cultural competency with our kids, both for Aboriginal kids and all kids.”

The school developed a targeted program, supporting Māori students’ language and cultural needs. “We’ve built out this Tasman Sea School, which focuses on Te Reo Māori, which is the language of the Māori. And we’ve got a community member who comes in, and once a week she helps facilitate the learning,” she says.

The principles underpinning Aboriginal education have been successfully adapted to support Māori students’ cultural learning. “They’re doing it in their own cultural space. I’ve been driven by the commitment that what works for Aboriginal kids works for all kids,” Anderson says. “When we know something is working, how can we give the opportunity to make sure that it’s working for others?”

The program grew from an international collaboration. “We had a connection with a school in New Zealand, in Whanganui, after I attended the Māori principals’ conference. That First Nations principal connection built out the school connection,” she says.

Briar Road dedicates specific time for Māori children to engage with their language while embedding cultural perspectives across the whole curriculum. “One of the things that’s held up well is weaving cultural perspectives into all key learning areas,” she says. “We employ, out of school funds, Aboriginal culture and curriculum teachers – one Aboriginal and one non-Aboriginal – who work together to deeply embed real, high-quality perspectives.”

This builds teacher capacity and confidence so First Nations education is not isolated but embedded throughout the school. “Teachers have grown through that. They are not feeling like they need to go out and find information. We’ve got it in the school. It’s part of school planning, not just Aboriginal education … it’s embedded across everything we do,” Anderson says.

A MODEL OF TRUE RECONCILIATION
Anderson is continually impressed by the enthusiasm of non-Aboriginal students and families: “The respect and appreciation are real. Our wider community wants to engage with this learning. It’s not tokenistic. It feels like true reconciliation, led by action, not just intention.”

The school’s positive behaviour framework is grounded in local cultural values, from the school mascots, which reflect First Nations designs and meanings, to broader cultural considerations across all aspects of learning. “It’s not just language classes or acknowledgments at assemblies. We’ve built cultural understanding into everything, student welfare programs, school values and how we design learning spaces,” she says.

The school was chosen to help develop and trial an early childhood cultural safety framework with the NSW Department of Education. “That moment showed us this isn’t just working for us, it’s something that could support other schools,” she says.

LEADERSHIP THROUGH STUDENT VOICE
Student voice is a powerful driver of change at Briar Road. Aboriginal students and Torres Strait Islander students have formal roles shaping the school’s culture and policies. “Our students are part of our Reconciliation Action Plan committee and run a junior Aboriginal Education Consultative Group (AECG). They have real input into curriculum planning, event organisation and recruitment,” Anderson says. “It’s about empowerment. They’re not just participating, they’re leading. We’re seeing young people step into those roles with pride.”

She believes student voice is a key entry point for other schools to follow their lead. “Ask students: Where do they feel a strong sense of belonging? Where don’t they? That’s where you start to build,” she says.

A REPLICABLE, GRASSROOTS APPROACH
Despite Briar Road’s success, Anderson stresses there’s no magic formula. “We all started somewhere,” she says. “You don’t need monumental changes. Start small. Build community relationships. Ask families what they want in their children’s education, then work out what you can do.”

This flexible, community-driven approach allowed the school to incubate language programs when no local providers existed. “That’s the difference. It’s not waiting for a perfect program to land from above. It’s schools saying: this matters to our community; let’s figure out how to make it happen,” says Anderson.

She acknowledges the school still operates within systemic constraints. “We’re still a public school with the same structures. But we’ve carved out space for something transformational. Any school can begin that process,” she says. “We are in a disadvantaged school community, statistically, but I don’t think our students fit that stereotype. Our attendance and success rates show that. Giving everyone a place and a space is what makes a school have a deep sense of belonging. That’s why our kids show up and thrive.”

A LEGACY IN THE MAKING
Anderson’s long tenure and personal connection with Briar Road give her a unique perspective, but her focus is also on sustainability. “I’ve been here through every chapter. I’ve seen what this place can become when we invest in people, not just programs,” she says. “I believe in the ‘built-in, not bolted-on’ approach. Over the next few years, my goal is to build the capacity of all staff so that this work continues, regardless of who’s leading the school.”

Future leaders will bring their own style, but the core practices are now embedded. “They’ve become part of the school’s DNA,” says Anderson. “I know what this school did for me as a young professional. I’d like to think I’ve left an imprint, and now it’s time to make space for others.”

LESSONS FOR ALL SCHOOLS
Briar Road’s journey offers lessons for education systems nationwide, especially amid increasing scrutiny of bilingual and First Languages programs.

“Language and culture shouldn’t be extras, they should be embedded,” Anderson says.

“Not just for Aboriginal students and other First Nations students, but for all students. It’s about understanding this place we all share.

“We’ve shown it can work. Now it’s about making sure more schools feel empowered to try.”

By Kristin Murdock

This article was originally published in the Australian Educator, Winter 2025