Despite worldwide emphasis on enabling high-ability students to realise their potential, not enough is known about drivers that seed success in educational outcomes and well-being. High-ability Aboriginal students who underachieve are under-identified and under-represented in selective settings.
Capitalising on interdisciplinary theory and research, state-of-the-art statistics, and a powerful multi-method design, this project aims to explicate psychosocial determinants of high-ability Aboriginal students’ educational outcomes and well-being and to test the efficacy of novel research-derived interventions.
This study aims to advance knowledge, policy, and practice and enhance the provision of education to high-ability Aboriginal students, ensuring they realise their full potential.
Professor Rhonda Craven, Professor Alexander Yeung, Professor Herb Marsh, Professor Felicia Huppert, Professor Janet Mooney, Ms Juanita Sherwood (UTS), Dr Marjorie Seaton, Dr Anthony Dillon, Mr Gerard McCloughan (DEC)
1 July 2014
30 June 2017
ARC Linkage Grant and NSW Department of Education and Communities