Positive signs in NAPLAN, but First Nations-led reform remains key to lasting change
The National Aboriginal and Torres Strait Islander Education Corporation (NATSIEC) has welcomed encouraging improvements in Aboriginal and Torres Strait Islander students' numeracy results in the 2026 NAPLAN, while warning that persistent achievement gaps highlight the need for long-term, First Nations-led education reform.
The 2026 NAPLAN results show Aboriginal and Torres Strait Islander students achieved their highest numeracy scores since the revised proficiency standards were introduced in 2023 in both Year 5 and Year 7. As highlighted by Education Minister Jason Clare, First Nations students recorded encouraging improvements in numeracy, particularly in Years 5 and 7. NATSIEC said these gains demonstrate that progress is possible when sustained investment is made, while reinforcing that long-term, First Nations-led reform is needed to achieve equitable outcomes for every learner. However, around one in three First Nations students continue to require additional support across literacy and numeracy, demonstrating that significant inequities remain.
NATSIEC Chief Executive Officer, Shas Jurud, a proud Bardi and Kija person, said the results showed progress was possible but reinforced the need to address the systemic barriers First Nations students continue to face.
"It's encouraging to see positive movement in some areas, particularly in numeracy, and we acknowledge the hard work of students, families, educators and communities who have contributed to these improvements," Jurud said.
"At the same time, these results remind us that too many Aboriginal and Torres Strait Islander students are still being left behind. Incremental improvements are welcome, but they cannot distract from the urgent need for systemic change."
"Closing the education gap isn't about asking our children to work harder. It's about ensuring education systems are culturally safe, responsive and designed in genuine partnership with First Nations communities."
NATSIEC said the findings reinforce what Aboriginal and Torres Strait Islander communities have consistently shared through consultations for the First Nations Education Policy (FNEP): that children thrive when education reflects their cultures, languages, identities and aspirations.
"Across the country, communities have told us that improving educational outcomes starts with recognising the strengths our children already bring to the classroom," Jurud said.
"When students feel a strong sense of belonging, see themselves reflected in what they learn and have access to culturally responsive teaching, they are more likely to engage, achieve and thrive."
NATSIEC Chair Raymond Ingrey said NAPLAN should be viewed as one measure of student learning, not the sole indicator of educational success.
"NAPLAN provides useful information about student achievement, but it doesn't tell the whole story," Ray said.
"Success for First Nations students should also be measured by cultural safety, wellbeing, attendance, belonging, language revitalisation and the strength of partnerships between schools and communities."
NATSIEC said the results reinforce the importance of the forthcoming First Nations Education Policy, which aims to create a more equitable education system by embedding First Nations voices, knowledge and leadership across every stage of education.
"The First Nations Education Policy presents an opportunity to transform education, not simply improve test scores," Jurud said.
"We know what works because communities have told us. The challenge now is ensuring governments listen and act."
ENDS
Media contact:
Bronte Charles
Communications and Engagement Officer
NATSIEC
0448 385 984
bronte.charles@natsiec.edu.au