Cultural safety in schools
Queensland Teachers' Journal, Vol 130 No 7, 3 October 2025, page no 14.
When we use the term "cultural safety" in workplaces, we are refering to an environment in which employees and students from diverse cultural backgrounds feel respected and valued, and are free from all forms of discrimination, racism and harassment.
Cultural safety is more than cultural awareness, cultural capability and cultural sensitivity — it is established by ensuring that workplaces do not diminish, demean, or disempower employees' or students' cultural identity.
Cultural safety in education facilities involves: respect for cultural identity, inclusive practices, empowerment, awareness and training, and the provision of safe and supportive environments.
Below is what a culturally safe school looks like, and what makes a culturally unsafe school.
| Safe | Unsafe | ||
|---|---|---|---|
 |
Staff/leaders acknowledging that they do not need to fill the silence and should allow First Nations voices be heard | X | Eye rolling and body language during Acknowledgement of Country |
|
Posters/flyers displaying all cultures/nations | X | Front office staff (rudeness sets the tone for the school) |
|
Flags flying | X | Staff talking down about parenting (attendance, medical, sleep, behaviour) |
|
Yarning Circle spaces | X | Exclusionary language |
|
Representation in leadership positions and in decision-making | X | Know-it-alls! (opinions) |
|
Commitment to ongoing improvement/development (eg. PD) | X | Leaders questioning the worth of a cultural activity |
|
Understanding of Kinship commitments and roles within customs | X | Negative language used by students |
|
Protocol around Sorry Business and Sad News | X | No visual displays |
|
Support for embedding perspectives and truth-telling – inquisitive staff ask questions in a respectful manner and engage in conversation with First Nations content | X | Staff not knowing the Country they are on (ignorance) |
|
Inclusion in communication (asking and hearing) | X | Unsupportive leadership (principal, HOD) |
|
Strengths-focused, not deficit | X | Uninformed ignorant staff (negative attitudes, throw-away comments) |
|
Welcoming staff (greetings) | X | Staff questioning your culture, rights, or entitlements |
|
Purposeful and genuine use of First Nations resources | X | Hierarchy of power |
|
Prep activities (First Nations, on Country) | X | Staff not familiarising themselves with Community ways (what to do or not to do in the Community) |
|
Acknowledgement of Country (intentional, contextual) | X | Staff saying that First Nations parents don’t care (because they don’t seem active at school) |
|
Seeking out First Nation voices and privileging them when involving First Nations business | ||
|
Local language represented in school buildings | ||
|
Local artwork displayed in school | ||