Seen, heard, inspired: How positive teacher interpersonal style fosters university aspirations in Indigenous students

Abstract

Teachers are widely recognised as pivotal figures in shaping students’ personal development and academic trajectories. Empirical evidence demonstrates that positive teacher–student relationship-characterised by high expectations, cultural responsiveness, and genuine care-are associated with improved educational outcomes for Indigenous students, including regular attendance, enhanced retention rates, and increased academic achievement. However, limited research has examined whether, and how, such positive teacher influences extend to long-term educational pathways, particularly university aspirations. Understanding this relationship is critical, as aspirations are considered precursors to actual educational attainment and are central to the broader Indigenous higher education equity agenda in Australia. Drawing on data from the Longitudinal Study of Indigenous Children and employing multivariate regression analyses, this study examined the link between teachers’ interpersonal style and university aspirations among Indigenous students aged 10–15 years (n = 1081). The findings revealed that teachers who create learning environments in which Indigenous students experience enjoyment, respect, validation, and care are more likely to foster university aspirations. This relationship is largely mediated by strong cultural identity affirmation, whereby Indigenous students feel secure and proud of their cultural identity within the classroom context. These findings suggest that teacher professional development initiatives should extend beyond basic cultural awareness training to encompass the development of interpersonal competencies necessary for establishing positive and culturally affirming relationships with Indigenous students.