Strong and Smart is a strengths-based approach that signals a ‘belief in the capacity’ of Aboriginal and Torres Strait Islander children to perform as well as any other child, regardless of the complexity of their social and cultural context. Every child can be both Strong in identity and culture and Smart in the classroom.
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The phrase Strong and Smart was first conceptualised by Dr Chris Sarra during his time as principal at Cherbourg State School. It is described in Dr Sarra’s 2011 book Strong and Smarter – Towards a Pedagogy for Emancipation: Education for first peoples. The book draws upon Roy Bhaskar’s theory of Critical Realism to demonstrated how First Nations people have agency and can take control of their own emancipation.
Dr Sarra calls for Indigenous Australians to radically transform and not simply reproduce the identity that Mainstream White Australia has sought to foster for them. He seeks to advance the position that it is OK to be other to White Australia. The question becomes, “which other?” The Indigenous Student should not be treated as the Feared and/or Despised Other, nor should they be coerced into wholly assimilating into White culture.
The Strong and Smart philosophy is a call to action. It invites educators to be part of rewriting the narrative of Aboriginal and Torres Strait Islander education in Australia. Instead of asking students to “fit in” to a Western system. It challenges educators and communities to hold high expectations for Aboriginal and Torres Strait Islander students—not just academically, but culturally, socially, and emotionally. It asks schools to evolve—to honour Indigenous ways of Knowing, Being and Doing, and to provide culturally appropriate pathways to success.
This vision is transformative. It empowers educators to challenge the status quo. It asks educators to see students as capable, resilient, and full of promise, and to create learning environments that reflect those beliefs.
Being strong means having pride in one’s identity, culture, and community. Being smart means recognising and nurturing the intellectual potential of every student. When we believe that every student can be strong and smart, we create a future where education is equitable, inclusive, and full of possibility.
Strong and Smart classrooms are places where high expectations and cultural responsiveness go hand in hand. These environments are inclusive, strength-based, and built on meaningful relationships. Educators are encouraged to move beyond deficit thinking and instead focus on what students bring to the classroom—their knowledge systems, lived experiences, and cultural identities.
Creating these classrooms requires a mindset shift. It’s not just about implementing strategies; it’s about adopting a new way of seeing students and their potential. When educators embrace the Stronger Smarter Approach, they help build a shared language and ethos across the school, where wellbeing and academic success are both prioritised. This leads to greater engagement, stronger relationships, and improved outcomes for all students.
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The Productivity Commission’s 2016 report on Overcoming Indigenous Disadvantage (OID) is the seventh report looking at the wellbeing for Aboriginal and Torres Strait Islanders nationally in relation to the Council of Australian Governments (COAG) targets and action areas.
The Productivity Commission’s research paper released in June 2016 analyses ACARA datasets for Year 3 and Year 5 primary students that link student demographics and school characteristics to NAPLAN results.
