This workshop features an interactive discussion based on a film that aims to address some of the major challenges for teachers in remote schools – adapting to new cross-cultural postings, understanding the difficult behaviours they experience in the classroom, and developing authentic relationships with students and community members.

Time Trails: Kowanyama is a documentary for educators new to this remote Aboriginal community in Cape York, Queensland. It was produced in 2021 by SUN (Schools Up North), a mental-health capacity building program within YETI (Youth Empowered Towards Independence), based in Cairns.
Framed by a socio-historical presentation by Dr Ernest Hunter, community members share stories from their lived experiences of events featured in the presentation, and their views on education.

In the documentary, Dr Hunter responds to a common school and clinical presentation of a fictional young person by expanding the scope of understanding to encompass three generations of dramatic social change, highlighting the far-reaching impacts of socio-historical factors on family life and child development. The story is framed within a history of governmental management of Indigenous populations in Cape York and integrates 30 years of locally specific mental health research findings.
This workshop facilitates an interactive discussion based on both the film and its performative evaluation. It will demonstrate how participants can use the resource to generate an understanding that history has impacts, that those impacts influence families and have consequences for children’s mental health and school engagement.

It also discusses how organisations can support tailored, community-driven initiatives that build respectful relationships with the communities in which they live and work.

The workshop concludes with an explanation of how the Time Trails set of five documentaries, produced by SUN with community members in Cape York, can be made available for use more broadly.

Three Key Learnings:

1. Greater awareness of the impact of socio-historical policies and their continued influence on intergenerational wellbeing in remote communities.
2. Importance of developing context-informed teacher agency to support student mental health and educational engagement.
3. Embedding tailored, community-driven initiatives in local settings, is a sustainable approach to building relationships between schools, families and organisations.

This workshop features an interactive discussion based on a film that aims to address some of the major challenges for teachers in remote schools – adapting to new cross-cultural postings, understanding the difficult behaviours they experience in the classroom, and developing authentic relationships with students and community members.

Time Trails: Kowanyama is a documentary for educators new to this remote Aboriginal community in Cape York, Queensland. It was produced in 2021 by SUN (Schools Up North), a mental-health capacity building program within YETI (Youth Empowered Towards Independence), based in Cairns.
Framed by a socio-historical presentation by Dr Ernest Hunter, community members share stories from their lived experiences of events featured in the presentation, and their views on education.

In the documentary, Dr Hunter responds to a common school and clinical presentation of a fictional young person by expanding the scope of understanding to encompass three generations of dramatic social change, highlighting the far-reaching impacts of socio-historical factors on family life and child development. The story is framed within a history of governmental management of Indigenous populations in Cape York and integrates 30 years of locally specific mental health research findings.
This workshop facilitates an interactive discussion based on both the film and its performative evaluation. It will demonstrate how participants can use the resource to generate an understanding that history has impacts, that those impacts influence families and have consequences for children’s mental health and school engagement.

It also discusses how organisations can support tailored, community-driven initiatives that build respectful relationships with the communities in which they live and work.

The workshop concludes with an explanation of how the Time Trails set of five documentaries, produced by SUN with community members in Cape York, can be made available for use more broadly.

Key Learnings:

1. Greater awareness of the impact of socio-historical policies and their continued influence on intergenerational wellbeing in remote communities.
2. Importance of developing context-informed teacher agency to support student mental health and educational engagement.
3. Embedding tailored, community-driven initiatives in local settings, is a sustainable approach to building relationships between schools, families and organisations.

This workshop features an interactive discussion based on a film that aims to address some of the major challenges for teachers in remote schools – adapting to new cross-cultural postings, understanding the difficult behaviours they experience in the classroom, and developing authentic relationships with students and community members.

Time Trails: Kowanyama is a documentary for educators new to this remote Aboriginal community in Cape York, Queensland. It was produced in 2021 by SUN (Schools Up North), a mental-health capacity building program within YETI (Youth Empowered Towards Independence), based in Cairns.
Framed by a socio-historical presentation by Dr Ernest Hunter, community members share stories from their lived experiences of events featured in the presentation, and their views on education.

In the documentary, Dr Hunter responds to a common school and clinical presentation of a fictional young person by expanding the scope of understanding to encompass three generations of dramatic social change, highlighting the far-reaching impacts of socio-historical factors on family life and child development. The story is framed within a history of governmental management of Indigenous populations in Cape York and integrates 30 years of locally specific mental health research findings.
This workshop facilitates an interactive discussion based on both the film and its performative evaluation. It will demonstrate how participants can use the resource to generate an understanding that history has impacts, that those impacts influence families and have consequences for children’s mental health and school engagement.

It also discusses how organisations can support tailored, community-driven initiatives that build respectful relationships with the communities in which they live and work.

The workshop concludes with an explanation of how the Time Trails set of five documentaries, produced by SUN with community members in Cape York, can be made available for use more broadly.

Three Key Learnings:

1. Greater awareness of the impact of socio-historical policies and their continued influence on intergenerational wellbeing in remote communities.
2. Importance of developing context-informed teacher agency to support student mental health and educational engagement.
3. Embedding tailored, community-driven initiatives in local settings, is a sustainable approach to building relationships between schools, families and organisations.

This workshop features an interactive discussion based on a film that aims to address some of the major challenges for teachers in remote schools – adapting to new cross-cultural postings, understanding the difficult behaviours they experience in the classroom, and developing authentic relationships with students and community members.

Time Trails: Kowanyama is a documentary for educators new to this remote Aboriginal community in Cape York, Queensland. It was produced in 2021 by SUN (Schools Up North), a mental-health capacity building program within YETI (Youth Empowered Towards Independence), based in Cairns.
Framed by a socio-historical presentation by Dr Ernest Hunter, community members share stories from their lived experiences of events featured in the presentation, and their views on education.

In the documentary, Dr Hunter responds to a common school and clinical presentation of a fictional young person by expanding the scope of understanding to encompass three generations of dramatic social change, highlighting the far-reaching impacts of socio-historical factors on family life and child development. The story is framed within a history of governmental management of Indigenous populations in Cape York and integrates 30 years of locally specific mental health research findings.
This workshop facilitates an interactive discussion based on both the film and its performative evaluation. It will demonstrate how participants can use the resource to generate an understanding that history has impacts, that those impacts influence families and have consequences for children’s mental health and school engagement.

It also discusses how organisations can support tailored, community-driven initiatives that build respectful relationships with the communities in which they live and work.

The workshop concludes with an explanation of how the Time Trails set of five documentaries, produced by SUN with community members in Cape York, can be made available for use more broadly.

Three Key Learnings:

1. Greater awareness of the impact of socio-historical policies and their continued influence on intergenerational wellbeing in remote communities.
2. Importance of developing context-informed teacher agency to support student mental health and educational engagement.
3. Embedding tailored, community-driven initiatives in local settings, is a sustainable approach to building relationships between schools, families and organisations.