Your Community Health – Walking Together

Colonisation has left a profound and far-reaching impact on First Nations peoples, disrupting families, communities, culture and connections to Country. Compounded by generations of systemic exclusion and discrimination, colonisation has caused
ongoing injustices, “People think this is a problem of the past, but colonisation is still happening today.” Participants described colonisation as impacting the following:

Health and Wellbeing Inequity
Participants highlighted the lasting impact of colonisation on the health and wellbeing of First Nations peoples. Colonisation introduced diseases such as smallpox, influenza, and measles, while disrupting healthy, sustainable traditional diets through exploitative systems like the payment of tobacco and sugar. Traditional healing practices, deeply tied to culture and land, were actively suppressed.

Colonial healthcare systems were designed exclusively for settlers, excluding Aboriginal people or subjecting them to substandard care. Many were denied admission to mainstream hospitals, segregated into different wards, or forced to rely on poorly resourced “native hospitals” or missions. Healthcare settings also became sites of trauma, with practices such as the forced removal of children further entrenching systemic barriers to access and fostering widespread mistrust. Discrimination in healthcare persists today, through systemic biases, cultural unsafety, and barriers to access, leading to delayed treatment, underdiagnosis, and inequitable care for First Nations peoples.

First Nations peoples experience disproportionately higher rates of social and emotional wellbeing challenges, chronic illnesses, including diabetes, cardiovascular disease, and respiratory conditions, and a life expectancy approximately 10 years shorter than non-Indigenous Australians. These health inequities are deeply rooted in the enduring impacts of colonisation and intergenerational trauma. One participant stated, “As a healthcare worker, I have witnessed firsthand the stark disparities in health outcomes between Aboriginal and non-Indigenous peoples. First Nations peoples continue to face higher rates of preventable illnesses, reduced access to quality care, and lower life expectancy. These disparities are the result of historical injustices,
systemic racism, and the intergenerational impacts of colonisation.”

White Superiority and Cultural Suppression
White superiority and the ideology of “White Australia” were central to the colonisation of Australia, embedding systemic racism into laws, policies, and societal attitudes. These structures have perpetuated dispossession, cultural erasure, and inequities experienced by First Peoples. As one participant observed: “The whole presumption that ‘white way is the right way’ took away the Aboriginal spiritual and cultural view of the world, imposing white culture. It took away spiritual connections to land, sea and rivers.” Others noted the profound impact of settlers suppressing First Nations spirituality and imposing Catholic practices, as spirituality nurtured purpose, connection, identity, and resilience, which are essential for overall wellbeing.

Forced assimilation policies inflicted profound harm, eroding language, identity, and traditional practices, causing intergenerational trauma and disrupting kinship systems. This cultural erosion has resulted in a loss of identity that persists today, with many working to re-learn practices that were taken away. Despite progress, white ways of being still dominate Australian culture, and the legacy of white superiority continues to create barriers for First Nations peoples. One participant noted, “More Aboriginal people are in care now than ever before,” highlighting that the trauma of the Stolen Generations remains ongoing.

Intergenerational Trauma
The massacres, the Stolen Generations, and systemic dispossession caused immense trauma, with lasting effects that continue to impact families and communities today. We now know that stress and trauma from colonisation affects DNA that can be passed down to future generations, impacting health and wellbeing, a concept known as epigenetic inheritance. Intergenerational trauma is compounded by ongoing systemic racism and inequities, preventing healing and perpetuating cycles of disadvantage. This legacy of trauma, compounded by continued loss of land, language, and identity, continues to impact the health and wellbeing of First Nations peoples.

Disregarding Care for Country
First Nations peoples have cared for and managed the land for tens of thousands of years, with deep knowledge of sustainable practices that nurtured ecosystems and biodiversity. However, this knowledge was disregarded during colonisation, contributing to ineffective land management, environmental degradation, and the exacerbation of climate change and extreme weather events. “Fire management and caring for Country were disregarded, and now we’re facing the consequences.” Climate change is now the biggest global health threat of the 21st century and disproportionately impacts the health and wellbeing of First Nations peoples.

Amidst these challenges, participants reflected on the strength and resilience of First Nations communities. As one participant shared, “There is a deep thread of resilience. Sharing stories and doing so much to educate.”

The stories of survival and the ongoing fight for justice stand as a testament to this enduring resilience.

For many participants, their experiences of learning about First Nations history and culture were minimal or entirely absent. “I have no recollection of learning anything in school” one participant shared. This sentiment was echoed widely, with many
reflecting on how the education system prioritised white narratives while erasing First Nations histories. Key themes included:

Neglect of Truth-Telling
The curriculum often failed to acknowledge or adequately explore the sophisticated social, governance, and environmental systems that thrived for tens of thousands of years before colonisation. Instead, it perpetuated the myth of Australia as ‘terra nullius’ (land belonging to no one), denying the sovereignty of First Nations peoples.

Participants reflected on the absence of Australia’s true history in primary and secondary schools, highlighting the false narrative that Australia was “discovered” and often described as a “young country”—ignoring its status as home to the oldest continuing culture on Earth. “It was always about Captain Cook,” one participant noted, as many recalled being taught to revere Cook as a hero. History lessons frequently glorified the achievements of settlers, while downplaying or completely omitting the violent dispossession, massacres, and systemic oppression inflicted on Aboriginal and Torres Strait Islander peoples. Furthermore, the systemic discrimination, forced removals (such as the Stolen Generations), and policies of assimilation were neither adequately taught nor contextualised.

This lack of truth-telling left students with a limited understanding of Australia’s history and the structural and ongoing impacts of colonisation, perpetuating ignorance and bias.

Deficit-Focussed
Despite being home to the longest continuing culture on the planet—a legacy that should be celebrated—First Nations peoples and cultures have often been framed through a problem-saturated narrative. Rather than honouring Aboriginal resilience, wisdom, and enduring contributions, the focus has too often been on disadvantage and deficit. This neglects the many stories of survival, strength, and cultural continuity.

Where formal education failed, media filled in the gaps—but often with harmful stereotypes. “The media I consumed growing up was completely negative,” one participant recalled as others reflected on the ‘problem-saturated’ representation
of First Nations communities.

For First Nations individuals, such narratives can lead to a diminished sense of pride and belonging. For non-First Nations individuals, it reinforces stereotypes and perpetuates racism and white superiority.

Delayed Learning
For many participants, exposure to Australia’s true history did not occur until much later in life. As one participant reflected, “It wasn’t until I went to University and chose Aboriginal health as an elective that I began to learn about Aboriginal health
and history.” For many, tertiary education and workplace training became their first exposure to understanding the realities of colonisation and First Nations cultures. However, relying on optional education pathways or workplace initiatives
represents a significant missed opportunity to embed this understanding earlier in life.

Neglecting truth-telling in early education is particularly harmful, as it instils foundational biases and beliefs that are much harder to ‘un-learn’ in adulthood.

When children are taught distorted versions of history, these narratives shape the way they view First Nations peoples and cultures, often reinforcing stereotypes and falsehoods. This lack of early understanding not only perpetuates bias but
also obstructs the development of respect, cultural awareness, and allyship efforts later in life.

New Zealand Comparison
Participants who had experiences outside Australia noted the differences in education systems. A participant from New Zealand shared, “We learned about Treaty principles, language, and culture all through school. It was embedded. I was shocked at the difference when I moved to Australia.” Another participant added, “When you arrive in New Zealand, you immediately see and feel the recognition of Māori culture.” In New Zealand, truth-telling about Māori culture is embedded into the education system through the inclusion of te reo Māori language, Māori history, and cultural practices in school curriculums, promoting greater awareness and respect for Māori heritage. New Zealand’s formal commitment to the Treaty of Waitangi has led to an emphasis on reconciliation and the acknowledgment of historical injustices, including the impact of colonisation.

Hopeful Shifts in Early Years
Some participants noted encouraging changes in how their children are being educated about First Nations’ peoples and cultures. One parent shared, “My child is being exposed to Acknowledgements of Country and stories from Elders.”

Others observed that their children had access to First Nations stories and books in early childhood education, with some kindergartens incorporating activities focused on First Nations languages, traditions, and protocols. However, participants expressed uncertainty about whether these shifts were specific to individual schools/kindergartens, or were part of a broader, state-wide curriculum integration.

Participants provided actionable steps for non-First Nations Victorians to support truth-telling and Treaty, emphasising the importance of allyship, education, and accountability. Suggestions were:

Educate Yourself
Many participants emphasised the importance of individuals taking responsibility for their own learning. “There is so much information out there, don’t always rely on First Nations peoples to teach you,” one person said. This involves reading, attending events, and engaging with First Nations media. One participant highlighted, “It starts from the home. If your children ask you questions, be able to have some knowledge to answer.” Another participant pointed out the cultural load placed on First Nations peoples to educate others, noting how taxing it can be, “The learning is centred on trauma, trying to convince the population that the problem still exists.” Another participant agreed, acknowledging the unfair expectation of First Nations peoples re-telling trauma to educate others “without balance in the discussion of strength of celebration of spirit, culture and knowledge of the community.”

Challenge Racism
Participants urged non-First Nations people to call out racism whenever they encounter it, this includes dinner-time conversations with friends and family, as well as being an active bystander when someone is experiencing racism. Participants identified that there is a tendency to back away from challenging racism to maintain harmony, “You are the problem you walk past. There is a large part of the population content with living in a culture that still perpetrates harm. There is a tendency to look the other way and plead ignorance to abate the cognitive dissonance that would result if they acknowledged there was systematic repression and they are complicit or even perpetrators of it” one participant said.

Support Self-Determination
Participants emphasised the importance of self-determination, urging all Australians, particularly governments and institutions, to listen to First Nations peoples. As one participant stated, “Blak fellas know what Blak fellas need.”

Non-Indigenous people can support self-determination by advocating for policies that recognise and respect Aboriginal rights, land ownership, and governance systems, while challenging the systems of oppression that hinder First Nations autonomy. It is crucial that these efforts amplify the voices of Aboriginal communities and ensure they lead the way in decisions that affect their futures.

Amplify Aboriginal Voices and Advocate for Systemic Change
Amplifying Aboriginal voices involves actively listening to First Nations leaders and communities and sharing their stories, “Social media is a powerful tool for elevating Aboriginal voices, particularly when media often presents biased perspectives.” Non-Indigenous people can also advocate for systemic change by signing petitions, attending rallies, and supporting Aboriginal-led movements that call for justice, land rights, and policy reforms. These actions demonstrate solidarity and help amplify the voices of Aboriginal communities.

Additionally, participating in these activities raises awareness among broader audiences and pressures institutions and governments to take meaningful action. “We are only 3% of the population, we can’t do all the work,” an Aboriginal participant reminded.

Reparations
Non-First Nations Victorians can contribute to truth-telling by supporting reparations initiatives. One example is the ‘Pay the Rent’ campaign, which encourages non-Indigenous Australians to financially contribute to the empowerment and self-determination of First Nations communities. By participating in such initiatives, individuals help address historical injustices and support the efforts of First Peoples to reclaim their land, culture, and rights. This form of reparative action is a tangible way to engage with truth-telling.

Support Truth-Telling Initiatives
Participants called for greater engagement with initiatives like cultural events and storytelling projects. By participating in these events, people can deepen their understanding of First Nations histories, hear firsthand accounts from Aboriginal peoples, and engage in conversations that challenge misconceptions and promote healing. Supporting these events shows a commitment to learning, listening, and standing in solidarity with First Peoples in their pursuit of justice and recognition

Participants provided actionable steps for non-First Nations Victorians to support truth-telling and Treaty, emphasising the importance of allyship, education, and accountability. Suggestions were:

Educate Yourself
Many participants emphasised the importance of individuals taking responsibility for their own learning. “There is so much information out there, don’t always rely on First Nations peoples to teach you,” one person said. This involves reading, attending events, and engaging with First Nations media. One participant highlighted, “It starts from the home. If your children ask you questions, be able to have some knowledge to answer.” Another participant pointed out the cultural load placed on First Nations peoples to educate others, noting how taxing it can be, “The learning is centred on trauma, trying to convince the population that the problem still exists.” Another participant agreed, acknowledging the unfair expectation of First Nations peoples re-telling trauma to educate others “without balance in the discussion of strength of celebration of spirit, culture and knowledge of the community.”

Challenge Racism
Participants urged non-First Nations people to call out racism whenever they encounter it, this includes dinner-time conversations with friends and family, as well as being an active bystander when someone is experiencing racism. Participants identified that there is a tendency to back away from challenging racism to maintain harmony, “You are the problem you walk past. There is a large part of the population content with living in a culture that still perpetrates harm. There is a tendency to look the other way and plead ignorance to abate the cognitive dissonance that would result if they acknowledged there was systematic repression and they are complicit or even perpetrators of it” one participant said.

Support Self-Determination
Participants emphasised the importance of self-determination, urging all Australians, particularly governments and institutions, to listen to First Nations peoples. As one participant stated, “Blak fellas know what Blak fellas need.”

Non-Indigenous people can support self-determination by advocating for policies that recognise and respect Aboriginal rights, land ownership, and governance systems, while challenging the systems of oppression that hinder First Nations autonomy. It is crucial that these efforts amplify the voices of Aboriginal communities and ensure they lead the way in decisions that affect their futures.

Amplify Aboriginal Voices and Advocate for Systemic Change
Amplifying Aboriginal voices involves actively listening to First Nations leaders and communities and sharing their stories, “Social media is a powerful tool for elevating Aboriginal voices, particularly when media often presents biased perspectives.” Non-Indigenous people can also advocate for systemic change by signing petitions, attending rallies, and supporting Aboriginal-led movements that call for justice, land rights, and policy reforms. These actions demonstrate solidarity and help amplify the voices of Aboriginal communities.

Additionally, participating in these activities raises awareness among broader audiences and pressures institutions and governments to take meaningful action. “We are only 3% of the population, we can’t do all the work,” an Aboriginal participant reminded.

Reparations
Non-First Nations Victorians can contribute to truth-telling by supporting reparations initiatives. One example is the ‘Pay the Rent’ campaign, which encourages non-Indigenous Australians to financially contribute to the empowerment and self-determination of First Nations communities. By participating in such initiatives, individuals help address historical injustices and support the efforts of First Peoples to reclaim their land, culture, and rights. This form of reparative action is a tangible way to engage with truth-telling.

Support Truth-Telling Initiatives
Participants called for greater engagement with initiatives like cultural events and storytelling projects. By participating in these events, people can deepen their understanding of First Nations histories, hear firsthand accounts from Aboriginal peoples, and engage in conversations that challenge misconceptions and promote healing. Supporting these events shows a commitment to learning, listening, and standing in solidarity with First Peoples in their pursuit of justice and recognition