Australian Human Rights Commission Respect at Uni Interim Report December 2024 Academics at the Study’s initial First Nations Academics roundtable also outlined some of the practical challenges for First Nations students, particularly as many are ‘first in family’ attending university and can struggle with the transition to university. The path to student disengagement can start with seemingly minor practical issues, for instance: Knowing where to find classes, being late and not wanting to walk into class by yourself, not knowing how to access resources or libraries, not knowing what to do if you need to hand an assignment in late. 37 These issues are often compounded by lack of social and cultural support and financial pressures, such as: Cost of living, moving off country, having to find student accommodation… trying to balance work and family commitments, family getting sick and people having to leave university to go back to country to care for family members. 38 Where culturally safe support from specialist First Nations units is provided to students, the Commission heard of significantly improved outcomes for students. However, resourcing is a significant constraint, with unsustainable workloads for staff. The impact of racism in universities has recently been an area of focus for the Yoorrook Justice Commission, the truth-telling inquiry into historical and ongoing injustice against First Nations People in Victoria. Yoorrook received submissions and heard evidence from a number of First Nations academics, as well as Victorian universities. For instance, the submission from the Indigenous Law and Justice Hub at Melbourne Law School, highlighted that: Law schools have not been culturally safe places for Indigenous students, lawyers and legal scholars. A lot of harm has been caused and there is a lot of healing which needs to be enabled. 39 In Commission consultations, postgraduate First Nations students shared examples of racist language and regularly having individual achievements undermined as ‘special treatment’ rather than a result of merit. The effects of derogatory comments can be extensive, affecting both staff and students. Consultation participants suggested that some First Nations students are reluctant to access supports such as ISSP as they want to avoid other students criticising them for a ‘handout’ or special treatment. This undermines equity measures designed to address the historical and systemic racism and discrimination faced by First Nations students. 35