275. In 2017, the percentage of Aboriginal and Torres Strait Islander students that met the national literacy and numeracy standards were much lower when compared to their non-Indigenous peers. A full data set is available from 2008. 250 276. In 2017, an average 78.6% of Aboriginal and Torres Strait Islander students met the national literacy and numeracy standards, compared to an average 95.6% of non-Indigenous students.251 8.3 LGBTI children 277. Children who are part of, or assumed to be a part of, lesbian, gay, bisexual, transgender and gender diverse or intersex populations can face particular difficulties at school, as well as more generally. 278. The Commission’s report on Resilient Individuals: Sexual Orientation, Gender Identity & Intersex Rights identified the following concerns: • harassment and abuse at school and concerns for safety • lack of visibility in LGBTI representation in school policy, curriculum and leadership • lack of comprehensive sexual health education.252 279. Particular concerns were also raised about religious schools and the appropriateness of school chaplaincy programs.253 8.4 Inclusive education 280. Through COAG, Australian state and territory governments have agreed to report annually, in a nationally consistent way on students with disability, receiving support to enable them to participate in education on the same basis as other students. A full set of data is available from 2015.254 281. In 2017, the Nationally Consistent Collection of Data on School Students with Disability identified 724,624 students receiving such support (18.8%).255 282. The most frequently identified category of disability was ‘cognitive’ (10.4%).256 283. While it is useful to have this information, it is also critical to know how many children did not qualify for support or could not access mainstream schools. Some students are discouraged from enrolling or not allowed to 47