根据澳大利亚土著和托雷斯海峡岛民的健康和福利(健康信息网，2015):“土著澳大利亚人遭受的疾病负担估计是澳大利亚总人口中疾病负担的2.5倍。必须承认，在大多数情况下，土著人民的大多数健康问题并非源自土著民族(卫生信息网，2015年)。有时很容易就能识别出有健康问题的人，但这是相互关系，而不是因果关系。身体健康和福祉，社会能力，情绪成熟，语言和认知技能，沟通技能和常识是许多好处，从学校出勤率高(Kids Matter, n.d.)。就学校教育而言，《改善教育体验》(2006)指出，不明原因的缺勤是影响原住民学生教育的主要健康因素之一。研究发现，无故缺勤超过10天的学生比无故缺勤的学生成绩较差的可能性高出两倍(改善教育体验，2006年)。来自《信息棒》(2002)的Sarra有策略地祝贺一个班级，这个班级在记录了一个学期之后没有无故缺课，并向其他学生解释，无故缺课既不强壮也不聪明，他的期望更高。另外，《信息棒》(Message Stick, 2002)讲述了教育工作者走进一些孩子的家里，让他们做好上学的准备。原因不明的缺勤对教育的影响包括学生对学习的消极态度，学校社区和不良的情绪健康，因为他们不“属于”(改善教育体验，2006年)。通过使用坚强和聪明的座右铭在学生中建立韧性，萨拉教导孩子们，如果他们在他们的内心是坚强的，在他们的头脑是聪明的，没有人可以轻视他们(Message Stick, 2002)。瑟堡通过关注情绪健康和减少原因不明的缺勤，证明了将健康与教育结合起来的良好做法(信息棒，2002年)。通过高的出勤记录,澳大利亚Government1(无日期)提到,所有学生将受益主动与学校社区通过建立信任的关系基于共同的价值观,共同的决策和共同的期望,为护理人员提供机会获得积极的教育经历,展示学校的价值和积极的文化,积极推广教育对儿童的益处，尊重土著人和土著文化。
According to Health and Welfare of Australia’s Aboriginal & Torres Strait Islander Peoples (Health Info Net, 2015): ‘The burden of disease suffered by Indigenous Australians is estimated to be two-and-a-half times greater than the burden of disease in the total Australian population. It is important to acknowledge that most health issues among Indigenous people do not, in most cases, stem from Indigeneity (Health Info Net, 2015). Sometimes it is easy to identify the person with the health issue, but there is a correlation not a causal relationship. Physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills and general knowledge are many of the benefits that come from a high record of school attendance (Kids Matter, n.d.).When it comes to schooling specifically, Improving the Educational Experience (2006) explains that unexplained absences are one of the major health factors which affect the education of Aboriginal students. It has been found that students who have more then ten days of unexplained absences are twice more likely to have low academic performance then students who have no unexplained absences (Improving the Educational Experience, 2006). Sarra from Message Stick (2002) strategically congratulates a class which has zero unexplained absences after recording for a school term and explains to the other students that having unexplained absences is not strong and smart, and that his expectations are higher. Alternatively, Message Stick (2002) tells of educators going into the homes of some children and getting them ready, to come to school. The impact that unexplained absences have on education include students having negative attitudes towards learning, the school community and poor emotional health as they do not ‘belong’ (Improving the Educational Experience, 2006). By using the strong and smart motto to build resilience in the students, Sarra teaches the children that if they are strong in their hearts and smart in their heads, no one can belittle them (Message Stick, 2002). By focusing on emotional health and reducing unexplained absences, Cherbourg demonstrates good practice in incorporating health with education (Message Stick, 2002). By having a high attendance record, The Australian Government1 (n.d.) mentions that all students will benefit proactively through establishing relationships of trust with the school community based on shared values, shared decision-making and shared expectations, provide opportunities for carers to obtain positive educational experiences, demonstrate the value and positive culture of schools, actively promote the benefits education can provide to children and respect for Aboriginal people and culture.