Social Justice Report 2025 calls for stronger partnerships to improve outcomes for First Peoples

The Australian Human Rights Commission has released its Social Justice Report 2025, calling for a renewed commitment to rights-based reform, genuine partnership and self-determination to improve outcomes for Aboriginal and Torres Strait Islander peoples.
Titled A Fair and Just Future for First Peoples, the report presents a blueprint for governments, organisations and communities to work together to address long-standing inequalities while recognising the strengths, leadership and knowledge of First Peoples.
For the early childhood education and care (ECEC) sector, the report reinforces the importance of culturally safe services, community-led approaches and ensuring Aboriginal and Torres Strait Islander children grow up connected to culture, family and Country.
At the centre of the report is the principle of self-determination, the right of Aboriginal and Torres Strait Islander peoples to make decisions about the policies, services and programs that affect their communities.
The report argues that sustainable progress is achieved when First Peoples are genuine partners in decision-making rather than passive recipients of government policy. It calls for governments to strengthen accountability, embed First Peoples' voices in decision-making and invest in community-led solutions.
The report identifies the early years as a critical opportunity to improve lifelong outcomes for Aboriginal and Torres Strait Islander children.
It highlights the importance of:
- culturally safe early childhood education and care services
- strengthening support for children and families
- ensuring children remain connected to culture, kin and Country
- working alongside Aboriginal and Torres Strait Islander communities when designing and delivering services.
These priorities closely align with broader sector initiatives, including the National Quality Framework, the Aboriginal and Torres Strait Islander Perspectives within the EYLF, and Closing the Gap reforms that seek to improve outcomes through genuine partnership and shared decision-making.
Drawing on extensive engagement with First Peoples across Australia, the report highlights the value of community-led initiatives that respond to local priorities and cultural contexts.
It concludes that lasting change is more likely when Aboriginal and Torres Strait Islander communities lead the design and delivery of programs, supported by long-term investment and respectful partnerships.
Rather than relying on short-term interventions, the report encourages governments and organisations to build approaches that are sustainable, culturally responsive and informed by local knowledge.
The report makes clear that achieving a fair and just future requires action from governments, organisations and the broader community.
Among its key themes are:
- strengthening human rights protections
- supporting self-determination
- embedding genuine partnerships
- improving government accountability
- investing in long-term, community-led solutions.
For early childhood providers, the report serves as a reminder that creating culturally safe and inclusive learning environments extends beyond curriculum. It includes building respectful relationships with Aboriginal and Torres Strait Islander families and communities, valuing Indigenous knowledge systems and ensuring children develop a strong sense of identity, belonging and connection.
While the Social Justice Report 2025 spans a broad range of policy areas, its message is clear: meaningful and lasting change will require governments and organisations to move beyond consultation and work in genuine partnership with First Peoples.
For the early childhood sector, the report reinforces the important role services play in supporting equitable outcomes for Aboriginal and Torres Strait Islander children through culturally responsive practice, strong community relationships and a commitment to listening to and learning from First Peoples.
Read the full Social Justice Report 2025 here.
















