Delegates from the Aboriginal Education Officers’ group sat down at PSA House in August 2026 to undergo training with Organiser Monique Anderson and Senior Organiser and Trainer Glenn Duncan.

Aboriginal Education Officers (AEOs) work to provide support to First Nations students and their families.

“It is a hands-on job that requires these Officers to dedicate their time to nurture and guide these children through their schooling and to overcome adversity in their school environment,” said PSA CPSU NSW President Nicole Jess.

Three new delegates have joined for the group. Diana Flanders (pictured right), Patricia Daniel (third from right) and Fiona Ritchie (second from right), who are all proud Aboriginal Education Officers in their communities. Passionate and involved in the education system ready to “learn more and uplift the community,” said Ms Ritchie.

The AEO group has partnered with the PSA to strengthen workplace support. Delegates have stepped up into these representative roles with the shared desire to improve the workplace conditions of AEO staff. Throughout the training delegates expressed both personal and indirect experiences with AEOs facing harassment or exploitation from staff and children. Ms Daniel added “the treatment of our staff is really sad”.

Mr Duncan said the purpose of these sessions is to “empower people to actually want to stand up for themselves” by providing delegates the tools to become confident in advocating for members.

“This is where the PSA training comes into play,” he said. “Gathering these representatives and providing the skills to navigate workplace policies, such as understanding of employment rights and support work colleagues. Developing delegates with PSA training is essential for these groups especially the AEOs as it establishes a direct link between their members and the union.

“Public service matters, and we are ensuring these workers have a stronger voice, and fair workplace treatment.”

Ms Daniel spoke about her role as an AEO.

“My job is to be there for the children and their families to allow them to feel comfortable and supported, it goes way beyond just school hours,” she said.

Ms Daniel said the role not only involves hands-on support with Indigenous students, you also must work to educate non-indigenous students and staff to establish a culturally inclusive classroom.

She said despite the vital role as an AEO, “you are stuck between a rock and a hard place”, revealing the struggle AEOs face with working under a “white system” whilst trying to acknowledge and uphold their cultural beliefs.

“It comes with a whole lot of traumas,” said Ms Daniel, who also discussed how the difference between cultural beliefs and systemic rules often contribute to conflict and disputes between families and the schools, placing stress on AEO workers as their relationships with their students and their families can be strained as a result.

“Our training equips these representatives, and the PSA is working closely with AEOs to ensure the voices of Aboriginal workers are represented and empowered,” said Mr Duncan. “The AEO group is strengthening their delegates and therefore to build the connection between workers and their union, helping to create more inclusive workspace and give Aboriginal Education Officers a stronger voice in shaping their work conditions.”