A Charles Sturt University (CSU) PhD student will graduate today knowing her research has, and will continue to change the lives of Indigenous Australians.

Ms Erin Hunter will graduate with a Doctor of Education (EdD) from CSU's Faculty of Education in Bathurst today, Wednesday 16 December.

Her thesis is titled 'One foot in both worlds: providing a city education for Indigenous Australian children from a very remote community – a case study'. It explores effective ways to engage Indigenous children in education and ensure they have access to secondary and tertiary education pathways.

The basis of Ms Hunter's EdD is an Indigenous education program that links a remote Indigenous school in the Tanami Desert in the Northern Territory, with two Sydney schools which are providing the education for selected secondary students from the remote community. The program is a result of a foundation Ms Hunter established in 2010 after many years teaching in remote parts of the Northern Territory.

"As a teacher at this very remote community I saw first-hand the limited opportunities that are available to Indigenous students in isolated communities," Ms Hunter said.

"There is no secondary school in this community and students who want to further their studies need to travel to a capital city, usually Darwin (1500kms north). Only one student from this area in 40 years had completed secondary schooling and until this year, no student had been accepted to university."

In 2007 Ms Hunter organised two trips for her students to Sydney to explore the city and the opportunities available. Afterwards, the community suggested that selected students be given the opportunity to attend school in Sydney.

After failing to find a support service that would cater for these students, Ms Hunter established a relationship with a secondary school in Sydney, organised bursaries and scholarships, and after moving to Sydney herself, provided support and guardianship to the students.

Ms Hunter's EdD studied this program over a period of six years, over which time fourteen children from the remote community have studied in Sydney. Her thesis argues that programs such as this are a way forward for Indigenous students from other remote areas of Australia, if care is taken in a western context not to compromise their home culture or language.

Ms Hunter's thesis highlights a gap in support services available to very remote students, and students who have English as their third or fourth language. It also identifies key features of effective education support services.

"There are a number of factors that influence a student's success when they relocated away from their community to further their studies," Ms Hunter said.

"These include financial and in-kind support for students to return to their community every holiday and for special occasions, unwavering family and community encouragement, and an effective, open relationship between the school, the foundation and the student's family."

The students' years spent at school in Sydney, even if they did not complete the HSC, have led to significant improvements in academic outcomes in literacy and numeracy well beyond the level available at the community school. All of the students have improved their interpersonal skills and confidence, and now have access to expanded post-school options both for themselves and their community.

"We have just had our first student graduate from year 12 and she has been made an early offer to study at university. She is a wonderful role model and a testament to what effective, culturally appropriate support systems can achieve," Ms Hunter said.

Ms Hunter hopes her findings will influence government and community alike.

"There needs to be greater government understanding and support for services that nurture students from remote communities. We need to open our eyes to the unique challenges these students face and get to know their culture, language and family as they aim to be active members of a Western community and successfully live in their two worlds," Ms Hunter said.