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This paper examines young people's perceived vulnerability to sexually transmitted infections (STIs) and their efforts to create a sense of personal safety within an environment in which risks may be high and where STIs are highly stigmatised. The paper reports on findings from research involving both Indigenous and non-Indigenous 16- to 25-year-olds from remote, rural and regional Australia, including communities in the Northern Territory, Western Australia and South Australia. The study used qualitative methods, including body mapping and scenario based interviewing, to explore how young people made decisions about potential sexual partners and how STIs were understood within the context of young people's everyday social worlds. The paper has important implications for the design and implementation of sexual-health education programmes by documenting the stigmatisation of young people with STIs and the protective mechanisms peer groups employ to create perceptions of personal safety.

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The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and evidence-based tool to reinforce their literacy instruction. The classroom implementation of ABRACADABRA by briefly trained and intensively supported teachers was evaluated using a quasi-experimental pretest, post-test control group design with 118 children in the intervention and 48 in the control. Children received either a minimum of 20 hours of technology-based intervention or regular classroom teaching. Results revealed both Indigenous and non-Indigenous students who received ABRACADABRA instruction had significantly higher phonological awareness scores than their control group peers. The effect size for this difference was large (η 2 =.14). This finding remained when controlling for student attendance and the quality of general non-technology-based literacy instruction. Limitations of the study and implications for effective practice in remote and regional contexts are discussed.

Drawn from a sample of 88 Indigenous young people in five locations in urban and remote Northern Australia, this research utilised a combination of qualitative approaches to encourage young people to discuss their ideas about sexual relationships and violence. Indigenous youth discussed highly public displays of violence, as well as violence within intimate settings and the interrelationships between these two arenas. A key finding of this research was that young people described violence as an accepted part of their sexual relationships and this normalisation led to significant tensions in their experiences and management of their everyday relationships. While violence around young people's relationships in remote communities was reported to some extent as being controlled through both the public and controlled form they take, we found that the increasing mobility of young people from remote to urban locations due to education opportunities and the impact of social media can lead to more serious forms of violence and tension in the maintenance of young people's sexual relationships. This contributes new findings to the literature on Indigenous young people's experiences in relationship forming and management, an area that has received little attention in the academic literature. ARTICLE HISTORY

This research conducted in primary schools in Northern Australia evaluated the effectiveness of the web-based program ABRACADABRA (ABRA) as a tool to complement early childhood literacy instruction in an Australian and Indigenous context. A further component of this research was to monitor implementation fidelity. The ABRA training was built around professional development best practices to address the challenges of providing ongoing training in remote areas. Teachers attended a one-day workshop that trained them in the use of ABRA, and continued learning was reinforced by pairing teachers with a literacy coach. Data were gathered through an implementation fidelity measure, researcher field notes, focus groups, teacher logbooks, and the Early Language and Literacy Classroom Observation tool. This paper outlines challenges and successes that the researcher/ coaches experienced while supporting teachers.

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