悉尼北部地区的人口结构是多种多样的。2001年有1 763名土著人民。其中1 551人是土著人，托雷斯海峡岛民有156人。据指出，有727个家庭包括土著人民。结果发现，土著居民的平均预期寿命降低了。有迹象表明这个城市拥挤不堪。发现有57个土著家庭。3至4岁的土著儿童中有62%上学。这个数字小于非土著儿童的人数。
对从业人员和立法决策者来说，规划和向土著儿童提供服务可能是一项复杂的任务。他们需要了解丰富的文化遗产，也需要解决一些根深蒂固的社会问题，这些问题是吸收在他们的文化的某些方面。这些土著文化多样，遗产丰富。重要的是，决策者应制定一项解决办法，使早期教育过程可行，使所有利益攸关者受益。社会工作者和教师不仅需要在教室里与孩子们一起工作，他们还需要与土著社区一起工作，找到合适的解决办法。服务和教学方法必须培养重要的学习观念，同时也要具有文化敏感性。必须着重吸引和留住工作人员。教师必须注重培养与社区的网络和关系。教师们需要了解，悉尼地区的土著家庭和社区已经适应了许多西方文明的做法。但是，他们继续面临一些历史挑战，如被剥夺权利、被欧洲共同体边缘化、过去时代的种族主义影响。人们觉得较新的政策往往是对西方文化的移除和文化同化(Gilmore & Cuskelly, 2014)。这使他们对政府制度产生恐惧。在这个过程中，孩子们受到了影响。根据统计数据，与非土著居民相比，这些儿童继续表现出健康和社会状况不佳。
The Northern Sydney region has eclectic population demography. There are 1,763 Indigenous people in 2001. Of these 1,551 were Aboriginal and the Torres Strait Islanders were 156. It was stated that there were 727 households that had included indigenous people. It was found that the indigenous people average life expectancy was reduced. There is indication of the overcrowding in the city. 57 indigenous households were found to be present. 62% of the Indigenous children aged from 3 to 4 attended schools. This number is lesser than the numbers of the non-indigenous children.
The planning and delivering of the services to the Aboriginal children can be a complex task for the practitioners and legislative policy-makers. They need to comprehend about the rich cultural heritage and also address some of the deeply entrenched social problems that are imbibed in some aspects of their culture. These Indigenous cultures are diverse and rich in heritage. It is important for the policy makers to derive a solution that would make a feasible early educational process that would benefit all the stakeholders. The social workers and the teachers need to not only work with the children in the classroom, they also need to work with the Indigenous communities and find appropriate solutions. The service and the teaching methodology must foster important learning concepts while they are culturally sensitive. There must be focus given to attract and retain the staff members. The teachers must focus on the aspect of cultivating networks and relationships with the community. The teachers need to comprehend that the indigenous families and communities that are in the Sydney area have adapted to many of the western civilization practices. However, they continue to face some historical challenges of dispossession, marginalization by the European communities, racism impacts of the past times. The people feel that the newer policies are often the removal and cultural assimilation of the western culture (Gilmore & Cuskelly, 2014). These cause them to develop fear against the governmental system. In this process, the children are impacted. According to the statistical data, these children continue to demonstrate poor health and social outcomes when compared to the non-indigenous population.
To worsen these issues, there is a lack of appropriate infrastructure that hinders the service delivery. The people are observed to increase the workloads and lower remuneration for the teachers and staff creates a burnout. This is a common issue. The people have a lower level of trust, reduced participation, social control and efficacy. Hence the issue with the social inclusive education is the apparent lack of infrastructure. This is a complex process that needs to be addressed appropriately.