How to: Facilitate a Yarning Circle

What is a Yarning Circle?

Teachers I know often see the words ‘Yarning Circle’ and think ‘We already do this; we sit on the mat in a circle and share our ideas and stories.’

This may be true for some teachers, but Yarning Circles offer more to the everyday classroom than you think.

Yarning Circles are a powerful First Nations practice deeply grounded in listening and respect for each other.

In a Yarning Circle, people gather together so that everyone is equal, each voice is valued, and deep listening is just as important as speaking.

The circle creates a space for sharing, reflection and connection in a way that helps build trust and understanding. They are not just for younger years; they are invaluable in high schools, universities and even workplaces too.

Watch: How to run a Yarning Circle

When sitting in a Yarning Circle it is important everyone sits at the same level. There is no head of the table and each person has a turn to speak while others listen. That physical and cultural structure matters. It removes hierarchy and creates safety, trust and accountability. Yes, teachers, that means you too, you need to sit with your students as part of the yarning circle, sitting at the same level as them.

At the heart of a yarning circle is deep listening, which takes time and needs practice.

Moving away from classroom daily habits of listening to respond, correction and rushing, this practice promotes listening to understand, and truly connecting with the person speaking and their thoughts.

Why are Yarning Circles culturally significant?

Yarning circles are culturally significant because they are grounded in long-held Aboriginal and Torres Strait Islander ways of sharing knowledge, teaching young people, strengthening relationships and reaching shared understanding.

For thousands of years, people have gathered to yarn in ways that value deep listening, respect, equality and connection.

There is no single way that every community holds a Yarning Circle.

Some may be formal, others informal, and they may take place indoors or outdoors, on the ground, logs, cushions, mats or chairs.

In some circles a talking stick or other object is used to support turn-taking, while in others, people simply wait, watch and listen for the right time to speak.

Yarning Circles have long been used to pass on stories, share cultural knowledge, make decisions, resolve conflict and build strong communities. In schools, they can continue these values by creating spaces where students and staff feel heard, respected and connected.

Who can facilitate a Yarning Circle?

Yarning Circles are a way for everyone to connect and build relationships. Non-Indigenous teachers can absolutely facilitate a yarning circle, but it should be done with respect, care and an understanding of where the practice comes from.

Yarning circles are grounded in Aboriginal and Torres Strait Islander cultural practices, so it is important to recognise the difference between respectfully facilitating a circle and claiming cultural authority.

Wherever possible, schools should consult with local Aboriginal and Torres Strait Islander community members, Elders or knowledge holders about language, protocols and whether the term ‘Yarning Circle’ is appropriate in their setting.

A teacher can create the conditions for deep listening, equality and respectful sharing, but should not present themselves as the cultural authority on the practice.

Teachers should see yarning circles as a practice that requires ongoing learning and reflection. Not as a one-off event to adopt quickly but a part of your everyday routine.

What does a Yarning Circle look like in a school?

Yarning circles will enrich your everyday classroom practice.

They can be used for class check-ins, shared problem-solving, literacy discussions or reflection. Buddy circles allow younger students to learn from older ones, building leadership and connection across year levels.

Yarning circles are also highly effective for student voice forums, staff–student meetings and restorative conversations where issues need to be worked through respectfully rather than punitively.

Watch: Students from Reservoir East Primary School, in Naarm/Melbourne, share their thoughts about Yarning Circles

Staff meetings and planning sessions can also benefit, encouraging shared leadership and inclusive decision-making.

Implementing yarning circles does not require large resources. You can start with cushions on the floor or by taking students outside to sit in a circle on Country, or you can purchase a yarning mat from a First Nations business.

With the help of a local Elder or respected community member schools can aim to build a permanent outdoor circle in an Indigenous Garden planted by students, with seats made of stones or wood stumps cut from a tree that had to be removed from the school grounds.

When teachers slow the pace and listen deeply, relationships strengthen. In a school setting, this can transform classroom culture, school community structure and staff connection.

How can students help shape the circle?

Yarning circles are most meaningful when students help build them.

Invite students to co-create the protocols for the circle – what does respectful listening look like in your classroom? What does it feel like? Let them reflect after each session and refine the norms over time.

From there, students can take ownership beyond the classroom. Student voice forums, assemblies and leadership opportunities are all spaces where students can share and model what they’ve learned.

When students shape the circle, they’re not just participating in a practice – they’re helping it become part of the culture of the school.

This is an accompanying article to SBS Learn’s NAIDOC Week 2026 teacher resource. For lesson plans, classroom activities and suggested readings to explore this NAIDOC Week, please visit the NAIDOC resource or download the PDF.