Carrying the past, shaping the future: Meet Director of Indigenous Student Outcomes, Kristie Dillon
For Kristie Dillon, improving Indigenous student outcomes is deeply personal.
A proud Kullilli woman and mother of five daughters, she is driven by family, community and a commitment to creating better opportunities for future generations.
Her passion for this work is shaped in part by her father’s story. A member of the Stolen Generations, he spent much of his childhood in a boys’ home where he experienced mistreatment and was removed from culture and community.
“Despite being incredibly intelligent, he was never given the opportunities, guidance, or encouragement needed to fully realise his potential,” Mrs Dillon said.
Growing up, she saw the lasting impact of those experiences.
“I witnessed the long-term impacts that these experiences had on his health and wellbeing, both mentally and physically. I also saw how the effects of intergenerational trauma can extend beyond one person, influencing families and communities across generations,” she said.
“At the same time, I witnessed the remarkable strength, resilience, and determination that First Nations people continue to demonstrate despite these challenges.”
Now, as CQUniversity’s Director of Indigenous Student Outcomes, Mrs Dillon is focused on ensuring the next generation of First Nations students have access to the opportunities that may not have existed before.
A journey shaped by community and connection
Mrs Dillon’s path to leadership has been shaped by service, education and connection to Country.
She joined the Royal Australian Air Force at 17, before working as an Indigenous Ranger supporting environmental management and conservation.
Her career in education began in local high schools, supporting First Nations students to navigate their pathways and achieve their goals.
It was here that her understanding of student success changed.
“I started out thinking that student success was largely about attendance, engagement, and academic support,” she said.
“What I quickly learned was that for some students, education was only one small part of a much bigger story.”
She recalls working with students facing significant challenges outside of school.
“People cannot learn, grow, and thrive when they are in survival mode,” she said.
“It completely changed the way I viewed student success and reinforced the importance of looking beyond what we see on the surface.”
Leading with empathy and lived experience
Mrs Dillon describes her own journey as not always straightforward.
In 2013, she lost her first husband and partner of 12 years to suicide, becoming a single mother to two daughters (aged 3 and 5 years old). Not long after, she lost her father following a long battle with the impacts of intergenerational trauma and illness.
“There were many times when simply getting through the day felt like an achievement,” she said.
These experiences shaped her pathway through education, which took longer than expected as she balanced study, work and raising her family.
“There were times when I questioned whether I would ever reach my goals,” she said.
“However, I learned that success is not always about how quickly you get somewhere; sometimes it is simply about continuing to take the next step, even when progress feels slow.”
She said these experiences continue to shape how she leads.
“They have given me empathy, perspective, and a deep understanding that every person is carrying their own story,” she said.
Building belonging
In her new role, Mrs Dillon’s priority is to ensure First Nations students feel supported throughout their entire educational journey.
“My key priority is to ensure that First Nations students feel seen, supported, and valued throughout their entire educational journey,” she said.
“While student success is often measured through enrolments, retention, and completion rates, I believe the real foundation of success lies in relationships, trust, and a genuine sense of belonging.”
She is focused on building culturally safe, student-centred environments grounded in community and self-determination.
“I want our students to know that they are more than a number or a statistic; they are individuals with unique strengths, aspirations, and stories,” she said.
“I want our work to be relational rather than transactional, ensuring that trust is built over time through consistency, authenticity, and a commitment to listening.”
Recognising strength, creating opportunity
Mrs Dillon said improving Indigenous student outcomes is critical not only within universities, but across communities.
“Education has the power to change lives, families, and communities,” she said.
“For many First Nations people, access to education has historically been impacted by policies and systems that excluded, disadvantaged, or failed to support our people.”
She said the focus must remain on strengths and opportunity.
“This work is not about focusing on deficits. It is about recognising and investing in the strengths, capabilities, and potential that already exist within our communities,” she said.
“When First Nations students graduate, they become teachers, nurses, doctors, researchers, engineers, lawyers, business owners, and leaders.”
A future focused on opportunity
Alongside her leadership role, Mrs Dillon is undertaking a PhD focused on large scale seagrass restoration at CQUniversity’s Coastal Marine Ecosystems Research Centre (CMERC).
“My research focuses on restoring seagrass ecosystems through innovative, large-scale approaches that support the health and resilience of our marine environments. Restoration is about looking beyond immediate challenges and thinking strategically about what is needed for future generations to thrive.”
She sees a strong connection between her research and her work with students.
“Just as healthy ecosystems require the right conditions to grow and flourish, students need supportive environments, strong foundations, and opportunities to succeed,” she said.
“Both areas of my work are ultimately about stewardship.”
Ultimately, at the heart of Mrs Dillons work is a commitment to future generations.
“Whether it is restoring seagrass meadows or supporting student success, I am motivated by the opportunity to leave something stronger, healthier, and more sustainable for those who come after us,” she said.
“My goal is to help build a legacy where future generations of First Nations students see higher education as a place where they belong, where they can succeed, and where they can help shape the future for our people.”
For more information about First Nations leadership, research and support services, visit CQUniversity’s Indigenous Engagement Division page.
