This paper situates the articles in this special theme issue of the "International Journal of Educational Research" within the broader global literature regarding the educational experiences and opportunities of mobile communities. The paper distils those articles' contributions to extending current understandings about the specific "itineraries" of Indigenous pupils in northern Australia, the underlying issues of Indigeneity and school achievement, and the consequent "implications" for international and comparative educational research. In so doing, the paper links the particular analyses outlined in the articles and the associated sites of their research with wider debates in contemporary scholarship pertaining to education and mobilities, including the complexity and contentiousness of evidentiary data sets and of accompanying schooling policy and provision frameworks.