Efforts to retain teachers is crucial to safeguarding a future workforce. One way of keeping them on board is to support their wellbeing.
There are deeply concerning social trends playing out in our schools that Australian schools aren’t adequately equipped to deal with. The time is long overdue for actions that will build a whole-of-government response to solve these issues.
Research reveals the majority of teachers in Australia experience moderate to high levels of secondary trauma, characterised by symptoms of acute stress, feelings of helplessness, disturbed sleep, and intrusive thoughts.
What legal sanctions might be applicable now that Victoria Police has reopened its investigation into Melbourne’s Adass Israel School board and the alleged role it played in assisting former principal and convicted paedophile Malka Leifer to flee Australia?
The ratcheting up in the emotional intensity of principals’ work has been a more “invisible” element not easily quantified or measured. New research will offer insights into the changing nature of the principals’ role when it comes to these demands.
Muslim girls are one among many minority groups underrepresented in STEM in Australia. Diversity is important, not just ethically and socially, but also economically.
Post-COVID, teachers have reported student behaviour appears to be getting worse, with students more distracted and less engaged than before the pandemic.
A new research project is helping train up to 28,000 teachers in drama and theatrical production to help stimulate growth of the kingdom’s cultural and entertainment institutions.
A change of federal government in Australia presents an opportunity to focus on schools as a whole and help create a sustainable environment for teachers to thrive.
A new study into the value of the National Music Teacher Mentoring Program shows it’s possible to upskill classroom teachers with little previous music experience to deliver quality music programs in their schools.
Evidence will play a vital role in successfully implementing the extension of the Victorian tutor learning initiative through 2022.
Educators from Indonesia, Vietnam, Singapore, the Philippines, Brunei, Malaysia and Australia recently shared their experiences of leading their communities during the pandemic.
If we want to move to more productive and holistic post-COVID education in our country, we should rethink NAPLAN in its current form and focus on what matters.
In interviews, female teachers at three all-boys' schools in two capital cities have disclosed instances of sexism from students, male colleagues, and parents.
A sexual education program in a Mexico City school is shifting harmful beliefs and behaviours related to gender, sexuality and relationships.
NAPLAN scores are used to gauge the quality of schools. But the overemphasis on only literacy and numeracy scores stands in the way of providing a more holistic education.
A study has exposed the yawning gaps in our society due to the removal of face-to-face interactions in schools, and the intense pressure on their leaders.
First-person testimony from people living with disability paints a sobering picture of how the education system continues to fail them.
With students set to return to school, we need to understand that social outcomes are equally as important as a focus on numeracy and literacy skills.
The COVID-19 crisis highlights educational systems’ ethical responsibility in providing more than just grades signifying curricular mastery.
A collaborative project in Vietnam is benefiting children – particularly girls – of the Bahnar ethnic group.
One-off system-level literacy and numeracy tests such as NAPLAN fail to take into account contexts and individual differences among students.
What can our broader society learn from schools that have created cohesive communities?
Parents are emotional creatures, so why are we surprised when parent-teacher conflicts arise?
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