Australian education data shows inequality begins early and deepens over time. By Year 9, students from the most disadvantaged backgrounds are more than five years behind their peers and attendance gaps have widened. According to this report, a potential solution is the establishment of full-service schools in areas where they are needed most.  

A full-service school model means taking a wraparound approach to providing the health and wellbeing supports disadvantaged students may need to ensure they can come to school ready to learn. It is a successful international model that is yet to take off in Australia. 

The report identifies five key features that underpin successful models:

1. dedicated coordination to support the work of teachers
2. sustainable funding for long-term planning and growth
3. broad impact assessment beyond academic results
4. co-design with students, families and communities
5. alignment across government agencies. 

The report is accompanied by a policy brief.

Key findings

• Traditional schools are not equipped to meet complex needs – students experiencing disadvantage face barriers like poverty, poor health and unstable housing that hinder engagement and learning.
• Educational inequality is growing – the learning gap between advantaged and disadvantaged students now equates to more than five years.
• Full-service schools deliver the wraparound supports needed to close educational inequality – quality teaching alone cannot overcome the complex barriers to engagement that some children and families face.
• The model can be cost-effective – international examples from the United States and United Kingdom demonstrate improvements in attendance, engagement, wellbeing and student achievement.
• Momentum for change exists now – Australian state and territory governments have signed up to a 10-year funding agreement with the Federal Government, providing a unique opportunity to make ‘wellbeing for learning’ reforms a reality.