This discussion paper synthesises research on evidence-based teaching practices that support Autistic students and students with attention deficit/hyperactivity disorder (ADHD) with learning in school settings. It outlines what the current evidence for these cohorts of students indicates, what’s emerging and the implications for policy and practice in Australian schools.

This guidance report provides evidence-based insights for how Australian education systems can most effectively support schools to take up and sustain evidence-based practices at scale. This report focuses specifically on how education systems can support schools in taking up and sustaining evidence‑based teaching practices effectively. It identifies key elements to support adoption of evidence.

This report presents findings from a review examining the role of school-based health and allied health initiatives in Australia. It provides policymakers with insights into how these initiatives impact student outcomes. The review found evidence that some school-based programs, when delivered effectively and in a way that supports learning, are associated with improved outcomes.

This insights paper shares learnings from 2023 and 2024 iterations of a partner project to increase understanding of the implementation of evidence-based practices in early childhood education and care (ECEC) services. Effective implementation in ECEC requires embedding planned meaningful and sustainable change that is responsive to the unique context of each service. The paper highlights...

Effective implementation of evidence-based teaching practices in schools has the potential to benefit all Australian students. A deliberate and structured approach to implementation has been designed to support effective implementation in Australian schools. This discussion paper details why implementation matters and how the approach has been developed, tested and refined.