In this report, the authors privilege the perspectives and voices of students from refugee backgrounds on the school-level relationships, activities and services that enable them to develop resilience, despite their sometimes challenging life experiences as young refugees.

This report outlines findings from an Australian study of school practices which aimed to promote the wellbeing and academic development of refugee students.

Each Australian state and territory has its own legislation and policies which define and guide the use of exclusionary practices. Despite similarities about how exclusionary practices are described and applied across Australia, there are some key differences between them.

This report has provided the results of a survey of teachers in South Australian primary and middle/secondary schools on the types of behaviours demonstrated by students in the previous week of their teaching. We have reported data on school characteristics such as school size, level of school (primary, middle/secondary), school location and school ICSEA category...

This report presents findings from an ARC Linkage Study, titled ‘Punish them or engage them? Identifying and encountering productive and unproductive student behaviours in South Australian schools’ (LP110100317), more commonly referred to as the Behaviour at School Study (BaSS). This second report focuses on teachers’ views on student behaviour around the school.