Teachers across Australia have had to transition into the online environment without a strong evidence base to inform their approach. This research suggests that the impact on student learning and outcomes for Australian children who are disadvantaged will depend in part on how well teachers...
During the current period of home-based self-isolation, those without the ability to effectively and affordably access and use digital technologies will find it immediately and increasingly difficult to participate in contemporary economic, social, cultural and civic life.
While slowing the pace of the Covid-19 Pandemic is critical, reducing the growth of inequality – including in education – will be an equally important and complex challenge.
This literature review examined the effectiveness of policies, programs, practices and interventions aimed at strengthening educational and wellbeing outcomes for children and youth of all ages in out-of-home care (OOHC).
This paper considers what is required to improve education outcomes for children and young people in out-of-home care (OOHC). Children and young people in OOHC have often experienced traumatic events and require additional support to access safe environments and quality education so they can thrive...
The Australasian Council of Deans of Arts, Social Sciences and Humanities (DASSH) welcomes the consideration in this Discussion Paper of key issues, challenges, opportunities and barriers that impact upon the learning outcomes of regional, rural and remote students in Australia. The focus of DASSH’s submission...
Career construction, future work and the perceived risks of going to university for young people from low SES backgrounds
The aim of this project was to understand the interplay between career construction in the 21st century, future work, and the perceived risks of going to university for young people from low socioeconomic status (SES) backgrounds.
Academic results can differ significantly between schools, despite them having similar levels of funding and disadvantage. This indicates that improving outcomes for disadvantaged students is not just a question of how much money is spent but also how it is spent.
The effects of non-attendance are cumulative and if they begin in the early years of schooling, they persist into future years. As a result, early attendance patterns, particularly in pre-school and Year 1 of compulsory schooling, are vital, according to this report.
Every three years since 2003, the New Zealand Council for Educational Research (NZCER) has undertaken a national survey of secondary schools. The latest survey shows that schools feel under pressure to meet the increasingly complex needs of students, including mental health issues.