The purpose of this briefing paper is to provide evidence of the likely impact on educational outcomes for vulnerable children learning at home as a result of the COVID-19 response measures, and the merits of a range of delivery models.

This first in a series of reports by the Gonski Institute for Education paints a worrying picture of changed learning conditions in Australian schools. Well before the COVID-19 pandemic hit Australia, children’s significant access to digital technology and its impacts on learning and wellbeing had become a major concern for educators.

This national report provides further information than contained in the August 2019 summary release, including comparisons of performance by: gender, Indigenous status, language background other than English, parental occupation, parental education and school location.

This evaluation assesses the impact, separately and together, of Australian Government initiatives supporting STEM teaching and learning in schools and the early years. Overall, findings were generally positive and affirmed the Australian Government’s current approach, but there were some clear opportunities for future focus.

High performing systems invest relentlessly in their teachers. They focus on the same things Australian governments do – recruiting the best, training teachers well and giving them practical support and development.