The framework aims to support Australian primary and secondary schools and school systems to plan and deliver age and developmentally appropriate, evidence-based and expert-developed respectful relationships education. It sets out a national vision, outcomes and principles to guide consistent, high‑quality respectful relationships education across school communities, reflecting best practice.

A practical guide for anyone who wants to approach evaluation in an inclusive and meaningful way. The guide offers easy-to-use tools that can be applied straight away. It provides examples and reflections to help rethink what evaluation can be, and how it can strengthen projects, partnerships and relationships with communities.

This paper argues that current neuroinclusion efforts in education, employment and public policy remain dominated by compliance‑led, deficit‑oriented models that position professionals as experts ‘knowing for’ neurodivergent people. It reconceptualises neuroinclusion as a participatory, imaginative practice where lived experience guides co‑designed policy, enabling more adaptive, just and future‑focused institutions.

Online communities of ‘incels’ (involuntary celibates) have become synonymous with the promotion of misogyny and violence against women. This study used a qualitative survey of self-identified former incels to determine motivations for disengagement, strategies to facilitate disengagement, and whether and how their attitudes towards violence against women changed with disengagement.

The report examines the adoption and governance of artificial intelligence (AI) by Australian charities, finding the benefits for the sector come with particular risks. Although AI adoption in charities is driven by structural necessity, algorithmic decision-making could introduce new risks of accountability gaps and discrimination. The report identifies six principles for AI governance in charities.