Professional learning is a commonly used strategy for helping teachers develop the skills and knowledge they need to use evidence-based practices in the classroom. This report presents the findings of a randomised trial in 17 primary and secondary schools in Western Australia examining the effectiveness of scalable 'booster' interventions as a follow-up to professional learning.

Professional learning is a common strategy for influencing and supporting the use of evidence-based practices in schools and early childhood education and care services, and enhancing learning outcomes for children and young people. This research summary outlines early evidence from a research project on coaching in the Australian education context.

This research summary provides an overview of how professional learning can influence and support the use of evidence-based practices in schools and early childhood education and care services, to enhance learning outcomes. It outlines early evidence from a research project on coaching. Coaching is a promising strategy for supporting improvements in teacher practice.

This paper reviews the COMPASS model, developed in response to the demand for paediatric mental health services during the COVID-19 pandemic. The model effectively enhanced clinician confidence in managing child and adolescent mental health disorders, reduced reliance on specialists’ services, fostered collaborative care and supported clinician wellbeing. The paper suggests the model could be scaled...

This article argues for the meaningful inclusion of people who use Augmentative and Alternative Communication (AAC). It advocates for AAC users to be leaders and co-creators in research, technology development and professional training because they have the best insights into their needs and potential solutions.