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.

How can research and initial teacher education institutions become active drivers of evidence-informed policy and practice? Drawing on data from the OECD’s 2023 Survey of Knowledge Mobilisation and international research, this paper offers considerations and examples on how to strengthen the role of research and initial teacher education institutions in knowledge mobilisation.

The Excluded Initiative was a campaign to reduce school exclusions, that is, to help schools build their own inclusion capacity and tackle the root causes of suspensions and exclusions. The initiative reached over 500 young people, over half of whom were eligible for free school meals and a third had special educational needs or disabilities...

This report sets out the findings of a literature review on approaches to improve access to quality children’s education and care services, including early childhood services and outside school hours care, in regional and remote thin markets. It identifies 8 delivery approaches to improve access that have a promising or emerging research evidence base and...

This report explores the role of knowledge intermediaries in the field of education. It draws on a survey of 288 organisations across 34 countries to examine how these organisations facilitate the use of research in policy and practice. The report identifies gaps in skills and infrastructure and emphasises the need for better co-ordination and evaluation.