Guardian Australia Education

‘Eyes up, screens down’: Victoria restricts tech in high school classrooms to two hours a day in national first

Academic says laptops have ‘completely overtaken’ traditional note-taking and research other states should ‘absolutely’ follow the state’s lead Follow our Australia news live blog for latest updates Get our breaking news email , free app or daily news podcast Victorian secondary school students will spend less time on screens and more time using pen and paper under a national-first plan to limit classroom device use to two hours a day. The Victorian government on Monday announced that all state secondary schools will be required to incorporate planned device-free learning time in their teaching programs from term 1, 2027. This could include “using whiteboards or paper, group debates, practical experiments or performances instead”, the government said. Continue reading...

15 Jun 2026

Campus Review AU

Universities lose $12,000 per domestic student

New data revealed domestic student fees fall $12,655 short of the actual costs to educate them, whilst international student enrolments bumped up 7.5 per cent. A report from the NSW auditor-general showed that operating costs per student for each of the 10 NSW universities was $37,868. However, institutions only receive $25,213 per domestic student in fees and government grants, compared to $41,381 in fees from overseas students, which deliver a nine per cent profit margin. The report also showed that NSW universities enrolled an extra 10,472 international students in 2025 compared to 2024. The commencing overseas students mostly study at the University of NSW (3,499), Southern Cross University (1,836), the University of Technology Sydney (1,486) and Macquarie University (1,366). The University of NSW made $1.73bn in revenue from international students last year, and $931 million from domestic students. The University of Wollongong lost 896 overseas student places in 2025 compared to 2024, as did the University of New England, which lost 235 places. Tabling report - Universities 2025_0 Downloa The University of Sydney made $1.72bn from overseas student fees and $898 million from domestic students. The University of New England had the least revenue from international students at $20 million, compared to $248 from domestic students. More on this story: New courses for intl students on hold | Intl students underpaid $3.18bn in wages | 1% business levy could fund universities: Shorten Universities have historically cross-subsidised domestic student expenses with extra revenue from overseas students, who pay fees upfront instead of using the HECS-HELP system. But, international student commencements were tightened for all universities last year in a move the government said would ease rental costs in cities and ensure domestic students remained a majority in classrooms. Universities Australia has consistently called for more funding for universities after the introduction of this policy. The body also advocates for Australia to remain a welcoming environment for prospective overseas students – something recent policy change has discouraged, UA chief executive Luke Sheehy argued. “Attracting international students to come and study here and then participate in our workforce is being part of the excellent formula that we’ve had for this world-class sector for many, many decades,” Mr Sheehy said. “Taking a sledgehammer to it and saying to the outside world, we are closed for business is economically reckless. “There are more than 30 million students in the world right now that are looking for a world-class education.” The Australian Tertiary Education Commission will calculate how much it costs to educate each student in each course, which will inform changes to how much universities charge for each course. Expenses at the 10 universities also increased by $1bn in 2025, to $14.5bn, fuelled by employee expenses.

15 Jun 2026

Campus Review AU

MP backs ANU academics after council members resign

Assistant minister and ACT MP Andrew Leigh has reassured parents that their children can still get a great education at the Australian National University (ANU) despite years of job losses and controversy. Mr Leigh, Assistant Minister for Productivity, Competition, Charities and Treasury, was a professor of Economics at the ANU from 2004 to 2010. In a National Press Club address on Wednesday, the MP, whose electorate sits in northern ACT, backed the academics at the ANU, who have endured a $250 million restructure that included forced redundancies. “Like anyone else in the Canberra community, I’ve been troubled by what I've seen at the Australian National University, he said. “It remains a great institution. There are many terrific faculty there and I would encourage any parents watching with a kid in Year 12, who are thinking about where that child should go, to consider the Australian National University. “It has a range of first-class scholars, clearly the best philosophy department in Australia, great strengths in areas such as physics and even some good economists. Dr Leigh was a professor at the ANU School of Economics. Picture: NPC/Fernanda Pedroso. “But it has clearly taken some blows over the course of the last year. I would leave it to the independent regulator, TEQSA, in terms of the specific interventions that are in place.” The ANU Research School of Economics includes a number of respected economists such as Emeritus Professor Bruce Chapman, who has worked at the university since 1984 and co-constructed the HECS-HELP student repayment scheme. Professor Alison Booth, an expert in labour economics and its impact on behaviour and culture, also works at the school. Notwithstanding, ANU cut hundreds of academics and many study areas in its Renew ANU restructure . Its leadership has also been hollowed out after six council members, including chancellor Julie Bishop, resigned over what they claimed was ‘regulatory overreach’ by the Tertiary Education Quality and Standards Agency (TEQSA). More on this story: Insufficient evidence for Renew ANU, audit finds | Top universities fall in latest rankings | ICAC investigates alleged corruption at UOW A majority of the ANU council voted in favour of a voluntary undertaking to allow TEQSA to recommend the strongest candidate to be the next ANU chancellor. Julie Bishop resigned after TEQSA accepted a voluntary undertaking voted on by ANU council. Picture: Martin Ollman. “I understand that council has met tonight and failed to agree on any action to prevent TEQSA from continuing to usurp council by undertaking the functions that council is obliged to perform and should not delegate to TEQSA,” Ms Bishop said in relation t this in her resignation letter. “In these circumstances, I cannot remain as chancellor or a member of council given council is now acting in a manner inconsistent with its governing legislation, the ANU Act. “I do not consider it possible for me to continue to preside over a Council where such significant legal concerns have been raised about our ability to meet our legal and governance obligations and where in my view the regulator is acting ultra vires. ” TEQSA has said it will devise a mostly independent selection panel and recommend the strongest candidate to the ANU council. The regulator said its actions will remain in line with the Australian National University Act 1991 , as the ultimate decision to select the next chancellor will be left to the governing council. However, former Chief Justice of Western Australia Wayne Martin, who also resigned from the council over TEQSA’s actions, accused TEQSA of forcing council to request the voluntary undertaking. “I digress to observe that the fact that the council cannot nominate the so-called council nominees on the committee eloquently demonstrates the farcical euphemisms that are used in the council’s dealings with TEQSA, along with the use of ‘voluntary’ to describe an undertaking obtained by coercive unlawful threats,” his resignation letter said. “These euphemisms are obviously designed to obscure the fact the TEQSA has taken complete control.” Former ANU council member Rob Whitfield. Picture: John Feder. Former ANU council member Tanya Hosch. Picture: Matt Loxton. Transurban and CommBank board member Rob Whitfield, who is also a former chair of the NSW Treasury Corporation, former NSW Treasury secretary and a former Westpac chief executive, resigned over what he labelled “dysfunctional” behaviour. “Recent dysfunctional behaviour by council members and senior executives in management have led me to consider my position untenable,” his resignation letter said. “I am no longer in a position to properly fulfil the duties and responsibilities of these important roles.” Former AFL executive and Indigenous social activist Tanya Hosch also resigned, citing a lack of commitment to Indigenous representation in decision making. “This is the second time that I have resigned my term as a council member from a university due to a lack of due commitment and recognition of the importance and priority to ensure Aboriginal and Torres Strait Islander peoples in decision making,” her resignation letter said. ”I do not accept it should be within the entire control of non-Indigenous people to determine the criteria under which an Indigenous person can participate.” However, she said the ANU can recover from its tumultuous few years. ”I recognise events over the past few years have taken an extraordinary toll on everyone connected with and part of ANU communities. I am sorry for the harm and hurt that has been caused to many,” she wrote. ”I had hoped my departure from ANU could be under far more respectful terms. Regardless, I do believe that ANU can recover from this unprecedented period of harm and wish all involved in this careful work, the very best.”

15 Jun 2026

Campus Review AU

HEDx: Is your university disrupting itself?

Aaron Driver, who leads the University of New England’s (UNE) applied AI lab, and Neil Durant, UNE’s Executive Director, Future Students, Engagement and Technologies, argue that universities should not wait to be disrupted by AI – they should lead the disruption themselves. In this episode, we explore UNE’s vision for the future of learning – from personalised education and “earned learning” to Studio, a next-generation learning-experience engine designed to make higher education more human, engaging and relevant in the age of AI.

15 Jun 2026

Guardian Australia Education

Australia news live: Experts push back at call for shark cull after attack; university students report freedom of speech fears

Little evidence a cull would make swimming safer, scientists say. Follow today’s news live Get our breaking news email , free app or daily news podcast Nearly $200m given to industry in zero-interest government loans amid Middle East conflict The federal government’s Economic Resilience Program has provided nearly $200m in zero-interest loans since its announcement last month. Firms in crucial sectors like freight and logistics, fuel, plastics and fertiliser are receiving vital support from the National Reconstruction Fund in partnership with Australian banks. Continue reading...

14 Jun 2026

Teacher Magazine (ACER)

‘The dreaded “E” word’ – rethinking high expectations

‘I encourage you to reflect on the ‘dreaded “E” word’ and how you are holding and framing expectations in your context.’ ©arrowsmith2/Shutterstock

14 Jun 2026

Teacher Magazine (ACER)

Caring beyond the classroom – offering stability and kindness when it’s needed most

Victorian assistant principal Erin shares how she balances her career with being a foster carer. Image supplied.

14 Jun 2026

Guardian Australia Education

PhD student Maxim makes $18 an hour to research children’s cancer – it’s barely above Australia’s poverty line

Skyrocketing living costs and lack of government support are deterring potential PhD candidates. Experts say the obvious solution is to lift the stipend Get our breaking news email , free app or daily news podcast Maxim Buckley studies how leukaemia cells communicate with each other. It’s critical research but as a PhD student he’s paid just $18.50 an hour, a rate that’s just above the poverty line. The 29-year-old is in his final months of research at University of Adelaide on acute lymphoblastic leukaemia, which predominantly affects children, research that will help future treatments of the cancer. Continue reading...

13 Jun 2026

Teacher Magazine (ACER)

Infographic: My 14th Teacher alphabet

My 14th Teacher alphabet LOW RES

11 Jun 2026

Guardian Australia Education

Australia news live: Richard Marles left adrift as UK counterpart quits hours before scheduled visit to naval yard

Australia’s defence minister had been due to visit a naval base in Portsmouth with British defence secretary John Healey. Follow today’s news live Get our breaking news email , free app or daily news podcast Good morning and welcome to our live news blog. I’m Martin Farrer with the top overnight stories and then it will be Nick Visser with the main action. We kick off with news from the UK, where our deputy PM and defence minister, Richard Marles , was visiting for a ministerial summit but had the wind taken from his sails when his British counterpart abruptly quit over defence funding. Continue reading...

11 Jun 2026

Teacher Magazine (ACER)

Research news: Indigenous-led cultural learning

The Moombaki Cultural Learnings Project developed a suite of resources for teachers including worksheets and handouts, an interactive app, and a virtual reality experience.

10 Jun 2026

Guardian Australia Education

Australia news live: Drugs regulator to crack down on illegal peptides; Labor to spend $100m on arthritis research

Peptides join melatonin, cannabis and weight loss medications as priority concerns. Follow today’s news live Get our breaking news email , free app or daily news podcast Good morning and welcome to our live news blog. I’m Martin Farrer with the top overnight stories and then it will be Nick Visser with the main action. A non-profit organisation that runs a helpline for young people says there is little sign of a dip in cyberbullying or image-based abuse in the six months since teenagers under 16 have been banned from social media. More coming up. Continue reading...

10 Jun 2026

Education Review AU

A revolution is happening in ed-tech

Digital technology has become one of the most powerful forces shaping modern classrooms. From personalised learning tools to new ways of connecting with families, the latest innovations in ed-tech are giving teachers and students opportunities that simply didn’t exist a decade ago. We know generative AI is on the rise and, according to figures from the latest Australian Curriculum, Assessment and Reporting Authority (ACARA) NAP ICT Literacy report, the number of students using it is significant. Around one in four Year 10 students say they use AI frequently to help with schoolwork, with more than 60 percent using it to produce written content at least once a month. Thirty per cent of Year 6 students report using it for the same purpose. Many schools are finding that the right digital tools can deepen engagement, expand creative opportunities, and make learning feel more responsive to students’ needs. For educators, the potential of tech-enhanced learning environments is undeniable. However, as digital adoption accelerates, so too does the responsibility to use these tools safely, productively and ethically. The real impact of GenAI in schools In recent research from Learning First, three-quarters of NSW teachers and school leaders said they have used AI for work, with 75 per cent of the teachers utilising it to develop curriculum resources. Teachers also reported that they don’t know how to prevent students from using it to cheat or plagiarise in their work. Whether to use it, how to use it, and who can use it are just some of the issues educators and leaders are grappling with in the AI era. The University of Newcastle’s Professor Kylie Shaw believes schools are standing at the edge of a transformation as significant as the arrival of the printing press or Google. In her view, generative AI (GenAI) is not simply another tool to slot into existing practice; it is a force that will reshape the very structure and purpose of schooling. “Schools have a window of approximately three to five years to fundamentally rethink their approach to pedagogy, curriculum, assessment, and school design before the pace of genAI development outstrips their capacity to adapt,” Professor Shaw told Education Review. “That window is narrowing with each passing term.” She argued that the most immediate change AI will bring is a shift in the role teachers play in the classroom. Rather than acting primarily as content deliverers, she said teachers will increasingly become guides who help students think more deeply, make connections, and build understanding. “When every student has access to what amounts to a personalised reference librarian and tutor available around the clock, the rationale for teacher‑as‑content‑deliverer changes,” she said. “Learning becomes relational and iterative rather than transactional and episodic.” More meaningful learning In her view, genAI’s ability to provide instant explanations, examples, and feedback means students will spend less time waiting for help and more time engaging in meaningful learning. Teachers, in turn, will be freed up to focus on the human elements of teaching; questioning, coaching and supporting students as they work through complex ideas. Professor Shaw also anticipated a fundamental rethink of how students' progress through school. Teachers will be freed up to focus on the human elements of teaching; questioning, coaching and supporting students as they work through complex ideas. Picture: iStock/Johnny Greig. She argued that age‑based year levels – a structure inherited from industrial‑era schooling – are increasingly out of step with what AI makes possible. “Age‑based cohort progression is designed for administrative efficiency, not learning efficacy,” she said. “GenAI makes personalised progression genuinely possible at scale.” In her view, this shift will be most visible in the senior years of schooling. As AI becomes more capable of retrieving information and synthesising routine content, she believes the value of schooling will be around the skills genAI cannot replicate. “The critical thinking, collaboration, and creative problem‑solving that have been aspirationally included in curriculum frameworks for decades, but routinely crowded out by standardised testing, should now occupy the centre, not the margins,” Professor Shaw said. “This is necessary if schooling is to remain relevant to the workforce students will enter.” What is also clear is that the opportunities of AI will not be realised without deliberate action from policy makers, teachers, and school leaders. AI brings the problems of the culture with it Professor Shaw also warned that AI is not inherently equitable and may deepen existing divides if access to devices, connectivity and teacher capability remains uneven. “If access to tools, devices, and quality connectivity remains unevenly distributed, then GenAI risks reproducing and accelerating the same inequalities characterised by current schooling systems,” she said. She also highlights the cultural and linguistic biases embedded in many AI models, particularly those trained predominantly on Western, English‑language data. Without explicit teaching, she said students may accept AI outputs uncritically, even when they are inaccurate or culturally inappropriate. “School leaders should seek to name this limitation explicitly, teach students to interrogate genAI outputs critically, and advocate to developers and systems leaders for more culturally responsive models,” she said. Reducing teacher workload Despite the risks, Professor Shaw is optimistic about the potential for AI to improve teachers’ working lives. She said the most significant positive transformation will be in reducing administrative load and freeing teachers up to focus on the more human elements of their work. “The opportunity genAI presents is not a threat to their roles,” she said. “It releases them from the aspects of their work that are most time‑consuming and least pedagogically meaningful.” And, she was unequivocal about the irreplaceable role of teachers. “The human dimensions of teaching such as building relationships, demonstrating empathy, engaging with a classroom, understanding the cultural and emotional context of each child, inspiring curiosity – are the capacities that genAI cannot replicate,” she said. The speed of change For Professor Shaw, the challenge is not whether genAI will change schooling, but whether schools can change fast enough – and thoughtfully enough – to ensure the technology strengthens, rather than undermines, the core purpose of education. “The most visible risk is irrelevance: schools that continue delivering transactional, content-focused instruction in a world where genAI can perform that function more efficiently and accessibly may increasingly struggle to justify their social licence,” she warned. Professor Shaw said that there are three actions school leaders can take now. Form an AI working group : Form a dedicated team that meets at least once a term – a working group with genuine mandates and resources to research, develop, and implement genAI policy and practice. Our data showed that the schools making the most meaningful progress have done this or similar. Create a usage policy : Work with stakeholders within their school context, and wider educational system, to make explicit decisions about acceptable use: what genAI tools are permitted, in what contexts, for what purposes, and with what safeguards. Ambiguity here has potential to create inequity, anxiety among staff, and inconsistency of experience for students Invest in professional learning : Make sure that any training available is not only for early adopters, but for the full staff cohort. The scope of this change is too vast and rapid to leave to those staff willing to engage with genAI. When genAI use and capabilities are concentrated among a small group of tech-enthusiastic staff, the benefits of those tools tend to accrue unevenly. AI policy and legislation As with any fast-changing developments within education, departments and schools are often playing catch up, particularly with policy. When it comes to genAI, this is particularly starkly illustrated. To make sure you’re up to date on policy, here is the latest from around the country. Federal government At the end of last year, the federal government released its National AI Plan outlining its position on AI and identifying policy priorities. national-ai-plan Download Within the report, AI is clearly positioned as a positive tech innovation that Australia should get behind. The government is itself funding the development of local models, through its AI Accelerator funding program, and has its own version created by the Department of Finance, known as GovAI. The message from Canberra is clear: AI is a national infrastructure priority, and schools are central to preparing young Australians for the world it's creating. Part of its plan is to ensure school leavers are ‘AI ready’ for the workforce and, in tandem with the Australian Framework for Generative Artificial Intelligence in Schools , have learned how to use and navigate the technology ethically and effectively. The framework outlines specific principles about how AI should be used in schools. First and foremost, AI must enhance student learning and support teachers, it says. GenAI should also be the subject of lessons, not just used to create them. Australian Framework for Generative AI in Schools Download In other words, students should be taught how to use AI critically, making sure to learn its limitations and identify any inherent biases. Gen AI use in schools, it said, also needs to support well-being in the community, and ensure privacy is protected and data is secure. The Department of Education has also expanded the remit of its Chief Information Officer to include the role of Chief AI Officer. It has also committed to setting up a new Australian Artificial Intelligence Safety Institute, which is due to become operational this year. What’s happening in your state Alongside the national framework, each state and territory has developed its own guidance. Here's a snapshot: New South Wales has gone furthest with formal governance, establishing a Chief AI Office with two dedicated Co-Chief AI Officers. The Office is responsible for ensuring compliance with relevant legislation and policies, and for supporting schools to do this effectively. This includes providing access to training for teachers and other stakeholders in academic integrity, data privacy, and ethics. The office also tests education-specific AI solutions including the department’s own tool, NSWEduChat. The department’s philosophy is "human-plus-AI" – technology as a support, not a replacement. Victoria has a generative AI policy covering consent, privacy, and curriculum alignment for any AI tool used in schools. It’s based on the principles outlined in the Framework. Queensland is in the process of creating guidance and resources to operationalise the Framework. Meanwhile, on the Queensland Curriculum & Assessment Authority website you can find AI guidance documents. It has also mandated that from this year all Queensland Certificate of Education students are required to complete an academic integrity course that directly addresses generative AI before they graduate. South Australia has custom built its own chatbot, EdChat, in partnership with Microsoft, while the South Australian Certificate of Education authority (SACE) has a section relating to AI with FAQs in relation to assessment tasks on its website. It has also embraced the tech for teachers with an AI-enabled app that assess a student’s LEAP (Learning English: Achievement and Proficiency). Previously, the assessment would take teachers 30 minutes; the app can do the same work in less than a minute. Western Australia has adopted the Framework and also relies on the WA Government Artificial Intelligence Policy and Assurance Framework. Tasmania has developed an AI policy through its Department for Education, Children and Young People. The policy is currently under review. Northern Territory teachers can look to the NT Department of Education policy , which outlines do and don’ts and has links to related legislation and other relevant documents. The same platforms that help schools celebrate learning and build community can also expose students to risks. Picture: iStock/StockPlanets. Privacy and children’s rights in the digital age Schools are collecting more data and posting more than ever – new national guidance says it’s time to rethink what we share with students in mind. The same platforms that help schools celebrate learning and build community can also expose students to risks that aren’t always visible, from data scraping and algorithmic profiling to the long-term consequences of normalising constant online sharing. Just last month, educational platform Canvas experienced a data breach that saw theft of about 3.65 terabytes of data from 8809 educational institutions, including at least 122 across Australia. The incident is believed to be the largest education-sector data breach on record and has renewed concerns about the reliance on overseas technology providers storing sensitive information belonging to millions of students. In schools across Australia, social media has become as routine as newsletters once were. A quick photo from the Year 2 assembly, a video of the robotics team, a carousel of Book Week costumes – these posts help families feel connected and celebrate school life. But as platforms like Facebook and Instagram become embedded in school communication, researchers say the risks to children’s privacy and digital rights are growing faster than most policies can keep up. New national guidance from the University of Wollongong’s (UOW) School of Education is urging schools to pause and rethink what they share, why they share it and how children are involved in those decisions. Developed by Dr Karley Beckman and Associate Professor Tiffani Apps through the ARC Centre of Excellence for the Digital Child, the Research ‑ Informed Principles to Guide Social Media Use in Education outlines five evidence‑based guiding principles to help schools use social media more safely, intentionally and ethically. Principles-Social-Media-2026 (1) Download Parents want connection The principles were developed out of a national research project involving school leaders, teachers, parents, early childhood educators, advocacy groups, and government departments. Across all the schools and their communities – whether metropolitan, regional or rural – the team found a consistent misalignment: schools often assume parents want regular updates on public social media, while many families and children feel differently. “One of the biggest misconceptions around school social media practice comes from schools, school leaders, and teachers themselves, who always begin with the assumption that parents want to see this kind of communication,” Professor Apps told Education Review . “We found that while they wanted to feel connected, many parents feel like public social media isn't the right place for those connections to happen.” Associate Professor Tiffani Apps and Dr Karley Beckman have developed the Research Informed Principles to Guide Social Media Use in Education. Picture: Supplied. The research also found that children often feel uneasy about their images being shared online, especially without being asked. Children’s rights: what schools often overlook A central pillar of the new guidance is a commitment to children’s rights, grounded in the United Nations Convention on the Rights of the Child . While this may sound abstract, the implications for schools are much more concrete. Children have rights to privacy, participation and protection in digital environments. Professor Apps explained that privacy isn’t about keeping information secret, it’s about having the power to decide what is shared. “We often think about privacy as being able to keep information to ourselves, but it's actually about having the power to keep information to ourselves,” she said. “The practice of sharing children's data on social media on their behalf takes away that power.” This has long-term consequences. Children aged eight to 12 in the research expressed strong views about wanting to be asked for permission, yet many struggled to understand how consent works in digital spaces because they rarely see it modelled. This is part of the thinking behind the first principle developed. The risks are growing Teachers are already aware of the obvious risks: online predators, unwanted contact, or images being misused. But, the researchers said less visible risks, including data scraping of public school pages, algorithmic profiling, or the use of children’s images in AI‑generated content, are now just as serious. “One of the other concerns is that there's a lot of identifying information being shared,” Professor Apps said. “Combinations of data points provide more personal information that is being widely shared, and we teach children not to do this themselves, but schools are practicing the opposite.” The rise of generative AI has amplified these concerns. Once an image is public, it can be copied, altered or repurposed in ways schools cannot control. A central pillar of the principles is a commitment to children’s rights, grounded in the United Nations Convention on the Rights of the Child. What consent looks like at school One of the most practical shifts schools can make is also one of the simplest: asking children directly. “Asking children at the moment of image capture ‘I’m going to take a photo today for the school Facebook page, are you comfortable with that?’ really shifts the dialogue.” Professor Apps said. This approach not only models respectful digital behaviour but acknowledges children’s fluctuating comfort levels, reinforcing that consent is specific, informed and voluntary, and, critically, helps to build data literacy in children over time. “Children are our future, and this is the world that they're moving into, so we really want to have critically digitally literate children,” she said. “At the moment, some of the practices that we engage in have some unintended consequences.” Small actions, big cultural shifts The researchers emphasised that schools don’t need to overhaul everything at once. The most successful schools in the project began with small, deliberate changes, and were surprised by how positively families responded. “Understanding what your community actually wants is incredibly valuable,” Professor Apps said, adding that connections with families can still flourish, just in safer, more intentional ways. She encouraged schools to: review the new principles with staff discuss alternative communication channels minimise personal information in posts rethink what truly needs to be public involve children meaningfully in decisions Professional learning, coming soon To support schools, the UOW research team will release a free professional learning series in the coming months. Teachers can complete it individually, or school leaders can run it as a three-part staff program. “It's fully flexible, so you can dip in and look at little actions, or you can commit as a school to engaging in the whole professional learning,” Professor Apps said.

10 Jun 2026

Campus Review AU

Deakin VC resigns after job losses announced

Professor Iain Martin has resigned as vice-chancellor of Deakin University, effective immediately, just days after 150 job losses were announced in a restructure. An all-staff email sent on Tuesday afternoon by chancellor Claire Higgins thanked Professor Martin for his seven years of leadership. “He commenced in July 2019 and guided the university through the pandemic, the most difficult period in our recent history,” she said. “As a result of Iain’s leadership, Deakin is in a much stronger position today. “I acknowledge that a change like this can be unsettling. Please remember that Deakin is in a steady position, and that is a credit to the great work you all do here every day.” Deputy vice-chancellor of research and innovation Matthew Clarke has stepped up as caretaker vice-chancellor whilst an acting vice-chancellor is appointed. The university last Thursday announced a restructure that will cut 130 to 150 positions to reduce ‘duplication’ found in its academic portfolio. Deakin University’s Geelong Waterfront campus. Picture: iStock/NilsBV. The restructure will affect 1800 positions, including unfilled positions, and about 600 staff will have to re-apply for their current jobs. Most losses will be academic positions, and some will be from the infrastructure and digital portfolios. More on this story: ICAC investigates alleged corruption at UOW | Top universities fall in latest rankings | Deakin University underpaid staff $3m Deputy vice-chancellor of academia Jessica Vanderlelie said staff can also apply for a voluntary redundancy. “There are fewer roles in the future state structure than there are in the current state structure,” Professor Vanderlelie said at a staff meeting. “There are clear opportunities for us to improve alignment, reduce duplication, and create more consistent ways of working.” A spokesperson said staff feedback will be considered until the Enterprise Agreement expires on June 19, 2026. “Like other universities across Australia, Deakin is responding to significant changes, including evolving student needs, rising expectations for support, and how education is delivered and supported,” they said. “These proposals aim to position Deakin to continue delivering high-quality, relevant, inclusive and trusted education, now and into the future, supported by sustainable services and systems.” The university reported a deficit of $17.7 million in 2024 and a surplus of $56.3 million in 2025, but only thanks to a return of $52.5 million in financial investment returns made the year prior. Without the return on investments, the university only would've made a $3.8 million surplus, up from a $37.2 million deficit before the return on investments in 2024. Its annual report said the small surplus was the result of a growth in international student load and a continued focus on prudent cost management. Staff costs increased by 4.9 per cent in 2025, due to salary increases in enterprise agreements, increased staff numbers and wage underpayment remediation for casual staff .

10 Jun 2026

Campus Review AU

Insufficient evidence for Renew ANU, audit finds

The $250 million Renew ANU restructure was approved without clear evidence it was needed, achievable, urgently required, or likely to have the intended impact, an audit has found. The Australian National Audit Office (ANAO) investigated the restructure plan at the Australian National University (ANU) after speculation the institution was not in the dire financial straits it claimed to be. A report released by ANAO on Thursday confirmed that ANU council members, who approved Renew ANU in August, 2024, did not have a “sufficient understanding of the problem, the options available, or implementation risks.” The Renew ANU program started in October, 2024, and planned to save $100 million in salary costs through forced and voluntary redundancies, and $150 million by reducing non-salary expenses. Although the university’s finances were not at crisis level, it was not in a positive financial position, and operating changes were required to stabilise the institution, the report found. “While some savings have been made from the implementation of Renew ANU, as of February, 2026, the program has cost $35.9 million against reported annual salary savings of $74.8 million, and major risks remain – particularly around staff impacts and reliance on future growth in international student numbers, which has historically taken longer than planned,” the report said. The ANAO recommended the university “formally capture and apply lessons learned from Renew ANU,” including developing robust business cases for future change proposals that properly identify the problem, offer multiple evidence-based options and outline the expected impact on the university’s purpose and people. It also said the ANU should improve the quality of its financial advice and establish a consistent methodology for reporting and explaining its financial position. The events that led to Renew ANU In 2018, former vice-chancellor Brian Schmidt said he wanted to keep the ANU a smaller, ‘human-scale’ university, by Group of Eight standards, with a focus on postgraduate study, small class sizes and a ‘personable’ education. Former vice-chancellor Brian Schmidt wanted to keep ANU a personable university. Picture: Martin Ollman. Part of that plan was to cap domestic enrolments following a few years of significant growth in student numbers, and to decrease pathways programs for international students to reduce overseas student enrolments. Although the ANU ended 2019 with a $317 million surplus, revenue declined by 13.6 per cent in 2020 as a result of the pandemic leading to a $17.7 million loss that year. The campus also sustained damage from the Black Summer bushfires and a separate hailstorm that year. More on this story: UA chief Luke Sheehy on ATEC & TEQSA | More resignations from ANU council | Genevieve Bell suspended over alleged misconduct Planned low international student numbers were what ultimately caused ANU’s revenue to fall below its costs in 2020. In 2023, the university started focusing on reducing spending when former vice-chancellor Genevieve Bell and former chancellor Julie Bishop developed Renew ANU. Where to from here? ANAO’s findings come at a time when ANU has no permanent leadership. Chancellor Julie Bishop resigned in May , seven months before her term was due to end. Ms Bishop left her position after an embattled tenure leading the university’s council, which included allegations of bullying and harassment, that she denies. Ms Bishop cited regulatory overreach by the Tertiary Education Quality and Standards Agency (TEQSA) as the reason for her resignation. TEQSA had accepted a voluntary undertaking from ANU allowing it control over choosing the next ANU chancellor, a decision made by council members. Independent ACT senator David Pocock agreed with TEQSA’s decision and said Ms Bishop’s resignation was in the university’s best interest. “When things go so terribly wrong at the helm of such an important institution, especially one governed by Commonwealth law, there must be accountability,” he said. “The voluntary undertaking to conduct an independent process to appoint the next chancellor is very welcome and will hopefully help rebuild trust, confidence and better governance at our national university.” An investigation into the council culture, and the allegations against Ms Bishop made by academic Liz Allen, has been completed but the report is yet to be made public. Former vice-chancellor Genevieve Bell also resigned in October after significant pushback around the Renew ANU plan, and was replaced by interim vice-chancellor Rebekah Brown.

10 Jun 2026

Campus Review AU

HEDx: Practical help for students with disabilities

Students with disabilities are a growing equity cohort in Australian tertiary education, yet they continue to experience lower access, satisfaction and completion than their higher education peers. In this episode of the HEDx Student Experience Podcast, student leader Jennifer Lowe and Student Voice Australasia’s Belinda Brear sit down with Professor Sally Kift to explore one of the sector’s quiet success stories: the Australian Disability Clearinghouse on Education and Training (ADCET). Together, they unpack why national, quality assured, co-designed resources are essential as the demand for belonging and inclusion grows; why universal design is fast becoming a regulatory expectation, not a “nice to have”; and why cross-institutional collaboration is critical if we’re serious about equity, accessibility and student success. This is a hopeful, practical conversation about doing accessibility, affirmation, accommodation and inclusion better for students, staff and the sector.

10 Jun 2026

Teacher Magazine (ACER)

Podcast special: EDUtech 2026 – our reflections and conference highlights

Teacher magazine’s Rebecca Vukovic and Dominique Beech share insights from EDUtech 2026 and offer their key takeaways.

9 Jun 2026

Guardian Australia Education

Australia news live: Australia joins sanctions against ‘extremist settlers’ in West Bank; Barbecues Galore no more

4 Jun 2026

Education Review AU

What should we do with Craig Silvey’s books?

Australian author Craig Silvey, known for his bestselling books Jasper Jones , Honeybee and Runt , has pleaded guilty to possessing and distributing child exploitation material. Two further charges were dropped, including allegations he produced child exploitation material. Silvey is yet to be sentenced – but what we do with his books will be decided outside the court of law. Families, libraries, schools and bookshops may be struggling to know how to proceed. Is it possible to separate the art from the artist? The recent cancellation of First Nations children’s book Bila by University of Queensland Press – scrapped because of statements made by its illustrator, not anything in the book itself – is a reminder that destroying books is always problematic. But sitting with the discomfort of keeping Silvey’s books in circulation is genuinely hard when children have been harmed. What do we tell a young person who asks why their favourite book has disappeared from the shelf – or why it hasn’t? A personal betrayal A generation of Australians has grown up with Jasper Jones , a fixture on school reading lists – along with its popular stage adaptation and film . For the many who continue to feel deeply attached to the texts they study in high school, Silvey’s conviction may feel like a personal betrayal. On TikTok, one young woman is throwing her copies of Honeybee and Jasper Jones in the bin, with the caption “one of my favourite authors … no longer”. My own gender-fluid kids are acutely aware of J.K. Rowling’s critical views on trans people . They won’t watch the new Harry Potter adaptations, but have not thrown out their books. Young people have different ways of sitting with such tensions – and that’s okay. Parents may no longer feel comfortable keeping Silvey’s books, or may be reluctant to remove a child’s favourite book, especially amid a global downturn in children reading for pleasure. Deciding what to do together with the books could be a way to help a young person process their feelings. Gentle, age-appropriate honesty will be important in these difficult conversations. For younger children, that might mean something simple and direct: “Craig Silvey looked at pictures and videos of children being hurt, and shared them with others. That is against the law, and it harmed real children.” No young person should be made to feel ashamed for having loved these books. A problem with Jasper Jones Jasper Jones (2009) sold nearly a million copies worldwide. It was voted one of ABC Radio National’s 100 Best Books of the 21st century . So was Silvey’s controversial novel about a troubled trans teenager, Honeybee (2020), winner of the 2021 Australian Indie Book Award. His award-winning illustrated novel Runt (2022) attracted a younger audience, spawning a sequel and a feature film. In Jasper Jones , which defined Silvey’s career, 13-year-old Charlie is drawn into the aftermath of a young woman’s death by Indigenous character Jasper, who knows he will be blamed for it. Charlie helps him hide Laura’s body. In the novel’s denouement, we discover she was the victim of sexual abuse perpetrated by her own father; she died by suicide. Jasper Jones was published in Australia as adult literary fiction. But in the United States, it was published as young adult fiction, making the American Library Association’s 2012 Best Fiction for Young Adults list. It was then repackaged as young adult in Australia. While I don’t advocate censorship, I’ve long found the novel’s presence on school text lists troubling: Laura’s sexual abuse and death by suicide exist primarily to catalyse the growth of a young male protagonist. I have always felt the original decision to publish Jasper Jones as adult fiction – which would have driven editorial decisions, including its (bleak) ending – was correct. Are we ‘cancelling’ Silvey? Following Silvey’s arrest in January 2026, his Australian publishers Allen & Unwin and Fremantle Press halted promotion of his work. Major booksellers pulled his titles. Australian state education departments removed his books from curricula. The Belvoir Theatre Company announced it would indefinitely pause the stage adaptation of Runt it had scheduled for this August. Has Silvey been “cancelled”? As acclaimed novelist Rebecca Makkai wrote about author Alice Munro , after it was revealed Munro turned a blind eye to her second husband’s abuse of her daughter, it’s not that simple. “Canceled” implies that something, collectively, has been done to the author, rather than that individual people are making choices to relinquish, perhaps with great pain and mourning, the work of a writer they once loved. Or to relinquish some of it. Or to look at it quite differently. You may still be able to find Silvey’s books in your local library. Libraries have collection policies to help guide decisions in situations like this. Most Australian public libraries operate under policies aligned with the Australian Library and Information Association’s free access to information principles , which explicitly resist the removal of material on moral or reputational grounds. Unless a title is legally prohibited, a library has limited grounds to remove a book simply because its author has been convicted of an offence. To do otherwise risks setting a precedent that could lead to censorship. That said, many librarians will likely be quietly reconsidering how prominently Silvey’s titles are displayed. So much at stake Months before his arrest, Silvey toured Australian schools to promote the sequel to Runt . There is no direct link between his crime and his books or public appearances – unlike the case of Sydney children’s author Oliver Phommavanh, sentenced to jail in February for sending sexually explicit messages to three underage students. (Two had contacted him after he visited their schools.) However, Silvey’s access to children through his public standing must be unsettling for the many organisations who have hosted him. And cases like these risk unbalancing the fragile trust between schools and children’s authors. As a children’s author myself, I once relied on school visits as a source of income and a way to connect with my readers. Most children’s authors are good, kind people, passionate about books. School visits and assigned texts by living authors can help inspire a lifelong love of reading. Today, I’m thinking of the collaborators who were involved in producing Silvey’s books and their adaptations – and dedicated years to bringing his stories to life. I’m thinking of the parents, grandparents, booksellers, librarians and teachers who have put these books in young people’s hands. And of the children and young adults who love his books. But most importantly, behind Silvey’s guilty plea are children who were exploited and abused. Concerns about his art, its legacy, or the shockwaves in Australian children’s literature are worth thinking about – but shouldn’t obscure that fact. If this article has raised issues for you, or if you’re concerned about someone you know, call Lifeline on 13 11 14. Penni Russon , Senior Lecturer, School of Communication, Monash University This article is republished from The Conversation under a Creative Commons license. Read the original article .

4 Jun 2026

Education Review AU

What should we do with Craig Silvey’s books?

Australian author Craig Silvey, known for his bestselling books Jasper Jones , Honeybee and Runt , has pleaded guilty to possessing and distributing child exploitation material. Two further charges were dropped, including allegations he produced child exploitation material. Silvey is yet to be sentenced – but what we do with his books will be decided outside the court of law. Families, libraries, schools and bookshops may be struggling to know how to proceed. Is it possible to separate the art from the artist? The recent cancellation of First Nations children’s book Bila by University of Queensland Press – scrapped because of statements made by its illustrator, not anything in the book itself – is a reminder that destroying books is always problematic. But sitting with the discomfort of keeping Silvey’s books in circulation is genuinely hard when children have been harmed. What do we tell a young person who asks why their favourite book has disappeared from the shelf – or why it hasn’t? A personal betrayal A generation of Australians has grown up with Jasper Jones , a fixture on school reading lists – along with its popular stage adaptation and film . For the many who continue to feel deeply attached to the texts they study in high school, Silvey’s conviction may feel like a personal betrayal. On TikTok, one young woman is throwing her copies of Honeybee and Jasper Jones in the bin, with the caption “one of my favourite authors … no longer”. My own gender-fluid kids are acutely aware of J.K. Rowling’s critical views on trans people . They won’t watch the new Harry Potter adaptations, but have not thrown out their books. Young people have different ways of sitting with such tensions – and that’s okay. Parents may no longer feel comfortable keeping Silvey’s books, or may be reluctant to remove a child’s favourite book, especially amid a global downturn in children reading for pleasure. Deciding what to do together with the books could be a way to help a young person process their feelings. Gentle, age-appropriate honesty will be important in these difficult conversations. For younger children, that might mean something simple and direct: “Craig Silvey looked at pictures and videos of children being hurt, and shared them with others. That is against the law, and it harmed real children.” No young person should be made to feel ashamed for having loved these books. A problem with Jasper Jones Jasper Jones (2009) sold nearly a million copies worldwide. It was voted one of ABC Radio National’s 100 Best Books of the 21st century . So was Silvey’s controversial novel about a troubled trans teenager, Honeybee (2020), winner of the 2021 Australian Indie Book Award. His award-winning illustrated novel Runt (2022) attracted a younger audience, spawning a sequel and a feature film. In Jasper Jones , which defined Silvey’s career, 13-year-old Charlie is drawn into the aftermath of a young woman’s death by Indigenous character Jasper, who knows he will be blamed for it. Charlie helps him hide Laura’s body. In the novel’s denouement, we discover she was the victim of sexual abuse perpetrated by her own father; she died by suicide. Jasper Jones was published in Australia as adult literary fiction. But in the United States, it was published as young adult fiction, making the American Library Association’s 2012 Best Fiction for Young Adults list. It was then repackaged as young adult in Australia. While I don’t advocate censorship, I’ve long found the novel’s presence on school text lists troubling: Laura’s sexual abuse and death by suicide exist primarily to catalyse the growth of a young male protagonist. I have always felt the original decision to publish Jasper Jones as adult fiction – which would have driven editorial decisions, including its (bleak) ending – was correct. Are we ‘cancelling’ Silvey? Following Silvey’s arrest in January 2026, his Australian publishers Allen & Unwin and Fremantle Press halted promotion of his work. Major booksellers pulled his titles. Australian state education departments removed his books from curricula. The Belvoir Theatre Company announced it would indefinitely pause the stage adaptation of Runt it had scheduled for this August. Has Silvey been “cancelled”? As acclaimed novelist Rebecca Makkai wrote about author Alice Munro , after it was revealed Munro turned a blind eye to her second husband’s abuse of her daughter, it’s not that simple. “Canceled” implies that something, collectively, has been done to the author, rather than that individual people are making choices to relinquish, perhaps with great pain and mourning, the work of a writer they once loved. Or to relinquish some of it. Or to look at it quite differently. You may still be able to find Silvey’s books in your local library. Libraries have collection policies to help guide decisions in situations like this. Most Australian public libraries operate under policies aligned with the Australian Library and Information Association’s free access to information principles , which explicitly resist the removal of material on moral or reputational grounds. Unless a title is legally prohibited, a library has limited grounds to remove a book simply because its author has been convicted of an offence. To do otherwise risks setting a precedent that could lead to censorship. That said, many librarians will likely be quietly reconsidering how prominently Silvey’s titles are displayed. So much at stake Months before his arrest, Silvey toured Australian schools to promote the sequel to Runt . There is no direct link between his crime and his books or public appearances – unlike the case of Sydney children’s author Oliver Phommavanh, sentenced to jail in February for sending sexually explicit messages to three underage students. (Two had contacted him after he visited their schools.) However, Silvey’s access to children through his public standing must be unsettling for the many organisations who have hosted him. And cases like these risk unbalancing the fragile trust between schools and children’s authors. As a children’s author myself, I once relied on school visits as a source of income and a way to connect with my readers. Most children’s authors are good, kind people, passionate about books. School visits and assigned texts by living authors can help inspire a lifelong love of reading. Today, I’m thinking of the collaborators who were involved in producing Silvey’s books and their adaptations – and dedicated years to bringing his stories to life. I’m thinking of the parents, grandparents, booksellers, librarians and teachers who have put these books in young people’s hands. And of the children and young adults who love his books. But most importantly, behind Silvey’s guilty plea are children who were exploited and abused. Concerns about his art, its legacy, or the shockwaves in Australian children’s literature are worth thinking about – but shouldn’t obscure that fact. If this article has raised issues for you, or if you’re concerned about someone you know, call Lifeline on 13 11 14. Penni Russon , Senior Lecturer, School of Communication, Monash University This article is republished from The Conversation under a Creative Commons license. Read the original article .

4 Jun 2026

Teacher Magazine (ACER)

The Research Files Episode 108: Dr Dan Cloney on measuring learning in the early years

Dr Dan Cloney with Teacher magazine’s Rebecca Vukovic.

3 Jun 2026

Guardian Australia Education

Australia politics live: bank expects home price reduction from budget to be more than twice government forecast

3 Jun 2026

Teacher Magazine (ACER)

Expert insights – AI as a tool for assessment feedback

How much do students learn if an AI tool provides instant corrections or simply rewrites their work, instead of triggering thinking about how it could be improved? ©rawpixel.com/Shutterstock

2 Jun 2026

Guardian Australia Education

Politics live: Australia always preferred secondhand Aukus submarines, defence secretary says

Senate estimates told it was a ‘joint idea’ to rework the nuclear submarine deal. Follow today’s news live Get our breaking news email , free app or daily news podcast Australia’s preference was always to receive second-hand nuclear powered submarines under the Aukus deal, defence officials have revealed, prompting the Coalition to question if the original arrangement was “imposed” on the Albanese government. The defence secretary, Meghan Quinn , was grilled at Senate estimates on Tuesday night about the announcement t hat Australia would purchase three used Virginia-class submarines from the US rather than a combination of new and old vessels. Australia’s position is that we would have always of had a preference for three in-service (submarines). They imposed a new submarine on us and said you must take a new submarine even if you want three in-service? This is a joint exercise over many decades, working collaboratively with an alliance partner to deliver a capability which is significant and is very important for Australia’s national defense. So there are many reasons why three in-service (submarines) would be simpler, lower cost through the training of staff, the sustainment arrangements, the maintenance requirements, and all of those considerations. Continue reading...

2 Jun 2026

Education Review AU

Parents asked to delay smartphone use in kids

The South Australian government has prompted parents to commit to delaying buying their kids a mobile phone in a bid to improve learning and mental health in students. The government hopes to gain support from parents through a presentation delivered by Wait Mate , a not-for-profit that advocates for no smartphone use in children before Year 7. Every school in the state, private and public, will be able to host a free Wait Mate session to explain the effects of mobile phone use to the community. The government cited research in international journal Pediatrics that found children who own a smartphone by age 12 are at greater risk of depression, obesity and lack of sleep. Wait Mate urges parents to join its movement by signing an online pledge to not let their children use a smartphone until they turn 12. Wait Mate SA director Emily Harrison said school responses to the first round of expressions of interest have been strong; 70 schools have already signed up to host a session. More on this story: Sydney school bans phones past gate | Victoria bans phones in non-govt schools | ‘Top blokes‘ to mentor at-risk Qld boys, teens “Wait Mate is about making it easier for families to delay smartphones by backing each other, and when your school reaches out, we’d simply encourage parents to rock up and be part of it,” she said. Primary schools have access to the program from June 1, 2026, and high schools from June 1, 2027. A public campaign will accompany the program to “highlight the risks of smartphones, promote the benefits of getting kids off screens and support parents to maintain phone-free pacts as their children start high school.” South Australia was the first state to ban mobile phones in schools and limit social media use for young people. All jurisdictions in Australia have banned mobile phones in schools as research into the effect of screen time on children continues to advance. Victoria has also banned smart watches and has limited screen time for very young children. Education Minister Lucy Hood said her plan is to “get kids active and off screens, away from addictive tech that impacts their learning.” “We are supporting parents to stand together to give their kids a smartphone-free childhood,” she said. “It’s heartening to see so many schools across the state wanting to get involved in the Wait Mate program and help connect like-minded families within their school communities.”

2 Jun 2026

Education Review AU

Parents asked to delay smartphone use in kids

The South Australian government has prompted parents to commit to delaying buying their kids a mobile phone in a bid to improve learning and mental health in students. The government hopes to gain support from parents through a presentation delivered by Wait Mate , a not-for-profit that advocates for no smartphone use in children before Year 7. Every school in the state, private and public, will be able to host a free Wait Mate session to explain the effects of mobile phone use to the community. The government cited research in international journal Pediatrics that found children who own a smartphone by age 12 are at greater risk of depression, obesity and lack of sleep. Wait Mate urges parents to join its movement by signing an online pledge to not let their children use a smartphone until they turn 12. Wait Mate SA director Emily Harrison said school responses to the first round of expressions of interest have been strong; 70 schools have already signed up to host a session. More on this story: Sydney school bans phones past gate | Victoria bans phones in non-govt schools | ‘Top blokes‘ to mentor at-risk Qld boys, teens “Wait Mate is about making it easier for families to delay smartphones by backing each other, and when your school reaches out, we’d simply encourage parents to rock up and be part of it,” she said. Primary schools have access to the program from June 1, 2026, and high schools from June 1, 2027. A public campaign will accompany the program to “highlight the risks of smartphones, promote the benefits of getting kids off screens and support parents to maintain phone-free pacts as their children start high school.” South Australia was the first state to ban mobile phones in schools and limit social media use for young people. All jurisdictions in Australia have banned mobile phones in schools as research into the effect of screen time on children continues to advance. Victoria has also banned smart watches and has limited screen time for very young children. Education Minister Lucy Hood said her plan is to “get kids active and off screens, away from addictive tech that impacts their learning.” “We are supporting parents to stand together to give their kids a smartphone-free childhood,” she said. “It’s heartening to see so many schools across the state wanting to get involved in the Wait Mate program and help connect like-minded families within their school communities.”

2 Jun 2026

Education Review AU

Three ways to help students finish school

The latest data on Australian schooling shows about 81.5 per cent of Year 10 students go on to Year 12. This is a modest rise of 1.6 percentage points on the previous year, but figures have been largely stable since the start of the Covid-19 pandemic . There have been decades of research on how to help students finish school. Each student is of course different and will have different needs. But there are many things schools can do from Year 7 to support students to stay until Year 12. Here are three of the most important ones. Why it’s important to finish school Completing Year 12 is associated with a range of positive longer-term outcomes . These include better employment prospects, higher lifetime earnings, and stronger health and wellbeing. It also keeps the widest range of post-school options open, from vocational training and apprenticeships to further study and direct entry into work. Why do students leave? The reasons students leave before Year 12 are varied and often complex. For example, some students might be managing health challenges, navigating difficult life circumstances, or pursuing opportunities like an apprenticeship that fit their goals well. For others, however, leaving early is shaped by experiences at school itself. Somewhere along the way, they became disengaged , fell behind, or lost their connection to school . These are the experiences schools are best placed to influence. Research shows there are three key areas schools can better develop now to help increase the retention numbers in the years ahead. 1. How teachers teach It may sound obvious but one main way schools can keep students is through teaching approaches that help students learn effectively. Research shows effective teaching in Year 7 is connected to school completion. Picture: iStock/davidf. This is because students need to feel they can succeed at school — and see themselves making progress — in order to stay engaged and connected to it. When learning is consistently out of reach, students disengage. In contrast, when they can see themselves getting better at things, school feels worth their effort. Our research shows effective teaching in Year 7 is connected all the way through to whether a student completes school six years later. This type of teaching is also linked with students putting in greater effort at school and higher achievement. What kind of teaching practices are we talking about? More on this story: NSW department’s 8 themes for student success | Why social-emotional confidence improves wellbeing, and how to get it One well-evidenced approach is explicit instruction where teachers clearly model new concepts and skills, guide students through examples, and gradually shift responsibility to students as they gain mastery. As part of this, two strategies stand out . First, reducing difficulty during initial learning. When a concept is new, break it into manageable steps and match the challenge to what students already know. Second, give students well-organised opportunities to practise, paired with specific guidance on how to improve. 2. How the classroom works Orderly, predictable and positive classrooms free up students to focus on learning rather than navigating disruption. This is why classroom management is important. This is how teachers structure the classroom environment and the interactions within it so learning can happen. Research also tells us it’s important for teachers to build warm, respectful relationships with students. Picture: iStock/FatCamera. In a recent study , we found students whose teachers provided strong classroom management were up to six times more likely to have high motivation, engagement, and resilience at school than students whose teachers did not. Two strategies are particularly effective for classroom management. First, establishing and consistently maintaining clear rules and routines is important, so students know what to expect. Second, recognising and building on what students do well rather than only focusing on what goes wrong. 3. Student-teacher relationships Research also tells us it’s important for teachers to build warm, respectful relationships with students. It is not only important for retention in its own right — it also underpins the other two areas above. Strong teaching and good classroom management both depend on positive teacher-student relationships. When students feel known and supported by their teachers, they are more willing to engage and stay connected to school . Our research shows each relationship a student has with a teacher matters. The more positive relationships students have with their teachers — relative to negative ones — the greater their academic engagement. Academic engagement in turn, is a key driver of school retention. Research tells us every teacher can make a difference, and the relationships teachers build with their students could be what helps that student stay on and complete school. This is because the relationships add up — and for some students, the bond they build with one teacher in particular can be what tips the balance toward staying engaged with school. So it is important to create conditions where every student has the chance to build genuine, positive connections with teachers. This means teachers getting to know students as individuals, showing interest in their lives beyond the classroom, and teaching in ways that feel personal and engaging. Rebecca J. Collie , Professor of Learning Sciences, Monash University and Andrew J. Martin , Scientia Professor and Professor of Educational Psychology, UNSW Sydney This article is republished from The Conversation under a Creative Commons license. Read the original article .

2 Jun 2026

Education Review AU

Three ways to help students finish school

The latest data on Australian schooling shows about 81.5 per cent of Year 10 students go on to Year 12. This is a modest rise of 1.6 percentage points on the previous year, but figures have been largely stable since the start of the Covid-19 pandemic . There have been decades of research on how to help students finish school. Each student is of course different and will have different needs. But there are many things schools can do from Year 7 to support students to stay until Year 12. Here are three of the most important ones. Why it’s important to finish school Completing Year 12 is associated with a range of positive longer-term outcomes . These include better employment prospects, higher lifetime earnings, and stronger health and wellbeing. It also keeps the widest range of post-school options open, from vocational training and apprenticeships to further study and direct entry into work. Why do students leave? The reasons students leave before Year 12 are varied and often complex. For example, some students might be managing health challenges, navigating difficult life circumstances, or pursuing opportunities like an apprenticeship that fit their goals well. For others, however, leaving early is shaped by experiences at school itself. Somewhere along the way, they became disengaged , fell behind, or lost their connection to school . These are the experiences schools are best placed to influence. Research shows there are three key areas schools can better develop now to help increase the retention numbers in the years ahead. 1. How teachers teach It may sound obvious but one main way schools can keep students is through teaching approaches that help students learn effectively. Research shows effective teaching in Year 7 is connected to school completion. Picture: iStock/davidf. This is because students need to feel they can succeed at school — and see themselves making progress — in order to stay engaged and connected to it. When learning is consistently out of reach, students disengage. In contrast, when they can see themselves getting better at things, school feels worth their effort. Our research shows effective teaching in Year 7 is connected all the way through to whether a student completes school six years later. This type of teaching is also linked with students putting in greater effort at school and higher achievement. What kind of teaching practices are we talking about? More on this story: NSW department’s 8 themes for student success | Why social-emotional confidence improves wellbeing, and how to get it One well-evidenced approach is explicit instruction where teachers clearly model new concepts and skills, guide students through examples, and gradually shift responsibility to students as they gain mastery. As part of this, two strategies stand out . First, reducing difficulty during initial learning. When a concept is new, break it into manageable steps and match the challenge to what students already know. Second, give students well-organised opportunities to practise, paired with specific guidance on how to improve. 2. How the classroom works Orderly, predictable and positive classrooms free up students to focus on learning rather than navigating disruption. This is why classroom management is important. This is how teachers structure the classroom environment and the interactions within it so learning can happen. Research also tells us it’s important for teachers to build warm, respectful relationships with students. Picture: iStock/FatCamera. In a recent study , we found students whose teachers provided strong classroom management were up to six times more likely to have high motivation, engagement, and resilience at school than students whose teachers did not. Two strategies are particularly effective for classroom management. First, establishing and consistently maintaining clear rules and routines is important, so students know what to expect. Second, recognising and building on what students do well rather than only focusing on what goes wrong. 3. Student-teacher relationships Research also tells us it’s important for teachers to build warm, respectful relationships with students. It is not only important for retention in its own right — it also underpins the other two areas above. Strong teaching and good classroom management both depend on positive teacher-student relationships. When students feel known and supported by their teachers, they are more willing to engage and stay connected to school . Our research shows each relationship a student has with a teacher matters. The more positive relationships students have with their teachers — relative to negative ones — the greater their academic engagement. Academic engagement in turn, is a key driver of school retention. Research tells us every teacher can make a difference, and the relationships teachers build with their students could be what helps that student stay on and complete school. This is because the relationships add up — and for some students, the bond they build with one teacher in particular can be what tips the balance toward staying engaged with school. So it is important to create conditions where every student has the chance to build genuine, positive connections with teachers. This means teachers getting to know students as individuals, showing interest in their lives beyond the classroom, and teaching in ways that feel personal and engaging. Rebecca J. Collie , Professor of Learning Sciences, Monash University and Andrew J. Martin , Scientia Professor and Professor of Educational Psychology, UNSW Sydney This article is republished from The Conversation under a Creative Commons license. Read the original article .

2 Jun 2026

Education Review AU

WhatsApp could join under-16s social ban

WhatsApp and other major apps have been warned they could be banned for under‑16s if they add new social features, the eSafety Commissioner has told a Senate estimates hearing. WhatsApp, which is owned by Facebook parent company Meta, was excluded from the December 10 ban, which booted teenagers from popular apps such as Instagram (also owned by Meta) and Snapchat. However, Greens senator David Shoebridge told a Wednesday hearing that every time he opened WhatsApp “I’ve got some new options … where there’s now channels, there’s communities, there’s my status feed.” In response, Ms Inman-Grant said apps that were not covered, including WhatsApp, may not be excluded forever. “We’ve told WhatsApp, we’ve told Roblox … you might have been assessed at this time as a messaging app or an online gaming, but the more social you become, the more likely you are to [meet the definition]”, she said. Ms Inman-Grant said if eSafety became aware of excluded platforms introducing more social features, then it would likely work through a process of reassessing them. WhatsApp could join Facebook and Instagram in the social media ban. Picture: iStock/stockcam. eSafety has been probing compliance of 10 major social media platforms since the ban came into effect on December 10, 2025. Ms Inman-Grant said complex investigations into “compliance of the platforms was ongoing”. “In our March regulatory update, we indicated we were concerned about industry compliance. Since then, we have continued our investigations and have seen some improvements,” she said. More on this story: The social media ban explained for teachers | School apps found to harvest student data | Children at risk from sexual AI chatbots “However, we have not yet reached a final determination on whether platforms are taking reasonable steps, which is the highest standard we must prove under the legislation. Ms Inman Grant acknowledged there was “a strong interest in why fines have not yet been issued”. “Unfortunately, we don’t have a fine-issuing button,” she said. “Rather, systemic noncompliance needs to be proven in court with solid evidence and complex legal proceedings.” Ms Inman Grant said there had been “early indications of progress” among social media sites. “By March, we reported there had been a 37 per cent reduction in the number of under-16s holding accounts, with parents consistently reporting much more constructive conversations with their children about online risks and social media use,” she said. Roblox is also on notice to be banned for under-16s. Picture: iStock/Robert Way. “Today, I can inform the committee that since our March compliance update and direct engagement with individual platforms, we have seen improvements and reversal of some of the poor implementation practices we identified. “For instance, some platforms have recently taken steps to restrict or age-verify accounts that had increased their stated age to 16 in the lead up to, or shortly after, December 10, to identify further underage users who still had accounts on their platform.” Ms Inman Grant said there had also been a reduction in administrative hurdles that “stifle” reports by parents, while other services had raised their age rating on app stores. “Today, I can also update the committee that we have retained an external legal team to support our investigation and any subsequent enforcement action,” she said. However, when asked by Liberal senator Sarah Henderson which platform had made changes, eSafety regulatory operations general manager Heidi Snell said information received from platforms was under “statutory compulsory notices”. “We have not yet finalised our assessment of the effectiveness of any of these measures that they’ve taken and whether that is compliance,” she said. “So, because these investigations are ongoing, we would maintain that divulging the specific details about any individual platform would risk prejudicing the investigations and potential enforcement action.” Earlier, Ms Inman Grant said eSafety had concluded a three-year enforcement action against X Corp, formerly Twitter, for failing to comply with a transparency notice around child sexual abuse material. “Ultimately, X Corp admitted liability and will pay a $650,000 penalty plus costs,” she said. “This is one of the few successful actions brought against export by any regulator globally. “Such outcomes are hard won, and they demonstrate that careful, methodical enforcement with a substantial evidence base yields results.”

2 Jun 2026

Education Review AU

WhatsApp could join under-16s social ban

WhatsApp and other major apps have been warned they could be banned for under‑16s if they add new social features, the eSafety Commissioner has told a Senate estimates hearing. WhatsApp, which is owned by Facebook parent company Meta, was excluded from the December 10 ban, which booted teenagers from popular apps such as Instagram (also owned by Meta) and Snapchat. However, Greens senator David Shoebridge told a Wednesday hearing that every time he opened WhatsApp “I’ve got some new options … where there’s now channels, there’s communities, there’s my status feed.” In response, Ms Inman-Grant said apps that were not covered, including WhatsApp, may not be excluded forever. “We’ve told WhatsApp, we’ve told Roblox … you might have been assessed at this time as a messaging app or an online gaming, but the more social you become, the more likely you are to [meet the definition]”, she said. Ms Inman-Grant said if eSafety became aware of excluded platforms introducing more social features, then it would likely work through a process of reassessing them. WhatsApp could join Facebook and Instagram in the social media ban. Picture: iStock/stockcam. eSafety has been probing compliance of 10 major social media platforms since the ban came into effect on December 10, 2025. Ms Inman-Grant said complex investigations into “compliance of the platforms was ongoing”. “In our March regulatory update, we indicated we were concerned about industry compliance. Since then, we have continued our investigations and have seen some improvements,” she said. More on this story: The social media ban explained for teachers | School apps found to harvest student data | Children at risk from sexual AI chatbots “However, we have not yet reached a final determination on whether platforms are taking reasonable steps, which is the highest standard we must prove under the legislation. Ms Inman Grant acknowledged there was “a strong interest in why fines have not yet been issued”. “Unfortunately, we don’t have a fine-issuing button,” she said. “Rather, systemic noncompliance needs to be proven in court with solid evidence and complex legal proceedings.” Ms Inman Grant said there had been “early indications of progress” among social media sites. “By March, we reported there had been a 37 per cent reduction in the number of under-16s holding accounts, with parents consistently reporting much more constructive conversations with their children about online risks and social media use,” she said. Roblox is also on notice to be banned for under-16s. Picture: iStock/Robert Way. “Today, I can inform the committee that since our March compliance update and direct engagement with individual platforms, we have seen improvements and reversal of some of the poor implementation practices we identified. “For instance, some platforms have recently taken steps to restrict or age-verify accounts that had increased their stated age to 16 in the lead up to, or shortly after, December 10, to identify further underage users who still had accounts on their platform.” Ms Inman Grant said there had also been a reduction in administrative hurdles that “stifle” reports by parents, while other services had raised their age rating on app stores. “Today, I can also update the committee that we have retained an external legal team to support our investigation and any subsequent enforcement action,” she said. However, when asked by Liberal senator Sarah Henderson which platform had made changes, eSafety regulatory operations general manager Heidi Snell said information received from platforms was under “statutory compulsory notices”. “We have not yet finalised our assessment of the effectiveness of any of these measures that they’ve taken and whether that is compliance,” she said. “So, because these investigations are ongoing, we would maintain that divulging the specific details about any individual platform would risk prejudicing the investigations and potential enforcement action.” Earlier, Ms Inman Grant said eSafety had concluded a three-year enforcement action against X Corp, formerly Twitter, for failing to comply with a transparency notice around child sexual abuse material. “Ultimately, X Corp admitted liability and will pay a $650,000 penalty plus costs,” she said. “This is one of the few successful actions brought against export by any regulator globally. “Such outcomes are hard won, and they demonstrate that careful, methodical enforcement with a substantial evidence base yields results.”

2 Jun 2026