The information in the Weekly Wrap is aggregated from other news sources to provide you with news that is relevant to the education sector across Australia and worldwide. Each paragraph is a summary of the subject matter covered in the particular news article. The information does not necessarily reflect the views of CompliSpace.

AUSTRALIA

The program helping principals stay in the job

The Educator reports that earlier this year, the Australian Primary Principals Association warned that the stress and burnout caused by COVID-19 could see school heads walk away from the job once the pandemic ends. The most recent national report into principal occupational health and wellbeing has found that nearly one in three principals face stress and burnout, as well as high levels of threats and physical violence by parents and students. In response to the findings of these annual reports, a collective of educators initiated the Flourish Movement, which addresses principal wellbeing in a constructive, positive and proactive manner. The research-based program – developed by Dr Adam Fraser in consultation with a leadership group from the Shellharbour Primary Principals’ Council – has since achieved significant results, including a 56 per cent increase in positivity at work and a 20 per cent decrease in stress levels.

Pandemic “an opportunity for renewal” – expert

The Educator reports that the massive shake-up that the education system has undergone since the shift to remote and flexible learning has provided some unique opportunities for schools to improve the way teaching and learning happens. Renowned education expert Professor Pasi Sahlberg is the deputy director of the UNSW Gonski Institute for Education. He believes greater attention should be given to what kids have learned during the pandemic rather than to the losses in learning traditional school subjects and student test scores. “This global pandemic is a test for school systems’ flexibility and complex problem solving. Many educators see the disruption as an opportunity for renewal,” Professor Sahlberg told The Educator. He says one silver lining during the pandemic is that many students and their parents are “looking at what school could be with new eyes”.

The education system is failing those who need it most

The Australian reports that this week the Mitchell Institute released the second landmark Educational Opportunity in Australia report. It is the first major study to look at how well our whole education system is performing against the ambitious goals agreed to last year in the Alice Springs (Mparntwe) Declaration. The declaration commits Australia to creating an education system that promotes excellence and equity. It also commits Australia to supporting all young people to become successful lifelong learners, confident and creative individuals, and active and informed members of the community. Alarmingly, around 30 per cent of young adults are not meeting the aims of the declaration. That means more than 100,000 thousand young people are entering adulthood each year without the skills and capabilities needed to meaningfully participate socially, democratically and economically. The results relating to social background are even more damning, with educational success persistently linked to a student’s social and economic circumstances.

“Outdated” disciplinary models hinder inclusive education

The Educator reports that many students with disabilities are missing out on quality education because of outdated class management methods, a behaviour and disability expert has revealed. Speaking at a Disability Royal Commission, mental health education expert Dr David Armstrong of RMIT University said that the “manage-and-discipline” model used in most Australian schools was not effective in managing children’s behaviour and students with disabilities were taking the brunt of its impact. Dr Armstrong said the method’s poor efficacy could also demotivate teachers and lead to “teacher drop out.” He said that the model needed to be replaced with evidence-based strategies that provide positive behavioural support for students with disabilities who were perceived to be creating behavioural difficulties. Dr Armstrong said behavioural concerns should also not be used as a pretext for recommending that children attend special schools or specialist settings.

NSW wants to change rules on suspending and expelling students. How does it compare to other states?

According to an article in The Conversation, schools use suspensions and expulsions to help change unproductive student behaviours, and allow time for other strategies to be implemented, to help avoid repeat situations. Each state and territory has its own legislation (except NSW, which has a policy) that defines and guides the use of expulsions and suspensions. The length of time students can be suspended for varies between states. Each state also provides different grounds on which schools can suspend or expel students. Schools should develop a plan that outlines educational support during the student’s absence, so that they can continue their education. In the case of expulsion, a principal must take reasonable steps to arrange for access to an educational program that allows the student to continue their education. The NSW plan includes this expectation. Queensland, Western Australia, Victoria, ACT and Tasmania have similar requirements.

How teachers' workloads impact classroom management

The Educator reports that teachers saddled with an excessive workload early in their careers are more likely to have their positive classroom management methods derailed, a recent study has revealed. The study, which followed 395 teachers from the start of their teaching education until 15 years into their teaching careers, also found that young, overworked teachers often resort to negative approaches in managing student misbehaviour, including yelling and using sarcasm. In contrast, teachers who feel well-prepared and confident in their ability to manage classroom behaviour are more likely to provide students with clear structure and expectations on how to conduct themselves in school. “This shows that teacher education isn’t just important in equipping future teachers with effective classroom management skills,” said Professor Helen Watt of the University of Sydney, one of the study’s three authors. “It’s also important to develop their confidence to manage student misbehaviour through positive structures rather than negative reactions.”

Priests surrender school control in Melbourne

The Australian reports that a large not-for-profit company chaired by a leading businessman will take control of Australia’s biggest group of Catholic schools in the wake of the sex abuse Royal Commission. Former EY senior partner Gerard Dalbosco will chair Melbourne Archdiocese Catholic Schools Ltd under a restructure that will strip parish priests of key responsibilities. It will mark a new era for Catholic education, with the new entity managing $3.6 billion of assets across 335 schools in Melbourne, at the same time as setting up a markedly different structure. The Australian Catholic Bishops Conference accepted the sex abuse Royal Commission’s recommendation that bishops ensure parish priests are not the employers of principals and teachers in Catholic schools. Catholic Education Melbourne, which led the national charge for the federal Coalition to overhaul its inequitable schools funding system, will become part of MACS, with CEO Jim Miles to become executive director of the new company.

Victorian teachers enter uncharted waters

The Age reports that before COVID-19, staff numbers at Victorian schools grew by 3.4 per cent a year thanks to the country's highest population growth and the largest number of international students. Some of Victoria's wealthiest non-government schools tapped into the JobKeeper subsidy scheme to hang on to staff during the COVID-19 lockdown, and many private schools remain concerned about staffing costs as families receive discounts or depart for cheaper schools. Victorian schools are advertising for staff later this year, in lower volumes, although they are picking up as restrictions ease. The most recent job ad figures from SEEK show Victorian education and training jobs are at 68 per cent pre-COVID levels, compared with 89 per cent nationally. Independent Schools Victoria chief executive Michelle Green said the impact on staffing patterns was mixed and inconsistent. Catholic Education Melbourne executive director Jim Miles said he expected teacher employment numbers to be relatively stable in 2021.

Students won’t be disadvantaged by “bastard behaviour”: Police Minister

The New Daily reports that hundreds of students have again been interrupted during crucial Higher School Certificate exams after a second day of threatening emails and school evacuations. NSW Department of Education secretary Mark Scott said about 300 students had their HSC biology exam disrupted on Wednesday morning. Mr Scott said many were able to resume sitting the exam, and reassured students that special provisions would be made so that none of them would be disadvantaged by the incident. More than 10 schools in regional NSW were evacuated on Wednesday, including Bowral High School, Bomaderry High School, Moss Vale High School, Yass High School and Narrabri High School, according to 7News. Wednesday morning’s scare was the second in as many days, after emails containing bomb threats forced thousands of students across at least 20 schools out of classes – and HSC exams – on Tuesday. The schools all enacted their emergency response plans, evacuating students and contacting police.

INTERNATIONAL

Classroom violence the biggest education issue, principals say (New Zealand)

Stuff reports that reducing classroom violence must be a priority for the new Government, teachers say. New Zealand Principals’ Federation (NZPF) says students’ violent behaviour needs to be addressed ahead of all other education issues. Schools are increasingly resisting attempts to make them enrol children who have been kicked out of other schools for violent behaviour, it was reported in February. NZPF president Perry Rush said ending student violence towards staff and other students is critical. A 2019 survey found principals, deputies and associates were almost 12 times more likely to be subjected to physical violence compared to the rest of the general population last year – up from seven in 2016. Research published in May last year revealed primary school leaders are more than 10 times more likely to face physical attacks than the general population, with 27 per cent of principals experiencing violence from students.

British students get mandatory lessons in LGBT sexuality (United Kingdom)

The Sydney Morning Herald reports that, as One Nation MP Mark Latham pushes to remove any discussion of sexuality and gender identity from NSW schools, some school jurisdictions are instead formalising how and what is taught. The British Government recently made relationships education compulsory in all primary schools in England and relationships and sex education compulsory in all secondary schools. This includes independent schools, though they can opt out of the separate health syllabus. From this term all English school students must be taught in an age-appropriate way about lesbian, gay and bisexual sexuality and transgender identity. While schools have some flexibility, their lessons must comply with the Equality Act, which includes protections for sexuality and gender reassignment. However, in a win for campaigners who are concerned about the rising trend to diagnose children as transgender, the British government also issued guidance about how teachers and schools should talk to children about their own gender identities.