For everyone News in brief: Term 3, 2024
Disability funding inadequate
New research shows governments are failing to deliver the funding that public schools need to educate the rapidly increasing numbers of students with disabilities. The AEU’s 2024 State of our Schools survey of more than 15,000 principals, teachers and support staff reveals that 80% of principals are forced to shift funding from other areas to pay for assistance for students with disabilities. Nine out of 10 principals say their school is under-resourced, lacking teachers’ aides, and specialists such as speech and occupational therapists. Only 36% of teachers say the PD they have done gives them the knowledge and skills to teach students with disability. The number of students with disability in public schools has increased by 40% since 2015 and they now make up one in four students. Under the current model, there is no funding from the federal government for 30% of these students.
Paid placements a union win
The federal government has confirmed its commitment to addressing the “placement poverty” experienced by pre-service teachers by providing financial support during practical placements for both higher education and vocational sectors. While the payments will provide much-needed aid to university and TAFE students across the country, more must be done to address significant dropout rates. Currently, 20% of graduates leave in the first three years of entering the teaching profession due to high workload, class sizes and contact hours. The AEU has raised the critical issue of attraction and retention in National Teacher Workforce Action Plan discussions and in the AEU’s Ten-Year Plan for Staffing in Public Education.
Australian students bullied at high rates
Experts warn that classroom disorder is leading to poorer school outcomes, as Australian Council for Educational Research (ACER) findings show one in six students say they have been made fun of or bullied. When compared to other OECD countries, Australia’s classrooms are chaotic and loud, and bullying rates are high, with bullied students achieving lower test scores. Exposure to bullying was highest in Latvia, with Australia an unenviable close second. Australian students felt less safe at school than the average, with 40% reporting noise and distraction in most classes, making it hard to concentrate and listen to the teacher.
OHS audit changes to reduce principal workloads
As part of the $11.98 million secured by the AEU through the VGSA, the Department of Education committed to reducing the administrative burden placed on principals to meet their obligations with a new OHS audit model that provides a hands-on service to schools for OHS and Emergency Management planning. OHS Support Officers will now be known as OHS Service Officers, who will complete OHS and Emergency Management planning tasks and reduce the workload on principals and staff. The number of officers in each region will increase from three or four to 10. They will be regionally based, centrally employed, and include five key managers.
Shining a light on injustice suffered by First Peoples
On 6 June, AEU Victoria First Nations organiser Alinta Williams spoke to the Yoorrook Justice Commission’s inquiry into systemic injustice experienced by First Peoples in Victoria in relation to health, education, housing and economic life, including systemic injustice in Victoria’s school system. Alinta spoke in support of the AEU’s submission to the investigation, and hearings ran 4–7 June. The AEU represents 251 members who identify as First Peoples, working in kindergartens, schools, TAFE, AMES, and disability services, as well as 59 student members. AEU Victoria’s submission can be found on the AEU Victoria website. Videos of hearings are available to view at yoorrookjusticecommission.org.au. We will run a full report in the Term 4 edition of AEU News.
