Kahli Schroder, a Teacher and Wellbeing Leader at St Bede's School in Victoria shares insights into how she cares for her own mental health and wellbeing.

A study of children participating in book talks in libraries has shown differing lines of priority between classroom teachers and librarians when it comes to reading, and suggests they should work together more cohesively.

Anxiety is the most common mental health condition in Australia. Feeling anxious is one way our bodies keep us safe from danger – it is an emotion that we feel when we’re under pressure or threat. In today’s article Dr Jill Newby from the Black Dog Institute and UNSW discusses how to recognise physical signs and symptoms of anxiety, and where to get the support you need to manage it.

Proficiency in critical and creative thinking, collaboration and problem solving helps students succeed in their learning, but these kinds of skills are also highly valued by employers.

The annual Youth Survey Report from Mission Australia shows young people in Australia are becoming increasingly concerned about equity and discrimination, and remain affected by stress levels and mental health. Here, we look at the survey findings which detail the experiences of over 25 000 young people in 2020.

In this episode of The Research Files we talk to Dr Katherine Dix about the importance of school libraries, some of the different models being used by schools, and the connection between the value leaders place on their library and its representation on the school website.

Working with colleagues to assess and moderate student work enables teachers to make consistent judgements of achievement and progress. In our latest reader submission, Learning Specialist Jeanette Breen shares how Templestowe Heights Primary School has improved its writing moderation process and five tips for a more successful experience.

At Tulliallan Primary School in Melbourne, teachers and students have been working with local Indigenous groups to create an immersive Acknowledgement of Country. STEM teacher Nick Pattison shares the story from different perspectives.

An industry report from the University of Melbourne says deeper, more systemic change is needed to help ‘future-proof’ students. Researchers say this must start with altering what and how we assess when it comes to the general capabilities, particularly the skills which relate to employability.

‘Through careful reflection, design and planning of daily learning activities, teachers can identify opportunities for teaching resilience in their classroom.’ Dr Sarah Tillott and Dr Michelle Neumann discuss learning activities that foster resilience in the classroom.