This week, Teacher has been sharing reader stories on their school’s response to the pandemic. This final instalment is written by Michael Rosenbrock, Assistant Principal at Wodonga Senior Secondary College, on the border of Victoria and New South Wales.

In today’s article, Kate Hill – an Australian teacher from Melbourne who is currently teaching Year 7 and 8 English at Braeburn School in Nairobi, Kenya – gives an international perspective on learning during the pandemic.

As educators in Australia return to face-to-face teaching, and schools around the world grapple with new ways of working to provide continuing support to students during the pandemic restrictions, readers have been getting in touch to share what’s been happening in their own context.

‘While schools will be gradually re-opening in China by mid-April, they’re closing around much of the rest of the world. How well are we prepared? OECD’s TALIS survey offers some insights,’ Andreas Schleicher, the organisation’s Director for Education and Skills, writes in his latest Teacher column.

In her last column, Dr Sue Thomson examined secondary school teacher and principal views on resourcing issues that hinder quality teaching, as revealed by the OECD Teaching and Learning International Survey. What, then, do these teachers see as the spending priorities for Australian education? And are the priorities different in primary schools?

Julia Gillard explains why schools and early learning services are in a strong position to help children and young people bounce back after the bushfire disaster, and looks at some of the resources available to support students and teachers.

In her new Teacher column, Dr Sue Thomson discusses some of the latest results from the OECD Teaching and Learning International Survey (TALIS), including issues of resourcing and student achievement.

‘Educators and parents are questioning the effect that technology can have on students' mental health and wellbeing, now more than ever,’ Julia Gillard writes in her new Teacher column.

'While people have different views on the role that digital technology can and should play in schools, we cannot ignore how digital tools have so fundamentally transformed the world outside of school,' OECD Director of Education and Skills Andreas Schleicher writes in his new column.

In this edited version of her presentation at ACER’s Research Conference Dr Sue Thomson looks at the assessment of social and emotional skills in an increasingly fast-changing and diverse world.