‘[The Sacúdete strategy] shows to others what the future of school could look like when we put learners at the centre and make the "extracurricular" the curriculum. That is the lesson that other countries can learn from.’ In his new Teacher column, Andreas Schleicher shares details of a successful program in Colombia that sees educators work as mentors and coaches.

Additional Needs Coordinator Sue Pickett shares a task slip which she created with her team at Eltham High School in Victoria to support teachers in assisting students with additional needs.

Additional Needs Coordinator Sue Pickett shares a modified program worksheet she created with her team at Eltham High School in Victoria called ‘How we will work with…’ to support teachers in assisting students with additional needs.

Grief caused by bereavement is something we will all encounter at some point in our lives, but there are also many other different types of grief and loss that we can experience – whether it’s the loss of a pet, having a sick or elderly relative, or grief caused by natural disasters. Here, we look at the different types of grief and loss and how they can impact our overall wellbeing.

Additional Needs Coordinator Sue Pickett shares a study planner she created with her team at Eltham High School in Victoria to support teachers in assisting students with additional needs.

National charity ADHD Australia surveyed 1024 primary, secondary and tertiary educators in all Australian states and territories to identify their knowledge, training and experience to support students with Attention Deficit Hyperactivity Disorder (ADHD). Find out more in today’s infographic.

How do you support and celebrate neurodiversity in the classroom? What strategies do you use to ensure all students in diverse classrooms thrive at school and beyond? In this article, we outline five further readings which explore neurodiversity in education, and offer strategies for effective and informed teaching.

Involving leaders, teachers, students, families and the wider community in the design and build of schools is relatively commonplace nowadays. However, a new study from the UK highlights that ‘collaboration in itself does not necessarily lead to effective innovation,’ sharing lessons learnt from three schools.

Taking turns and sharing in early childhood develops children’s pro-social skills in the early years, helping them to thrive in school and later life. In the second part of a Q&A with Teacher, Lauren Armstrong – Lecturer in Early Childhood Education at the University of Tasmania – discusses how early years and primary teachers can support the development of these important skills.

Taking turns and sharing in early childhood develops children’s pro-social skills in the early years, helping them to thrive in school and later life. In the first instalment of a two-part Q&A, we speak with Lauren Armstrong – Lecturer in Early Childhood Education at the University of Tasmania – about the impact of these skills for school readiness, and the current research on the topic.