‘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.

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.

Improving educational opportunities has a far greater reach than just the benefits for that individual child. ‘This is particularly the case for educating girls and young women,’ Julia Gillard writes in her latest Teacher column.

‘The reality is, teaching can be really tough, and teachers, more concerned with the health and wellbeing of their students, can often put their own wellbeing last,’ Julia Gillard writes in her latest Teacher column.

Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. In her first column for 2019, Dr Sue Thomson explores student perceptions of school safety.

This year, for the first time, the Programme for International Student Assessment (PISA) will assess global competence. In his latest Teacher column, OECD Director for Education and Skills Andreas Schleicher discusses what the assessment entails.

‘Education must be prepared to change with technology.’ In his first Teacher column for 2019, Andreas Schleicher takes a look at trends in education and how they will impact the future lives and work of young people.

OECD Director of Education and Skills Andreas Schleicher explains there are several factors that impact student wellbeing, and much comes down to teachers, parents and schools.

School improvement is most likely when an entire school has a shared improvement agenda and is committed to learning how to improve. Professor Geoff Masters AO discusses a five-step improvement cycle.

One of the biggest challenges we face in improving quality and equity in our schools is to better address the learning needs of the many children who, on entry to school, are at risk of being locked into trajectories of long-term low achievement, writes Professor Geoff Masters AO.