New research proposes that schools look to the principles of Universal Design for Learning when planning their transition programs for students entering secondary school. In today’s article we speak to lead author of the report, Associate Professor Dianne Chambers.

A global survey asked members of the public in 35 countries about their attitudes to teachers and teaching, with data used to create a ‘status index’ score out of 100. Today’s infographic looks at the 15 countries where teachers are most valued, according to their score.

Mental health disorders are a significant cause of student absence from school, particularly in the secondary school years, according to a new study published in the Australian Journal of Education.

A UK sleep education study that enlisted teachers to educate students about healthy sleep behaviour has seen students pick up some healthier sleep habits. Dr Chris Harvey joins us to discuss the results of the study and some of the wider implications.

Associate Professor Philip Riley discusses the latest results from the Principal Health and Wellbeing Survey, and the impact that long work hours are having on principals’ wellbeing, their family life and their ability to maintain a healthy lifestyle.

What are the enablers and challenges for high school teachers using a project-based learning approach in the classroom? In today’s reader submission, learning designer and educator Lisa Aitken shares findings from her research in New South Wales schools.

Here at Teacher, we’re always hearing from educators who are keen to contribute to the magazine and share their stories. So, in this episode we share some of the reader contributions we’ve published on Teacher this month.

Boys remain less likely to be developmentally ready for school than girls, the latest results of the Australian Early Development Census show.

Dr Drew Miller, a Senior Lecturer from the University of Newcastle, addresses some frequently asked questions about the use of Randomised Controlled Trials in school settings.

Today’s article explores findings from a recent Australian study that examined two forms of social support from teachers and peers, and their role in reducing adolescent girls’ disengagement over three years of high school.