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What does it actually mean to strive for excellent academic outcomes for all?

The prevailing rhetoric of the current government suggests a return to the basics, with a keen focus on academic outcomes as the sole priority. Recently, a Minister even asserted that it is impossible to concentrate on more than one thing at a time.

It is deeply regrettable that those making these decisions often lack classroom experience and do not seek the perspectives of those who do. If they did, they would understand that it is indeed possible—and essential—to focus on multiple aspects simultaneously to achieve the academic outcomes they desire.

I have yet to meet a teacher who does not strive for the best for the children in their care. Indeed, no teacher wishes for their children to fail. Ironically, our current government is right now providing the very conditions within schools that mean many children and teachers are actually failing.

If this government truly aims for academic excellence for all, they must recognise that our focus cannot be singular but rather multifaceted:




  1. Recognising the Whole Child: We must truly see each child. Understanding child development is crucial, as chronological age or year level often does not align with a child's developmental age. Embracing a pedagogy of play honours the natural ways in which children learn. It is possible to combine play and explicit teaching, in fact, it is the perfect balance.
  2. The Role of Trusted Adults: For children to thrive, trusted adults are essential. Schools need adequate resources to offer a supportive network for children. Having adults available to co-regulate, listen, and assist with learning tasks is invaluable and necessary for the success of all children. Not only does this provide wonderful support for our children, it actually allows teachers to spend time teaching.
  3. Creating Nurturing Environments: We need environments grounded in nurture and neuroscience. This ties back to having trusted adults who understand behaviour as communication and work relationally, creating calm spaces where learning can occur. Establishing these systems requires resources but prevents children from repeatedly failing before receiving support.
  4. Training in the Neurosequential Model: Every school staff member should be trained in the Neurosequential Model to respond effectively to overwhelmed nervous systems.
  5. Neurodiversity Affirming: We must foster environments that affirm neurodiversity.  Environments built on understanding, inclusivity, support and seeing strength not weakness. 
  6. Building Strong Foundations: The first three years should be dedicated to building strong foundations, focusing on literacy, numeracy, and executive functioning skills. This approach does not ignore children with specific learning needs but provides the time to address them before gaps widen. Even the tallest trees topple when they are shallow rooted, if we want our children to go on to do well academically, socially and emotionally, we must focus on those foundations first.
  7. Access to Experts: We need Speech Language Therapists, Occupational Therapists, Educational Psychologists, Play Therapists, and Music Therapists readily available, without the need for prolonged battles to access their expertise.
  8. Innovative Learning Spaces: Schools should have the flexibility to create learning environments beyond traditional classroom settings. Funding should support the development of nurturing outdoor spaces where children can learn and thrive.
  9. Supporting Teachers: We must stop overburdening teachers by expecting them to shoulder everything at once. Raising the bar continuously will not miraculously improve achievement; we need to give teachers the time to deepen their understanding.
  10. Respecting Educators: Respect for teachers and principals is crucial. Despite the challenges of current times, educators persevere. The constant undermining of those in education is exhausting and demoralising. To truly support children's achievement, we must improve conditions for the educators responsible for this success, allowing them to focus on the jobs they love.




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