With decreasing teacher degree completion rates and low teacher retention, Australia was already facing a growing teacher shortage before the pandemic. But it’s about to get much worse.
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Disengagement from schooling puts students at a greater risk of permanently dropping out of school.
Children are not the primary drivers of Omicron. And for the majority of children, COVID has been a mild disease. But there are many known harms from school closures.
Moving classrooms outside is not a new idea. It’s been done in past disease outbreaks such as tuberculosis and the Spanish flu.
The NSW plan doesn’t measure up against international best practice. And Victoria doesn’t seem to be following a child-centred approach either.
The national average in literacy and numeracy has been unaffected by 2020’s disruptions. But will have to wait until the full NAPLAN data is released to understand the affect on vulnerable students.
There is some risk of COVID transmission in playgrounds, but the benefits of outdoor play, especially now, may outweigh the risks.
Amid growing COVID-19 transmission, hospitalization and death rates, mask mandates are returning in some states.
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After the CDC changed course in late July, recommending universal masking indoors, Nevada became the first state to adopt a flexible masking policy that can quickly adjust to changing COVID-19 rates.
Many interactions between teacher and student may appear insignificant or random, but they are important for learning and building relationships.
Every child has experienced the pandemic school closures in different ways.
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Academic progress seems to be the government’s primary concern. But school pupils have experienced lockdown learning – and losses – in a myriad ways
During 2020, we saw the traditional classroom all but disappear. We can expect education to face other types of disruption. In an uncertain future, teachers need more than classroom-readiness.
We need a layered strategy — depending on the amount of community transmission – to ensure the response isn’t the same every time with each snap lockdown: to close schools. Here’s how to do it.
Public housing tower in Flemington, Melbourne.
What might the past offer us at this moment, and how will future generations reflect on this year? How will this present become the future’s past?
An educational ethicist talked to teachers about what ethical issues were most pressing during COVID. Here are the three that featured most.
A new report shows out of 1 million students enrolled in all Victorian schools, only 337 may have acquired the virus through outbreaks at school.
South Africa has to balance a number of factors when considering how to handle schools during the pandemic.
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The country’s Constitution, as well as several court rulings, offer clear guidelines for how children’s best interests should be managed and prioritised.
Remote school may look different to ‘normal’ school, but children are still being taught; they are still learning and many are still actively engaged in the curriculum.
One approach to figure out what to expect is to look at the experiences of different countries after they closed schools due to previous pandemics, war or industrial action.
Some children are not socially engaging with their peers in the way they did before the pandemic. It’s understandable if parents are worried.
Kids learn who they are and how to cope within their families.
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Good mental health is the ability to adapt to changes and stress. Whatever school looks like, parents can help keep kids’ social-emotional development on track in these four areas.