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.

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.

‘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.

Through an instructional scaffolding model, today’s article explores the importance of students taking responsibility for their learning and provides a practical framework for cultivating student independency and interdependency in the learning process.

Undertaking professional learning as a principal has led Mandy Reynolds-Smith to not only improve her practice and progress to work at a systems level, but to also recognise her strengths as a leader.

A workplace placement program targeting Indigenous senior secondary students has helped improve school engagement and attendance. In this article, we look at a school which has all of their senior Indigenous students enrolled and how it’s having a positive effect school-wide.  

Year 4 teacher Andrew Noordhoff shares the success of an inquiry-based Mathematics lesson sequence he recently team taught. He discusses how he led students through the lesson, where some struggled and what elements of the lesson were effective.

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.

Principal Gail Smith discusses how co-teaching has improved outcomes for students at her school, how trusting co-teacher relationships are maintained and some possible hurdles to adopting the process.