Research in Teacher-Student Wellbeing

RESEARCH SURVEY: We want to understand how teacher wellbeing can be better supported!

If you are a teacher in Australia, you are invited to participate in a UNSW research study by completing a 15-minute online survey. Follow the link for more information:

SURVEY: An examination of the motivation and wellbeing of teachers working in Australian schools RESEARCH: The purpose of this project is to investigate the motivation and wellbeing of teachers working in Australian schools. This research aims to survey teachers working in diverse geographic locations (e.g., across rural, regional, and metropolitan settings) to identify how work and community e...

Teachers' work conditions matter:

While positive work challenges can be association with greater job satisfaction for teachers, heavy job demands and lack of resources can lead teachers to experiencing high levels of stress and exhaustion, and lower job satisfaction.

https://www.sciencedirect.com/science/article/pii/S0742051X22001779

Research conducted in Germany during the pandemic, using 3,250 teacher responses.

Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands During the COVID-19 pandemic, teachers suddenly faced multiple challenges related to closed schools and remote teaching. This study investigated teach…

Good luck to all with the strike today!

A new Charles Sturt University program aimed at upskilling teachers’ aides, Aboriginal Education Officers, and other classroom support personnel to become qualified teachers is addressing the critical shortage of teachers in Australia.

Teacher’s aide pathway addresses critical teacher shortages The Charles Sturt University Collaborative Teacher’s Aide Pathway (CTAP) is surpassing expectations attracting a high number of student enrolments from across Australia.

Supporting children's emotions benefits wellbeing and learning:

"Analysing data from E4Kids, Australia’s largest study of early childhood education and care quality, the emotional qualities of interactions [which focus on relationships between child and educator, including regard for the child’s perspective] emerge as the critical factor... We found instructional and organisational aspects of interaction did not reliably predict child learning. Changes in the emotional environment did predict language development."

'Greatest transformation of early education in a generation'? Well, that depends on qualified, supported and thriving staff Research confirms that a focus on restoring the well-being of educators is vital to deliver the gains promised by huge new investments in early childhood learning and care.

Out of 2,444 responses from teachers in a Monash University study, the large majority of teacher respondents (75%) either disagreed (47%) or strongly disagreed (28%) that they found their
current workload manageable. Only 42 teachers (2%) responded ‘strongly agreed’ that their
workload was manageable.

www.monash.edu

Teacher and student wellbeing are connected. If we want to best support our children, then we need to support our teachers.

When you fail teachers, you fail children NSW Education Minister Sarah Mitchell said the teacher shortages in NSW were so bad two years ago they were keeping her awake at night. If that was her response then, she must hardly be sleeping a wink right now.

When we view students' disruptive or avoidant behaviours as signals of their needs not being met, then this can help us focus our efforts on designing solutions that promote engagement and wellbeing, instead of solely relying on punishments.

Mia used to barely attend school. Now she has perfect attendance Independent school Key College in Merrylands aims to get non-attenders back in the classroom.

A parliamentary inquiry has been announced into teacher shortages in Australia. Teaching professionals, parents, other individuals, community groups, and organisations can make a submission by the closing date of Sunday 31 July 2022. Submissions should address the terms of reference of the inquiry (see image below). https://www.parliament.nsw.gov.au/committees/inquiries/Pages/inquiry-details.aspx?pk=2882 -submissions

More and more students dislike school as they go up through the school years, with school dislike peaking at Year 9. Those students who dislike school often say they don't like learning.

How can we better support these students to enjoy the learning process and being at school?

What do kids like and dislike about school? This is why it matters – and we can do something about it A third of students say they don’t like school, and that dislike often begins around the time they enter high school. But the reasons they give point the way to solutions to this problem.

New Australian research on the schooling impacts of the floods, bushfires, and COVID-19 found "the disruptions to schooling had significant impacts on the well-being of teachers and students, whereas academically the kids were OK."

After years of COVID, fires and floods, kids' well-being now depends on better support Research on the impacts on schooling of COVID and bushfire and flood disasters has found academically the kids are mostly OK. It’s their well-being and recovery from trauma that demand our attention.