Analysis shows most suspensions in SA in 2019 were given to Indigenous students with a disability, followed by children with a disability living in care. These children need support, not dismissal.
Articles on Vulnerable students
Displaying all articles
Teachers’ optimism is strained when they know much more could be done to minimize COVID-19 safety risks in schools and to help them support student needs during COVID-19.
Addressing children’s and youth’s needs requires the expertise and support of educational assistants, school psychologists and all workers who collaborate to build caring school communities.
A Grattan Institute report shows the achievement gap between disadvantaged and advantaged students widens at triple the rate in remote schooling compared to regular class.
Tightening regulation will contain the damage but this alone will not address the deeper problems in vocational education.
Every Student Succeeds Act (ESSA) is replacing No Child Left Behind (NCLB). How much of an improvement is it over the earlier law?
Top contributors
-
Clinical Associate Professor of Special Education, Wheelock College of Education and Human Development, Boston University
-
Senior Lecturer, Melbourne Graduate School of Education, The University of Melbourne
-
Clinical Professor of American and New England Studies, Boston University
-
Director, Field Experience (Community-Based), Werklund School of Education, University of Calgary
-
Professor, Faculty of Education, Memorial University of Newfoundland
-
School Education Program Director, Grattan Institute
-
Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
-
Associate professor, Department of Educational Studies, Brock University
-
Professor in Psychology, Macquarie University
-
Postdoctoral Research Fellow, Centre for Inclusive Education, Queensland University of Technology
-
Deputy Program Director, School Education, Grattan Institute
-
Professor, School of Psychology and Counselling, Queensland University of Technology