MultiLit supports calls for an evidence-based approach to supporting all students to thrive at school, amid concerning new data highlighting Australia’s growing attendance crisis.
Independent Schools Australia (ISA) recently released a report revealing more than 40 per cent of students from Years 1 to 10 missed at least one in ten school days — a rate that has steadily worsened over the past five years.
ISA, which is a peak body for more than 1200 non-government schools, is calling for urgent national action to tackle Australia’s growing school attendance crisis, including the widespread roll-out of multi-tiered support to help schools respond to absentee issues.
Tiered support models are used in many schools to provide targeted intervention for students facing both academic and behavioural challenges. They are also a feature of MultiLit’s literacy programs, which provide Tier 2 and Tier 3 small group intervention for students who are struggling to make progress in the classroom.
MultiLit Director Dr Robyn Wheldall said rising school absenteeism was a serious issue that required systemic action.
“Children can’t learn what is taught at school if they are not at school, but there are a range of complex and interconnected factors that make addressing school absences a challenge,” Dr Wheldall said.
“One thing we can do is introduce a tiered support model to provide whole-school wellbeing and engagement strategies for all students as a starting point, as well as additional interventions for those students who require additional support or who have complex needs.”
Dr Wheldall said the Australian Education Research Organisation’s recently released classroom management resources were another tool that schools could rely upon to help to address the challenge.
Developed in conjunction with MultiLit and the Institute of Special Educators (InSpEd), the diverse needs guides address areas such as communication, emotional regulation, sensory differences, and social interactions within classrooms.
She said the new AERO resources were based on extensive research into what works to create positive classroom environments.
“Schools and teachers must actively plan for effective classroom management and this extends to student engagement and attendance at school,” Dr Wheldall said.
“With the right knowledge and support, it is possible to create positive classroom environments that support belonging, engagement, and learning so that students can reach their potential.”
To find out more about AERO’s resources click here.
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