Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A., 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. July 2025.
Cover: Education Minister Sabine Winton and DoE Director General Jay Peckitt pictured with SSTUWA President Matt
Restoring respect
By Matt Jarman President
The SSTUWA is taking steps to encourage parents and other school community members to assist in restoring respect in schools.
The 2025 SSTUWA State of our Schools survey (see pages 14-15) has found that 84 per cent of our members have considered quitting in the past four years.
That’s from respondents who have stayed in the job. Over 5,000 educators actually left the workforce across a three-year period from 2020-2023. Over 60 per cent of those were young teachers – the very future of education.
Among respondents to our survey, almost 70 per cent of those who had considered quitting cited a lack of respect for the teaching profession as being a key reason.
There are other contributing factors including burnout and workload – but those need government action to solve.
There are encouraging signs, including the Minister for Education Sabine Winton appointing a new chair of the Ministerial Workload Taskforce with clear directions to get the taskforce delivering substantive action as soon as possible.
Meanwhile we think parents and the employer can directly help with the respect issue.
As one member responding to our survey put it:
I pity the new teachers who join the profession. The lack of respect to teachers and the teachers having to manage uncontrolled behaviour rather than teaching in the classroom is a deplorable situation.
Another said:
Parental expectations and lack of parental support for the work that we do is the main reason I am considering leaving the profession. I feel very unsupported by parents – they are too quick to question the skill and decisions of teachers. A total lack of respect that is then passed on to their children. This has been a huge change of the course of my 35+ year career.
We know the vast majority of parents quietly support teachers and school leaders. Unfortunately, there is a growing number who seem unable to interact with teachers politely.
...it just might be that your children’s behaviour is the issue, not the teacher’s.
While parents are worrying about one child, teachers are often dealing with many in a single class who require extra attention for a variety of reasons. One member told us at State Council that they have over 20 students on individual documented plans in a single class.
It doesn’t help when politicians accuse teachers of indoctrination or target specific aspects of schooling that don’t suit their political viewpoints.
During the recent federal election campaign, a politician aspiring to lead this country accused teachers of indoctrinating students. That’s a tactic we have seen before, but from a fringe right wing party, not one actively seeking government.
The SSTUWA is calling for a united community effort to bring respect back into schools. We are going to start that process ourselves and we would love to get government buy-in to support us.
Respect is one simple and effective way to help boost teacher morale and retain experienced staff.
If we can foster respect then it will, over time, improve behaviour. It will reduce violence and will lead to better outcomes for students, parents and teachers alike.
They don’t discuss issues rationally. They resort to abuse and even violence.
No level of frustration justifies verbally or physically attacking a teacher or a school leader.
It is worth remembering that while parental concerns about a child are understandable, they are often just one of many that a teacher is educating every day.
Western Australian may have the biggest economy in the country, but it still has the biggest class sizes, too.
Respect is only one part of the solution, but it is one we can address immediately with long-term benefits.
I know it’s an old adage, but treat people as you would like to be treated.
The message we are sending to parents is straightforward: please engage with teachers respectfully. Your kids are watching and learning from you.
• Respect the fact that teachers are not available outside working hours.
• Respect teachers on Facebook, WhatsApp groups and other social media channels.
• Respect teachers in front of your children.
• Respect the fact that it just might be that your children’s behaviour is the issue, not the teacher’s.
We are also asking parents who see others who are not showing respect to please quietly call it out. Doing so can make a real difference to a teacher’s day and that in turn can have a long-term impact on public education for your child – and everyone else’s.
We hope that if we give parents the information they need then most will be happy to bring respect back into schools.
We have produced a poster that members can print off at work.
We then want these posters in every public area to spread the message that respect is vital in starting to improve behaviour in schools.
We were delighted that the Minister, along with the Director General of the Department of Education Jay Peckitt, endorsed the posters at State Council.
I applaud the Minister’s comments to delegates that she wanted to look at what more the department could do to ensure a safe working environment.
“Staff seem to be constantly under attack, particularly on social media, often with no meaningful way of defending themselves,” she said.
“As a system, we need to look at how else we can support principals and schools to deal with the barrage of complaints and destructive criticism coming their way.”
The Minister also said she was aware
What you can do:
>> Pull out the poster on pages 18-19 of Western Teacher, or
>> Download the poster from sstuwa.org.au/RESPECT and print it out at work.
>> Put up the poster in your classroom and wherever parents congregate.
of the additional pressures that were distracting teachers from the work they actually wanted to do, and that better communication was needed between the Department of Education and schools to help make the above happen.
Members, you can participate by printing out the posters and putting them up in your classroom or anywhere that parents gather in schools. Find the poster on page 18 and at sstuwa.org.au/RESPECT
Help us take a small step in the right direction.
Students learn from adults. Please be polite and respectful when raising issues with teachers and school leaders.
Working on workload
The 2025 State of our Schools survey identified workload, a lack of respect for teachers and burnout as the key reasons why 84 per cent of respondents had considered quitting the profession in the past four years.
The SSTUWA is taking action to start a campaign on respect. We need high-level government support to tackle workload.
That is why it is so significant that the Minister for Education Sabine Winton has given a personal commitment to tackling workload issues.
Words are fine but this Minister has also acted. We have a new chair of the Ministerial Workload Taskforce in Emeritus Professor Colleen Hayward. We welcome Prof. Hayward’s appointment to this role given her extensive knowledge and experience in education.
The taskforce was a direct result of the message you sent on 23 April 2024 when you joined 12,000 of your colleagues across WA in demanding action on workload as part of the new General Agreement (GA).
In addition, the Minister has written to school leaders and teachers confirming her determination to tackle key workload issues including complex behaviour, small group tuition and documented planning. All of these inclusions in the GA are a direct result of your efforts.
The Minister also announced a new approach to professional learning (PL). Members tell us that in some cases PL is imposed without consultation, or is unsuitable to the student or the teacher’s needs.
We welcome this recognition of significant issues and look forward to working with the Minister to deliver tangible results. You can read the Minister’s letter at bit.ly/44jQzl0.
We also welcome the state budget, which contained funding for a number of election pledges secured by the SSTUWA. Evidence-based requests, drawing on Facing the Facts, have seen significant investment in public education. Initiatives such as the first tranche of rolling out new air conditioning in schools and investment in GROH are important and are a great start. We will continue to seek delivery of existing promises and the speeding up of the delivery of full funding.
Taryn, Teachers Health and union member
Health cover created for teachers
Just like your union, we exist to look after you. So, while SSTUWA backs your career, we support your health and wellbeing.
We’re another great benefit of your union membership - you (and your family) can join Teachers Health and access value-for-money health cover.
As an SSTUWA member, you and your family are eligible to join. Scan the QR code or call 1300 900 301
Growth Team doing stellar work
By Natalie Blewitt Senior Vice President
This year, I am committed to regularly sharing information and updates from across the various portfolio areas under my responsibility as SSTUWA senior vice president.
For this edition, I would like to showcase and share the great work of the Growth Team (GT).
The primary purpose of the GT is to work closely with new educators, including pre-service teachers and both trained and untrained teachers in the early career stage. All new teachers require specific advice, support and information as they enter the profession, and the GT are there to help.
This team is often the first SSTUWA staff that early career teachers meet with and speak to. As such, they undertake a vital part of a beginning teacher member’s journey. To develop quick connections and shared understanding, the SSTUWA has undertaken the first iteration of the GT new educator internship.
Two very active early career teachers, Simon Joachim and Ellie Aldred, commenced at the beginning of Term 1 and they, along with the coordinator of the team, Chloe Hosking, have been operating at full capacity.
The energy in this team is amazing and they are always on the go, attending graduate modules and universities, linking up with members and potential members during school visits, recruiting and speaking with teachers and preservice teachers over the phone, even delivering presentations at lectures, events and forums.
In conjunction with the Education and Training Centre, the GT welcomed 25 participants to the Building a Strong Foundation for New Teachers in Public Education event.
Held in January, this half day event was designed to provide an opportunity for those who are studying teaching or who are working in a school under the category of Limited Registration.
The content included important clauses from the 2023 General Agreement and TRBWA processes. Participants explored the range of options for securing a position within the public education system and this event provided a wonderful opportunity for networking.
Feedback received was very positive with participants being very appreciative of the SSTUWA providing information that was not covered during university.
On the back of the success of this event, the SSTUWA will again be offering the course during the upcoming term break. I will be co-presenting with the GT, and we are looking forward to welcoming another group of participants through the doors.
Targeted communication continues to be a cornerstone of support for new educators. Every edition of this magazine includes a one-page article from the team, with content dedicated to early career teachers. It is complimented by a practical teaching tip and a feature from the New Educator ABCs series, which breaks down essential aspects of beginning teaching.
On the first Tuesday of every month, new educator members also receive the NEN eNews, an email newsletter curated by the GT, which is designed especially for early career educators. This eNews is packed full of content and is proving very popular.
The GT is also very active on social media platforms, including the New Educator Network Facebook group and the SSTUWA Instagram page. Posts follow a themed weekly schedule, covering union structures and processes, industrial rights, professional advice and light-hearted union and teachingrelated memes. If you are an early career teacher and haven’t engaged with the team on social media, I strongly encourage you to do so.
The new educator cohort is becoming increasingly active and interested in the workings of their union. The 2025 New Educator Committee went to ballot due to the high levels of interest.
Fifteen engaged early career teachers meet termly, identifying and advocating for the evolving needs of educators entering the profession. I look forward to working with these committee members throughout this year.
And finally, I would like to thank and acknowledge the new educators who attended our recent State Council Conference through our guest program – (pictured L to R) Sam, Jade, Max, Jessica, Rhys and Craig. They were thoroughly engaged across the two days, and I am sure learnt a great deal, not only from the opportunity to hear from a range of speakers but also to see how decisions are made. It was wonderful speaking with them during State Council Conference and I look forward to seeing them at union events in the future.
A full spectrum of issues discussed at conference
Progress towards full funding for public schools; this year’s federal and state elections; new ministers; a capability review report on the Department of Education (DoE); the implementation of General Agreements for both schools and TAFE, and the growing need for protection and advice to teachers dealing with international issues were just some of the issues under the spotlight at June State Council Conference – and that was just those mentioned by SSTUWA President Matt Jarman.
State Council, the union’s highest decision-making body, also heard new state Education Minister Sabine Winton (pictured adjacent page, bottom left) confirm her commitment to being a champion for teachers by announcing Edith Cowan University School of Education Emeritus Professor Colleen Hayward as the independent chair of the Ministerial Workload Intensification Taskforce.
Minister Winton said she would apply a filter to every initiative, asking herself how
it would make tangible differences to teachers in the classroom.
As a teacher with 27 years’ experience, Minister Winton said she felt the weight of expectation and responsibility that came with being education minister, saying it kept her up at night.
“I will use my influence to foster respect for teachers and school leaders inside and beyond the school gate,” she said.
“I will be a common sense minister. It’s important to me that I continue to be a minister who isn’t afraid to do what needs to be done.”
The minister said she was committed to the development of a play strategy and assured delegates that early childhood teachers would have input into the state government’s election pledge to trial fulltime kindy.
As union president Matt Jarman introduced a new SSTUWA campaign to bring respect back into schools (see
pages 4-5 of this Western Teacher), the minister said she wanted the DoE to do all it could to ensure a safe working environment.
“Staff seem to be constantly under attack, particularly on social media, often with no meaningful way of defending themselves,” Ms Winton said.
“As a system, we need to look at how else we can support principals and schools to deal with the barrage of complaints and destructive criticism coming their way.”
Whilst acknowledging more needed to be done, the minister said the brilliant teaching in WA public schools should be celebrated.
She also said it was an exciting time to take up the role, with a deal for full funding being achieved with the federal government.
Delegates had earlier heard from Federal Education Minister Jason Clare, who restated his commitment to the work teachers did in public schools, declaring
the only job he had ever wanted in federal cabinet was that of education minister.
Australian Education Union (AEU) Federal President Correna Haythorpe (pictured above, top left) shared with delegates the enormous significance of the federal election campaign, leading up to the landslide win by Labor on 3 May this year.
Ms Haythorpe highlighted the prominence of public education in the campaign –particularly around the full funding of public schools and the declaration by the Coalition that it would reverse the enormous successes of fee-free TAFE.
“Don’t tell me that education doesn’t matter as a vote winner,” she said.
“We knew it was a vote winner and the election proved it. For five weeks solid, it trended as a top three issue. With our help, [and] of course, with all of your help.”
Earlier, Mr Jarman had opened June State Council Conference with a speech that ranged across the breadth of issues
tackled since the previous State Council Conference in November 2024.
He said it might well come to pass that people would come to look back on 24 January 2025 as the most significant day in Australian public education –the day that over a decade of tireless campaigning by the AEU and the SSTUWA finally paid off.
That was when Prime Minister Anthony Albanese had announced the new funding deal that delivered 25 per cent of funding through the Commonwealth government, as long as states contributed 75 per cent.
“Most critically of all, the PM said this: ‘Importantly this new agreement means accounting practices like capital depreciation can no longer be counted as education investment. Instead, every dollar of funding will go into helping children learn,” Mr Jarman added.
“Twelve months before, in January 2024 when WA entered a new agreement with the Commonwealth on funding, it was declared that WA public schools would from then on be fully funded.
“The SSTUWA continued to point out that such claims would be false as long as what used to be an additional four per cent in funding could still be counted as part of the state government’s contribution. It was an accounting trick that equated to a further $200 million a year being denied to WA schools.
“It is a major victory to see that returned to schools as additional funding.
“There is still much to do, especially to persuade the Albanese Government that while this deal is crucial the funding must come quicker, or another generation of students will be educated in underfunded public schools that don’t have enough teachers.”
(Continued on page 10)
State Council Conference
(Continued from page 9)
However, Mr Jarman added, people should not underestimate the significance of what had been achieved.
He praised the work of Ms Haythorpe, (who was joined at State Council Conference by acting AEU Federal Secretary Nicole Calnan and a number of AEU branch presidents and senior officers, pictured on the adjacent page), in never giving up on the fight for full funding.
Mr Jarman also praised every union member who had supported funding campaigns over the years.
“Whether you came out to meet trucks and trailers carrying the full funding message, travelled to Canberra to talk to politicians, sent emails or postcards, joined social media campaigns or lobbied your state or federal MPs, or wore the badges and the t-shirts, every single one of you shares the credit for a crucial development in revitalising public education in Australia,” he said.
“Australia-wide, the importance of TAFE was highlighted during the federal election campaign, it was the educational point of difference for many weeks as Dutton danced around public school funding questions and shifted position avoiding any form of clarity.”
Mr Jarman also highlighted accusations from the-then Coalition leader that teachers were indoctrinating students and reminded delegates that nobody should forget both Mr Dutton and now Liberal leader Sussan Ley were very clear (and stated on many occasions) on their opposition to fee-free TAFE, despite 600,000 Australians now being enrolled
in TAFE and working towards higher qualifications and wage earnings.
“The truth is, as we said years ago, TAFE works,” he said
In the federal election campaign Australians had been presented with policies that mimicked those of US President Donald Trump and had rejected them.
Mr Jarman also laid out the way the SSTUWA had approached the state election held earlier in the year.
He said a detailed Facing the Factsbased process tackled nine crucial areas for schools and, in a separate document, targeted four key areas for TAFE.
This approach had secured a number of pledges from the Labor government that matched almost exactly the union’s stated aims. One major news outlet called the state poll an education election.
Mr Jarman welcomed the new Education Minister Sabine Winton and DoE director general Jay Peckitt, as well as a new Minister for Training in Amber-Jade Sanderson, who has been tasked with a wide-ranging economic portfolio.
In his broad-ranging address, Mr Jarman also said the recent agency review findings on the DoE highlighted a series of issues, including the need for better strategies to address the ever-growing complex needs of students, tangible ways to address teacher workload, better cooperation across agencies and longterm solutions to the extra problems facing regional and remote educators.
He said the review also noted the failure to deal with the clear and obvious faults
in the current Independent Public Schools system and a desperate need for more support for school leaders.
Above all, said Mr Jarman, the SSTUWA agreed with the need for a cohesive and cooperatively developed long-term strategy to address the sort of issues that have led to 5,200 Western Australian educators leaving the system over three years.
In conclusion, Mr Jarman said his message to the federal and state governments was simple.
“Let’s get on with it,” he said.
“Let’s accelerate full funding. Deliver it now. I know my fellow presidents will support us in that demand.
“Let’s accelerate a campaign on respect for teachers. Now.
“Let’s tackle class sizes. The biggest state has the best performing economy apparently – and the biggest class sizes. Fix it now.
“Let’s tackle workload today, not tomorrow.
“This union has worked hard for over 125 years. It will continue to do so. The next 12 months will be critical in my opinion for the next 10 years.
“We must restore respect for everyone who works in public education.
“We must continue to fight for equity and equality and deliver the sort of public education system that raises everyone up.”
Mr Jarman’s full speech can be found at sstuwa.org.au/statecouncil
Combating disinformation in the modern age
With a torrent of disinformation facing teachers and students alike, author and journalist Van Badham’s presentation to June State Council Conference was timely.
Van (pictured adjacent page, far right) took delegates through the web of disinformation on the internet and social media and the goal of those spreading disinformation, which was to introduce internal discord, mutual hatred and distrust of one another.
Doing this would enable political advantage in the democratic system to those that operated in spreading disinformation.
Van spoke about how disinformation impacted on human thinking, how it was deliberately placed, and the tactics used in disinformation campaigns.
She outlined the history of the use of disinformation as a military strategy and its spread into the broader community.
The presentation was concluded with ideas as to how to identify and deal with disinformation in the classroom.
Members can find out more by accessing the presentation at sstuwa.org.au/statecouncil
Guidance sought for discourse on international issues
The current conflict in the Middle East was a pointed topic of discussion at June State Council Conference, with several motions put forward by branches.
The motions, carried unanimously, were to support the AEU’s 2023 Statement on the Conflict between Israel and Palestine, for the SSTUWA to communicate this position to members and support for teachers highlighting international issues and human rights in teaching programs.
For the full AEU statement from 2023 visit bit.ly/4jZ8lQl
A further AEU statement on Gaza and Peace Education can be found at bit.ly/43OskfV
In the International Report a separate AEU position, supporting the ACTU’s May 2025 statement on Gaza, was endorsed. The ACTU statement can be found at bit.ly/4n5RVZg
SSTUWA President Matt Jarman, in his opening address, said there was a need for comprehensive advice from the DoE to teachers to offer explanations and context to students during incredibly difficult times internationally.
He said guidance documentation for schools might soon be available, which in no small part was a consequence of SSTUWA persistence after widely sharing the experience of its membership.
The AEU is also working at the federal level to seek guidance for teachers in this area.
The SSTUWA has formally requested guidance from the DoE for school leaders and teachers in navigating the nuances of the conflict in their schools and workplaces.
In doing this the SSTUWA affirms the right of individual employees to express their cultural identity. We acknowledge that tension can arise when an individual’s expression of their identity becomes associated with a controversial policy position.
The union accepts the legal fact that as public sector workers, government school teachers must abide by the DoE’s code of conduct and avoid perceptions that personal political views may conflict with their professional duties.
The SSTUWA expects the DoE to act with sensitivity and respect towards employees and resolve any issues that arise in a respectful and considerate way, without being influenced by intemperate media reports or political commentary, and we will support our members should this not be found to be the case.
The SSTUWA believes that discussions in schools about challenging issues that arise in communities are best addressed by educating students and developing their ability to think carefully and critically about controversial matters.
The union anticipates that individual teachers will ensure that all students in their class, regardless of ethnic, religious or social background, experience a safe, welcoming and nurturing learning environment.
Accessing support within your union
By Simon Joachim Growth Team officer
Starting any career can be overwhelming, especially when navigating workplace support. Teaching is no exception, especially with endless acronyms, policies and procedures to learn. Conditions secured by the SSTUWA, such as DOTT, graduate entitlements and class size limits, help maintain teaching quality, manage workload and support wellbeing. But what can you do if you believe these conditions aren’t upheld?
Your first point of contact should be your workplace branch. Each year, members elect a union representative, deputy representative and women’s contact officer, all of whom receive specialised training. If you’re unsure who holds these roles, log into the member hub at sstuwa.org.au, ask colleagues, check the union noticeboard or contact Member Assist on 9210 6060 or memberassist@sstuwa.org.au
If your school doesn’t have a union rep, contact Member Assist directly. This confidential service provides factual advice with no obligation to act. Member Assist operates from 10am–4:30pm on Mondays and 8:30am–4:30pm from Tuesday to Friday. You can also submit queries online at sstuwa.org.au/contact
For issues that impact everyone at your branch, or even more broadly, consider speaking with your colleagues at a branch meeting. You may decide to write a branch motion together. Writing motions is the avenue a branch takes to have their say in how the union operates, and to influence decision making. Motions can be used to ask the union to investigate a district or system-wide issue, voice support of an initiative, or simply highlight a branch issue. SSTUWA committee members can also raise relevant issues at termly meetings.
Deep listening the key to a reconciled future
By Sharmila Nagar Vice President
The cooler months are a welcome change to the searing heat and neverending days of no rain.
Makuru is one of the six Noongar seasons; often represented by the colour blue. Blue signifies the rain and the cold weeks ahead in the months of June and July. While many gardens may lie dormant, the sodden ground leads to beautiful bouquets of manyat (banksia) blooming and stretching out hundreds of individual flowers, adorning us with their brush-beauty.
Makuru nights are filled with the smoke from prescribed burns and the days welcome hazy sunlight and fog while mali (black swans) glide along the Derbal Yerrigan, preparing for their time to mate and nest.
For me, Makuru is also a time of selfreflection as we step out of Djeran season, where many conversations have occurred about our reconciliation journey, and for the next step towards truth telling and action.
As a union, this will include updating our Reconciliation Action Plan and ongoing work with our Aboriginal and Torres Strait Islander Committee on matters that they feel are important for the union to focus on.
The committee has raised the need for the union to focus on supporting Aboriginal and Torres Strait Islander new educators and regional members by establishing network meetings. We hope to have at least one regional network meeting this year.
Equally as important is our responsibility to continue supporting the Uluru
Statement from the Heart in its entirety. Voice, Treaty, Truth.
As stated during National Reconciliation Week by Yawuru elder and former Labor senator Patrick Dodson, the “recent federal election result provides the current Labor government with an opportunity to be courageous, the tide of time and ill-wills should not stop them from implementing the Uluru Statement from the Heart in full … [there is] no reason why the establishment of a Makarrata Commission should not be explored and implemented within this term of government. Such a Commission can lay the groundwork to deal with truth-telling and treaty making processes.” Again we will listen to our committee before we take any action.
This year’s theme for NAIDOC Week, Strength, Vision and Legacy, is so apt. While we celebrate the achievements of the past, we must not shy away from conversations of commitment to the Uluru statement, prioritising a First Nations voice in our vision for a fair and equitable future.
How else can we support our up and coming young Aboriginal and Torres Strait Islanders to lead the path and their communities?
This year’s theme is about the “strength of our young leaders, the vision of our communities, and the legacy of our ancestors.” (For more visit naidoc.org.au/about/naidoc-theme).
This year is also significant as it marks 50 years of NAIDOC. What began as NAIDOC being commemorated on one day, has now become a week. It is always wonderful to see many schools,
TAFE colleges and communities stop and consider what this week is about; to celebrate our rich history. NAIDOC Week runs 6-13 July.
NAIDOC Week falls in our term break this year, but I know many places of work will still celebrate it in their own special way.
For many SSTUWA members who do prioritise First Nations cultures and histories in their teachings, NAIDOC Week goes beyond just the week.
For the SSTUWA, this theme is so fitting as it encompasses what a union stands for. We stand on the shoulders of giants as we continue to advocate for justice, truth and solidarity for our Aboriginal and Torres Strait Islander people.
Equally as important is the role of allies. The union movement has long stood by and supported our Aboriginal and Torres Strait Islander members and communities, and our work will never be done, so long as there is still discrimination, racism and the continued marginalisation or our first peoples.
Take some time to look back at the last 50 years and really take the time to think about what this week means to you. Do some research of the country that you currently reside on, who your local elders are and what you can do to help strengthen true reconciliation.
We know progress has been made to elevate the voices of our first peoples, but we are a very long way from really listening to the oldest continuing culture in the world.
Without us participating in deep listening, we cannot have a reconciled future.
Teacher departures influenced by workload and lack of respect
Workload, burnout and a lack of respect for the teaching profession are the key reasons eight out of 10 respondents to the SSTUWA’s 2025 State of our Schools survey considered quitting during the past four years.
The survey attracted 1,644 responses in all, with 83.46 per cent of respondents saying they had considered quitting teaching in the past four years.
Of those, 86.6 per cent cited workload, including their work/life balance. Burnout was identified by 83 per cent and almost 70 per cent gave a lack of respect for the teaching profession as their reason.
Workload was rated as very high by 51 per cent and high by 39 per cent. Stress related to workload reached very high for 36 per cent of respondents and high for 50 per cent.
Ten per cent of teachers were working over 60 hours per week, 26 per cent over 50 hours and 36 per cent over 40 hours per week.
Key influences on workload were managing student behaviour, prepping for lessons, reporting and assessments, meetings and dealing with the mental health challenges of students.
Worryingly, teachers faced a range of aggressive behaviours from students; over 50 per cent had personally experienced verbal abuse at least once in the school year. Of respondents 27 per cent reported physical violence at least once in the current school year.
When it came to parents or guardians, in the current school year 22 per cent
reported personally encountering verbal aggression at least once. Twenty per cent had experienced psychological aggression at least once.
Asked if they knew directly of instances where mandatory sanctions on violent students had not been applied, over 20 per cent of respondents said yes.
Teacher shortages were reported as affecting over half of schools. This
resulted in increased workload, issues around teachers’ DOTT time, staff morale and student behaviour.
Almost 54 per cent of respondents said their school was using teachers who were not fully qualified. A further 31 per cent said covering for the shortage through internal relief had compromised their ability to reach the teaching standards they aspired to, with 28 per cent saying it was affecting their mental health and wellbeing.
Class size issues were still causing problems. Despite pledges made in the new General Agreement, over 30 per cent of respondents said they were not getting promised extra support if they were teaching oversized classes.
Replying to a separate survey section for principals, 76 per cent reported they had considered quitting their role in the past four years. Close to 80 per cent cited workload and work/life balance as the reason. Burnout and lack of respect for the teaching profession were the other main issues.
Of principal respondents, 75 per cent said their workload was very high, with 76 per cent saying the biggest contributor to their workload was addressing mental health challenges faced by their staff.
Other major contributors to workload were compliance requirements imposed by the Department of Education (DoE) (73 per cent), addressing the mental health needs of students (64 per cent), parental demands (63 per cent) and mental challenges faced by parents/carers (61 per cent).
Asked about staffing levels, 20 per cent said they didn’t have enough teachers and 34 per cent said they did not have enough specialist teachers.
In addition, 49 per cent said they did not have enough IT support and 60 per cent said student services was understaffed in areas including psychologists, counsellors and youth workers. Around 67 per cent said they were not receiving enough
support from the DoE in relation to student services.
Almost 60 per cent of respondent principals had been subjected to verbal abuse from parents/carers at least once and 47 per cent from students, with 39 per cent experiencing at least one incident of physical violence from a student.
Asked if they were confident of support from the DoE if they sanctioned violent students, 41 per cent said no.
Over 40 per cent of principal respondents said there were teacher shortages at their school, with increased workload, loss of DOTT time and staff morale among the key areas where this caused extra problems at their worksite.
Negative impacts on student behaviour was cited by 54 per cent, while 42 per cent said underqualified teachers were being used to fill gaps.
One principal summed up their feelings saying: “The volume of complex student behaviour and lack of external support is becoming unmanageable. Making everything an individual school problem to fix is a ridiculous approach. We need system leadership to support schools in a range of complex areas.”
Experts call for rethink on school technology
International researchers are urging a critical rethink of digital technology in schools, warning that many classroom education tools are collecting student data in ways that could threaten privacy and wellbeing.
The team, including experts from the University of South Australia (UniSA) and the London School of Economics and Political Science (LSE), say the hidden workings of education technologies make it difficult for schools and teachers to know what happens to the data they collect about children behind the scenes.
UniSA researcher and contributing author to the new book – Handbook of Children and Screens – Dr Jamie Manolev says the lack of transparency around education technologies (ed-tech) raises concerns.
“Ed-tech products have rapidly flooded classrooms worldwide, but this has outpaced regulation and research. As a result, many tools have been adopted without understanding their long-term educational or ethical impacts,” Dr Manolev says.
“Children shouldn’t just be taught with technologies, but about them, which centres on the knowledge and competencies of each teacher, who should be supported to understand the inner workings of the programs they use.
“While ed-tech does present new opportunities for engaging students, supporting personalised learning, improving access, and streamlining school processes, most tools are datahungry, capturing information during every interaction from lessons and assessments to communication and monitoring.
“It risks turning students into datapoints, limiting their potential as human beings, and raising concerns about student wellbeing, privacy and surveillance.
“Furthermore, while ed-tech is designed to level the playing field – especially for students in rural or remote areas –barriers like internet access, data bias and cost can still leave many behind.”
Platforms like ClassDojo, GoGuardian and Gaggle are used in schools worldwide. However, these technologies often oversimplify student behaviour, reducing it to numerical scores without the necessary context.
Lead author, LSE’s Dr Velislava Hillman says that teachers need greater support to understand how education technologies work, including how data is collected and used, so they can make informed decisions in the classroom.
“We need to move beyond the idea that more tech is always better,” Dr Hillman says.
“The ed-tech sector is extremely fast, making it hard for teachers to keep up. And while teachers may try to engage in ongoing professional development, they need the time and support to be able to do so.
“Stronger regulation is essential to protect students and ensure that technology supports their learning without compromising their privacy or wellbeing. We must prioritise children’s interests to safeguard their future in a safe and ethical way, in an increasingly digitised school environment.”
Published in a landmark international volume on childhood studies, the chapter is part of growing calls for reform in how digital tools are used and understood in Australian classrooms.
Facing the Facts about Aboriginal education
By Lindsay Hale School leader consultant
In late 2024 the Public Sector Commission reported on its Agency Capability Review of the Department of Education (DoE) and called on DoE to:
1. Exercise its system leadership role to make explicit expectations on key policy and strategy matters.
2. Respond to escalating complex student needs at a system and cross government level.
3. Develop a deliberate, future focused workforce strategy to address significant attraction and retention issues.
Nowhere are these reforms more urgently needed than in Aboriginal education. To provide the culturally safe and responsive approaches needed by students, families, communities and staff to improve outcomes for Aboriginal children and young people, a wholeof-system reform strategy must be implemented:
1. Establishment of a dedicated Aboriginal unit to support schools in implementing the Aboriginal Cultural Standards Framework with appropriate resources and faceto-face support at the local level, ensuring an element of the unit is present in every region.
2. Formation of an Aboriginal education team comprised of experienced and highly trained educators, especially Aboriginal teachers and school leaders, to staff schools with significant numbers of Aboriginal students.
3. Provision of mentoring programs for aspiring Aboriginal educators to support Aboriginal people wishing to become teachers, school psychologists and school leaders. Additionally, efforts to improve the attraction, recruitment and retention of Aboriginal educators in the public school system are essential.
4. Delivery of annual reporting on Aboriginal student outcomes, including reporting on achievement and attendance levels of Aboriginal students by city, regional, remote and very remote indicators, as well as progress reporting on the implementation of the Aboriginal Cultural Standards Framework.
5. Focusing the public school review process to report on the achievement and progress of Aboriginal students and on cultural responsiveness in each of the other domains of school improvement and accountability.
6. Engagement of Aboriginal community-controlled organisations to provide face-to-face, place-based cultural responsiveness training across the state to school staff, other government human services, and community services staff to improve cultural responsiveness and build relationships, shared understandings and concerted action.
7. Development of a whole-ofgovernment approach to social and emotional wellbeing through a placebased approach to Aboriginal infant, child and youth social and emotional wellbeing.
8. Provision of dedicated support for aboriginal children and youth in care, including provision of schoolbased and inter-agency support for Aboriginal children and young people in care, especially those in residential care or in contact with the justice system, as well as targeted support for families and schools to reduce child removal and incarceration.
9. Investment in teaching and learning resources to teach Aboriginal history and prioritise truth-telling, culture, language, arts and knowledge in the WA curriculum.
A comprehensive strategy of concrete actions to implement the Aboriginal Cultural Standards Framework will require culturally safe and responsive services designed to meet the needs of all children and young people, particularly those who are most vulnerable due to disadvantage and complex needs, among whom Aboriginal children and young people are grossly over-represented:
• Support services that are accessible and responsive to local needs, focusing on schools and reinvigorated regional education services.
• Joined-up services for children, young people and families across government, as schools cannot continue to address these challenges alone.
• Face-to-face and culturally responsive professional learning, especially for the most inexperienced teachers and those most professionally isolated.
• Good quality school facilities and maintenance, regardless of location, and equivalent support for distance education infrastructure.
• Adequate and equitable school funding that truly considers remoteness, the needs of small communities and compounding disadvantage.
• Access to quality early learning opportunities for every child, regardless of their location.
Strong and authentic student, family and community engagement, as well as place-based co-design, are crucial to impacting connection, attendance, aspiration, learning and achievement.
Our members continue to raise concerns about the Kimberley Schools Project, worrying that attendance is actually worse and that achievement is declining as more and more students disengage. Adding to this concern is the lack of evaluation of the project, and that, despite this, the program is expanding.
The lack of strategically coordinated collaboration across agencies to optimise the effectiveness of programs such as the Kimberley Schools Program, the Kimberley Juvenile Justice Strategy, the Kimberley Aboriginal Youth Wellbeing Strategy and Target 120 only compounds the lost opportunity and waste.
Facing the Facts called for coherent human services policies to reduce family and child poverty and reduce educational disadvantage, delivered through joinedup services across government. Stronger engagement and improved achievement will reduce harms to children and young people, improve life outcomes, reduce costs across all human services and return benefits to the whole community. The Agency Capability Review affirms the need for different approaches: It’s time to face the facts!
Students learn from adults. Please be polite and respectful when raising
raising issues with teachers and school leaders.
Authorised by Mary Franklyn, General Secretary,
New ways to understand union history
By Liam Byrne
A few years ago, a local library reached out to me and asked if I would accept a donation of books from their collection.
They had a number of union histories that they wanted to find a good home for.
I was delighted, of course I will take them! But then I asked why they needed a new home.
“Nobody has borrowed them for quite a few years”, I was told by a despondent librarian.
As an historian of Australia’s union movement, this is a depressingly familiar story. So much of the union contribution to Australia seems (especially to younger people) like ancient history.
So how to tell the union story in a way that is relatable, exciting and genuinely informative as to all the different ways unions have shaped modern Australia?
My desire to answer these questions drove me as I wrote a new history of Australian unionism, No Power Greater:
A History of Union Action in Australia, released by Melbourne University Publishing this year.
I wanted to write a book that would get to the essence of unionism: what does it actually mean for someone to join a union; why have so many people dedicated their lives to these collective organisations; why do organisations formed in the middle of the 19th century continue to exist?
And I wanted to write a book that would explore these important questions in deeply human terms. I have read and been inspired by so many wonderful works of union history written in previous decades. But there is often a certain coldness about them, an emphasis on institutional events: this happened after that.
Where are the real human beings in such stories?
So I decided to do something different. No Power Greater is not about abstract institutions, but real people. It follows the life stories and biographies of individual unionists from all levels of the movement to capture the dynamics of how unionism has been lived and experienced through time.
Like the story of Jennie George, born in a refugee camp in Europe after the Second World War, who joined her union after becoming a public school teacher in NSW and spent her career challenging sexism within the workplace and within the union movement, becoming the first woman elected as ACTU President in 1995.
Like the story of Bob Hawke, who before he was Prime Minister was the ACTU advocate, presenting cases on behalf of the union movement arguing for a pay rise for working people to the Arbitration Commission. Through this role he came to national prominence, setting the scene for his election as ACTU President, a springboard for his career in politics.
Like the story of Joe McGuinness, a proud Indigenous activist and Waterside Workers’ Federation member who was elected as president of FCAATSI, the major national First Nations advocacy organisation of his time, and played a leading role in the 1967 referendum.
Union history is the story of individual workers coming together and finding a collective power they lacked alone. With this power they campaigned for, and won, fundamental rights that changed the course of our nation’s history, shaped the quality of life for millions of workers and expanded the bounds of our democracy.
No Power Greater is intended to be a resource for those who want to learn this history – and for those who teach it.
Teachers of modern history will have already encountered the difficulty of finding relevant historical teaching resources that can communicate the history of the workers’ movement in Australia in a relatable and engaging way.
How can we make the Arbitration Court’s 1907 Sunshine Harvester decision, in which the “basic wage” was instituted by Justice Henry Bournes Higgins, seem like an exciting event of contemporary relevance?
Well, the story begins much earlier than 1907.
In 1882 women tailoresses at Beath, Schiess, and Co complained at their dehumanising treatment. They complained that they weren’t being treated as human beings, but like machines, or even “slaves”.
In December that year, the company told their women workers that they would receive another pay cut. In colonial society women were expected to be docile. These tailoresses defied sexist stereotypes, formed their own union, took strike action and won.
Their strike challenged sexism, won its immediate demands and enflamed a major debate as to the conditions of work in factories and other workplaces. This initiated a chain reaction of debate over workers rights that were given a harder edge in the 1890s as the international depression hit Australia.
In Victoria in 1895, progressive liberals planned a new experiment, something that would defy the orthodoxy that government had no role in industrial relations. These liberals proposed a board in certain industries to set wages for women, girls and boys.
Unions had suffered industrial defeat after industrial defeat during the depression.
So at Trades Hall in Melbourne its council determined to instruct the members of Parliament it had supported in office to pass an amendment to this law, which they proceeded to do in Parliament.
This amendment (which was ultimately successful) gave the new boards in four different industries the power to set wages for all workers. Against the opposition of free-market conservatives and large employer organisations, this created the world’s first compulsory legal minimum wage, something Professor Marilyn Lake has pointed out.
This was a union accomplishment.
One of the Victorian members of Parliament who voted for this union amendment was particularly notable. His name was Henry Bournes Higgins and just over a decade later he brought the philosophy behind the creation of the first minimum wage into the national wage fixation system in his Harvester decision.
The tailoresses strike initiated a chain reaction of debate, advocacy and change making that directly informed the Harvester decision, which in turn sat at the heart of wage fixation in Australia for decades to come, and continues to inform debates on the minimum wage today.
This is a completely different way to understand and engage with what is otherwise a familiar tale, and it is based
on an alternative frame to unionism that focuses on the human factor, and bringing the contributions of those previously largely excluded from the union story back to the centre of the picture.
This is my intention with No Power Greater, to tell the union story in a way that is relatable and inspiring for a new generation, to make the history as real and as human as possible: a resource for students of history and for those who teach it.
Hopefully, I won’t receive any calls from librarians offering to make a donation any time soon.
Liam Byrne (pictured above left) is a biographer and political historian, and has written on Australian politics and history for the Guardian, The Age, the Sydney Morning Herald, the South China Morning Post, The Conversation and others. Byrne’s first book, Becoming John Curtin and James Scullin: the Making of the Modern Labor Party, was published by Melbourne University Press in 2020. No Power Greater is available at bookstores and online retailers.
Climate change needs to be part of the whole curriculum
By Alison Anderson
The recent announcement that young people in England, Wales and Northern Ireland will have the opportunity to take a new General Certificate of Secondary Education (GCSE) in natural history, driven by a campaign led by naturalist Mary Colwell, is welcome news.
The new qualification will include practical skills to pursue a career in the natural world, including observation, monitoring, recording and analysis. It will also include immersion in outdoor activities and has support from the Natural History Museum, the Field Studies Council and the Wildlife Trusts.
However, while this will go some way to further bring sustainability and climate concerns into schools, the qualification is optional. It compartmentalises a subject that needs to be woven across the curriculum, so that every child is equipped to deal with the challenges we face and can appreciate that it impinges on every aspect of life.
In England, the whole national curriculum is under review. This provides a crucial opportunity to embed climate change and sustainability education throughout the curriculum. The independent review’s recent interim report identifies a need for a “greater focus on sustainability and climate science”.
It makes welcome reference to the need for the curriculum to keep pace with rapid social, environmental and technological change, and to equip young people to deal with future challenges.
This is in line with the findings of my research, with colleagues. We explored young people’s views of climate change education in secondary schools, carrying out a national survey of 1,000 14- to
18-year-olds and two follow-up in-depth workshops.
We found that young people consistently identified climate change as the top concern for their future lives, putting it above the cost-of-living crisis and young people’s mental health and wellbeing. Seven in 10 teenagers told us they would welcome the opportunity to learn more about climate change in school. The same number thought climate change education should be included across all subjects.
Teach the Future, a youth-led organisation campaigning to improve education on the climate emergency and ecological crisis, published a shadow curriculum and assessment review interim report.
These findings, gathered from the responses of over 500 young people, highlight the marginalisation of climate change and nature on the current English curriculum.
Woven through learning
Our research shows there needs to be a step change in how the education system prepares young people for a rapidly changing world. Engaging them meaningfully with the issues and practical solutions may motivate them to consider a green career.
In maths, for example, mathematical concepts could be introduced through calculating the effect of introducing solar panels on the school roof. Pupils could measure air quality or calculate the carbon footprint of different food choices.
The evidence suggests that a project-led approach, rooted in experiential learning
locally relevant to the student, would be particularly effective.
Our report also found that current teaching on climate tends to focus narrowly on impacts and rarely on solutions. This may contribute to many young people’s sense of climate change anxiety, leaving them feeling demotivated and disenfranchised.
There is much that could be learnt from the approach taken by Scotland. Its learning for sustainability vision takes a cross-curricular, solutions-focused approach. Young people are often involved in creatively solving problems or finding solutions to questions that are meaningful to them.
Tools for understanding
My research suggests it is not enough for students to be taught facts and figures about climate change and biodiversity
loss. They need to be provided with the critical thinking and media literacy skills to meaningfully engage with the issues.
There is much mis- and disinformation on climate circulating online. With the rise of artificial intelligence, the distinction between fact and fiction is becoming increasingly difficult to discern.
An emphasis on media literacy and critical thinking skills would help young people generate and evaluate ideas for tackling the crisis.
Overhauling and refreshing England’s current curriculum and assessment system will not be easy. Even if climate change is increasingly included, this still may take place too slowly.
The interim report makes clear that the intention is to continue “with our ‘evolution not revolution’ approach”, which will inform the final report to be published this [UK] autumn. However, there is an urgent need to act quickly if we are to avoid catastrophic climate change.
This article has been amended to remove reference to the new GCSE being available from September 2025.
There is currently no set date for the qualification’s launch.
Alison Anderson is professor of sociology at the University of Plymouth. The opinions expressed in this article are
that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Recognising and solving the teacher crisis in Norway
By Ann Mari Milo Lorentzen
For years, we have fought for the recognition of the teacher crisis in Norway. A new multi-stakeholder strategy brings hope for change from early childhood to higher levels of education.
The lack of qualified teachers is a global challenge. UNESCO estimates a shortage of a whopping 44 million primary and secondary teachers worldwide.
As a response to this, the United Nations High-Level Panel on the Teaching Profession has formulated 59 landmark recommendations on how to solve the problem. Naturally, these recommendations must be adjusted to the context and situation in different countries, but they provide an important blueprint for action.
So does the Education International (EI) campaign Go Public! Fund Education, which is important and timely against this backdrop. Education International and its member organisations are working together across borders to leverage the 59 recommendations, in order to secure financing, prevent austerity and guarantee every student’s right to a wellsupported, qualified teacher and a quality learning environment.
Admitting the problem is the first step
In order to find a solution to the teacher crisis, all stakeholders must first agree that we have a problem.
One of the highest priorities of my organisation, the Union of Education Norway, has been advocating for students’ right to be taught by a qualified teacher.
For a long time, the Norwegian municipal employers’ organisation did not express serious concern about the fact that one in five teachers in Norwegian schools are in fact not qualified teachers. As a union, we confronted an employer’s organisation that has repeatedly used tactics of obscuring the statistical facts and undermining the importance of teachers’ qualifications.
This became particularly evident during Norway’s longest ever teachers’ strike in 2022, which lasted for four long months – and which was forcefully brought to an end by the government. The Union of Education Norway has filed a formal complaint to the International Labour Organisation (ILO), on the grounds that the forced wage settlement was brought about on insufficient grounds and we are eagerly awaiting the ILO’s decision.
The national multistakeholder strategy: an important step forward
However, recently, it seems that something has shifted.
In 2023, the government and 11 other education organisations – including the teachers’ unions, Norwegian Association of Local and Regional Authorities and the university and college sector – signed a unified strategy that recognises that the lack of qualified teachers in Norway is a serious and unsustainable situation.
There is now agreement across the board on the right of all pupils to be taught by a qualified teacher and that the current situation must change.
The strategy outlines four main goals towards 2030:
• A teaching career becomes an attractive choice for students.
• The various teacher education programs are high quality and relevant for the profession.
• All newly qualified teachers experience a positive transition from their studies into the profession, through support and guidance.
• Early childhood education institutions and schools are attractive places of work that recruit and retain teachers.
A multi-dimensional crisis
With the right resources and the right framework, being a teacher is indeed the best job in the world. It is also one of society’s most important jobs.
Therefore, I am very pleased that we finally have a shared understanding of the teacher crisis in Norway. It’s time to develop a common strategy that commits the entire education sector to action.
The teacher shortage is a crisis that is felt across several parameters. It involves a dramatic decline in the number of applicants to teacher education programs. In the last five years, the number of students applying to university to become teachers almost halved.
All across Norway, municipalities are struggling to recruit teachers with teaching qualifications. Children in early childhood education and students
in upper secondary schools are most affected by the lack of qualified teachers.
And the number of teachers leaving their jobs in early childhood and higher levels of education is alarmingly high, even though they love their profession.
Looking forward to action
Now it is up to the various stakeholders to take responsibility for implementing the strategy. Naturally, I am impatient and would like to see more concrete measures quickly. Yet, we know that the situation is a challenging one and none of us can solve the teacher crisis alone.
The Union of Education Norway will do everything we can to make the teaching profession more attractive. We know that better pay and working conditions are important. The salary development for teachers must be brought up to the same level as for professional groups with comparable higher education requirements and the salary level for early childhood education teachers must also be raised.
Young students entering university have observed their teachers in the classroom for at least 13 years. It seems obvious that what they have seen is not appealing. Therefore, we urgently need a coordinated effort to improve working conditions for teachers. I’m glad that this challenge is an integrated part of the strategy.
In line with the strategy, the Union of Education Norway will also work to ensure that all municipalities implement programs for mentoring newly-qualified teachers, in addition to providing good and relevant training opportunities.
We will also contribute to strengthening professional communities in workplaces and advocate for teachers’ voices to be heard in all decision-making processes regarding education.
There are plenty of challenges left on the horizon, but with a common starting point, we are one step closer to finding solutions.
Ann Mari Milo Lorentzen (pictured left above) is a member of the Executive
Board of Education International and the vice president of the Union of Education Norway (UEN), which represents more than 190,000 members from early childhood to higher education. She was a board member in the local branch of Union of Education Norway Tromso from 2010-2015. She is trained as an early childhood education teacher. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of EI, the AEU or SSTUWA. This article was first published on the Education International website and has been reproduced here with permission.
Photo: UEN/Facebook
National education and union news
Women’s workforce participation at record levels
The participation rate of women in the Australian workforce has once again reached record highs of 63.4 per cent, according to recent ABS Labour Force statistics.
The figures from April 2025 show employment grew by 89,000 overall and the unemployment rate remained at 4.1 per cent, in seasonally adjusted terms.
The rise in employment was strongest for women workers, increasing by 65,000, including 42,000 full-time jobs.
The data indicates the federal government’s commitment to early childhood education and care and working women’s rights is helping more women to find and stay in secure jobs.
ACTU President Michele O’Neil said more women were in secure work than ever before and it was making a real difference to the lives of households and the Australian economy.
“Permanent work provides reliable hours, secure wages and the economic stability that workers rely on to plan for the future,” she said.
“The consistently strong growth in women’s workforce participation shows the importance of better access to early childhood education and care and improvements in workplace rights that support women.
“Women are still more likely to be in insecure and undervalued work, so there is still more important work to do to build on this progress and close gender gaps in employment and wages.”
Boost to Aussie wages on the way
Australian Unions have fought hard to win wage rises for lower paid workers throughout the country.
The ACTU has welcomed the Fair Work Commission’s decision to award a wage rise of 3.5 percent for the three million Australian workers who rely on minimum and award wages.
From 1 July, this group of mostly part-time and lower-paid workers will receive a minimum weekly wage increase of $32, or an annual pay boost of $1,666 if working on a full-time basis.
Most workers directly impacted by the decision are employed in the accommodation and food services,
community, care, retail, arts, administration, recreation and health care sectors.
The pay boost will help workers catch up on some of what they’ve lost over the past five years of the inflation fight and keeps real wages moving in the ongoing effort to rebuild living standards.
ACTU Secretary Sally McManus said: “Australian Unions welcome the decision of the Fair Work Commission to lift the wages of around three million workers by 3.5 per cent come the 1st July. Their decision supports the ACTU’s argument that Australia’s lowest paid workers should catch up with what was lost during the inflation spike.”
“Achieving this 3.5 per cent increase was also only possible because the Albanese Labor Government delivered on their election promise and joined unions in arguing for a real wage increase,” she continued.
“This decision delivers a 1.1 per cent real wage increase, one of the largest real wage increases the Fair Work Commission has awarded.
“This wage increase means those who are paid award wages will start to get ahead again, easing pressure on their weekly budgets and part of the stress that comes from having to cut back on the basics.
“With unions delivering strong real wage growth in collective agreements and now with real award wages growing, working
people have turned the corner and are seeing decent real wage growth for the first time in more than a decade.”
AEU welcomes new Albanese ministry
The Australian Education Union (AEU) has welcomed the announcement of the new Albanese ministry and particularly congratulates Ministers Jason Clare and Andrew Giles and newly appointed Jess Walsh on their ministerial portfolios.
AEU Federal President Correna Haythorpe said that the next term of government has much to achieve for public education to ensure that a high-quality preschool, school and TAFE education is accessible to all.
“With Minister Jason Clare and Minister Andrew Giles keeping their respective education and skills and training portfolios, the AEU is reassured that stability and strong leadership will allow the sectors to build on the foundational work already delivered by the Albanese Government,” Ms Haythorpe said.
“We congratulate Minister Clare and Minister Giles on their reappointment and look forward to working with them on delivering on the Albanese Government’s commitments for public schools and for TAFE.
“We welcome the appointment of Jess Walsh to the ministry in the early childhood education and care portfolio. We look forward to working with her
on the many issues facing the early childhood education and care sector.
“On behalf of the AEU membership we pass on our sincere thanks to Minister Anne Aly for her outstanding contributions to early childhood education and care in the 47th Parliament and wish her well in her new portfolio.
“Across early education, schools and TAFE, the AEU looks forward to continuing to work with the Albanese Government in
delivering a high-quality public education system for all Australians.
“We look forward to working with all ministers, members and senators in the new Parliament as we strive for a world-class public education system, one where the teaching workforce are supported and professionally respected, and where teachers and students have the state-of-the-art teaching and learning facilities they need.”
Education & Training Centre
Ten essential online professional learning events in Term 3
In 2025 all participants who attend the live sessions will also receive a recording of the event at no extra charge. This will allow you to re-visit the session at any time. Register today! sstuwa.org.au/training
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Beyond NAIDOC - Creating Meaningful Change
Thursday 24 July, 3-4.30pm
Al Fricker – Senior Lecturer, Deakin University.
Women in Leadership: The Glass Ceiling and Walls – Session Two
Thursday 7 August, 3-4.30pm
Michelle Rangelov - Senior Leader of Learning and Teaching, Curriculum Innovation and Professional Learning.
Understanding and Responding to Challenging Student Behaviour
Thursday 7 August, 4.30-5.30pm
Jane Langley – Principal, Hamilton Primary School, Victoria.
Promoting Healthy Relationships and Students’ Wellbeing in Secondary Students
Thursday 14 August, 2.30-3.30pm
Behind the News (BTN) High School. Al Fricker – Senior Lecturer, Deakin University.
Women in Leadership: The Glass Ceiling and Walls – Session Three
Thursday 21 August, 3-4.30pm
Dr Pauline Thompson – Senior Lecturer, University of Melbourne, Faculty of Education.
Identifying and Addressing the Early Signs of Burnout
Thursday 21 August, 4-5.30pm
Kristy Elliott – Director, Restorative Pathways.
Middle Years Wellbeing Q&A/ Panel Discussion
Thursday 4 September, 3-4pm
Kristy Elliott, Restorative Practitioner and Megan Corcoran, Director, Wagtail Institute.
Decoding Worded Questions in Middle Years Maths
Thursday 4 September, 4.30-5.30pm
David Innes, Mathematics Education Consultant.
Leadership – Building Effective Teams
Thursday 11 September, 3-4.30pm
Michelle Rangelov - Senior Leader of Learning and Teaching, Curriculum Innovation and Professional Learning.
Work Smarter Not Harder – Technology that Helps Teach EAL Content
Thursday 11 September, 4.30-5.30pm
Lisa Bahr - Middle School Teacher.
Professional learning opportunities: July term break
This session will explore the need for understanding intergenerational trauma in First Nations students and families. Participants will be taken through why intergenerational trauma is present in First Nations students and families, the importance of addressing this and strategies to support students and families in a culturally sensitive manner.
SSTUWA - Building a Strong Foundation for New Teachers in Public Education
Natalie Blewitt - SSTUWA Senior Vice President
Chloe Hosking - SSTUWA Growth Team Coordinator
If you are currently studying education and/or working in a school under the TRBWA Limited Registration category, then this course is for you. Build your understanding and knowledge of important working conditions that may impact your success and wellbeing in a school.
Wellbeing for Teachers - How to Maximise Your Mental and Physical Health using MindBrain Approach
Tammy-Anne Caldwell and Todd Budden
Above and Beyond Education
This half-day event with TammyAnne and Todd is all about you. The course will empower you to look after your own mental health and wellbeing. Join Tammy-Anne and Todd who will share evidence-based, cutting-edge strategies that they use to keep themselves mentally fit and healthy.
Approaches to Supporting Learners with Dyslexia
Julia Walker Head of Student Services, Victorian public school
This session will look at dyslexia through the response to intervention framework and explore strategies at each of the three tiers of support. Suitable for classroom teachers, as well as education support staff who may be working one-to-one or with small groups.
Planning and Assessing with the Kindergarten Curriculum Guidelines
Kristy Howson School Curriculum and Standards Authority
Early childhood education (ECE) teachers and ECE leaders are invited to participate in a professional learning workshop to support their planning and assessment with the Kindergarten Curriculum Guidelines. Participants will be supported to develop planning documents that reflect and complement their specific context.
The Power of Story in Years 1-6: Using Children’s
Ron Gorman Education Consultant
Exposure to high quality children’s literature, focusing on what successful writers and illustrators do, can support critical and creative thinking and contribute to students’ thinking and writing. An inspiring halfday course that will show teachers how to use quality children’s literature effectively.
Member benefits
Accountants and Financial Advisers
Aston Accountants
10% discount on personal income tax returns for members.
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Industry Fund Services
Specialist financial products for union members.
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LIFE Financial Planners
$1,200 off your statement of advice fee plus a free financial health check for members.
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TIPS Financial Services
$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs
Banking
ME Bank
Special offers throughout the year for members. A bank built by, and for, union members.
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Mortgages, Money and Me
Complimentary advice, property reports, finance tools and more for SSTUWA members.
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OFX Money Transfers
When it matters, OFX it. Save with the experts in international money transfers.
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Teachers Mutual Bank
Banking exclusively for the education community.
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Massive discounts on products and services for SSTUWA members
Cars
AutoBahn
Mechanical and electrical services. Members receive 10% off any AutoBahn service or repair, capped at $100. sstuwa.org.au/autobahn
Bayswater Mazda
Exclusive offer including fuel card, servicing and more. sstuwa.org.au/bayswatermazda
Bob Jane T-Marts
National fleet pricing on a range of products and services. sstuwa.org.au/bobjane
easifleet
$250 Magic Hand Carwash voucher with any easifleet procured novated lease.
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Europcar
10% discount on vehicle hire in Australia. sstuwa.org.au/europcar
Paywise
Fleet Network is now Paywise. Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/paywise
Western Motor Vehicle Consultants
We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors
Computers
Altronics
Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics
Apple on Campus
For details visit: sstuwa.org.au/apple
Dell
Save up to 5% off selected items. sstuwa.org.au/dell
HP Computers
Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp
PLE Computers
Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple
Educational Resources
Effective Group Work
Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork
Graphic Intelligence
Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence
Instructional Intelligence
Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Entertainment
Movie tickets
Pre-order your movie tickets and save. sstuwa.org.au/movietickets
Outback Splash
Featuring both water and year-round attractions. Discounted tickets for members. sstuwa.org.au/outbacksplash
Rockface
Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface
For more information visit sstuwa.org.au/benefits and the benefits tab of the
Food and Wine
Campbells
Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells
Cellar d’Or
Best value winery tour in the Margaret River Region. 10% discount for members. sstuwa.org.au/cellardor
Taste Bud Tours
Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm). sstuwa.org.au/tastebudtours
Health and Wellbeing
St John
First aid saves lives. Discounted first aid courses and kits for members. sstuwa.org.au/stjohn
WA Opticians
20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians
Housing
Houspect
Buy, build and invest with confidence. $50 discount on prepurchase building inspections. sstuwa.org.au/houspect
Johns Building Supplies
Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs
SkylightsWA
Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa
Wattyl
15% off Wattyl paints, stains and accessories at Wattyl Paint Centres in WA. sstuwa.org.au/wattyl
Insurance and Legal
Journey Cover insurance
For details visit: sstuwa.org.au/journeycover
SSTUWA Legal Services
Access to quality legal services for both work-related and personal matters. sstuwa.org.au/legal
Teachers Health Fund
Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth
Teachers Health – Travel
For Teachers Health members who are planning a trip away, Teachers Health travel insurance offers comprehensive cover at competitive rates. sstuwa.org.au/travelinsurance
Wills for members
Members can access a complimentary simple will, where appropriate. For more information or details about a complex will, visit: sstuwa.org.au/wills
Shopping
isubscribe
Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles. sstuwa.org.au/isubscribe
Jackson’s Drawing Supplies
10% discount in Jackson’s 12 shops and online. sstuwa.org.au/jacksons
Petals Flowers & Gifts
20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Union Shopper
Save on cost-of-living expenses with some of Australia’s biggest brands. Free access with your SSTUWA membership. sstuwa.org.au/unionshopper
Travel and Accommodation
Accor Hotels
Great savings for teachers at Accor Hotels in the Asia Pacific region. sstuwa.org.au/accorhotels
Choice Hotels
Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ. sstuwa.org.au/choicehotels
Duxton Hotel Perth
15% off the best available rate for members. Five star accommodation in the Perth CBD. sstuwa.org.au/duxton
Experience Oz
Save 10% on over 3,000 experiences across Oz + NZ. sstuwa.org.au/experienceoz
Inn the Tuarts Guest Lodge
Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate. sstuwa.org.au/innthetuarts
Jarrah Grove Forest Retreat
Luxurious, self-contained accommodation in Margaret River. Discounted rates for members. sstuwa.org.au/jarrahgrove
Mandurah Houseboats
10% discount on houseboat holidays. sstuwa.org.au/houseboats
Metro Hotel Perth City
15% discount on the best available rate. Located in East Perth near the WACA and Gloucester Park. sstuwa.org.au/metroperth
Rottnest ferry tickets
Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest
Classifieds
Augusta
3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au
Dunsborough (Quindalup)
Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reverse-cycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203
a_r_moore@bigpond.com
Dwellingup
Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au
Dwellingup
In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people.
Shani: 0402 615 235 shanivore@hotmail.com
Frankland River
Private secluded retreat. Choose from three different types of separate accommodation. Three bedroom homestead: two king beds, two single beds – sleeps six (no pets). Two adults $195/night, children under 13 $25/night, extra adult guests $50/night. One bedroom chalet: one queen bed – sleeps two. $139/night, adults only. One bedroom cabin: one queen bed – sleeps two. $169/night, adults only. franklandriver.com.au
Jade: 0430 450 093 | Sam: 0413 160 093 Fremantle
Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized bedrooms plus provision for two singles. Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au
Fremantle
Staycation? Attending a function? Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries. Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking. (08) 6323 2339 admin@smartstaywa.com.au
Kallaroo
Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min two nights. Sleeps four, or five with mattress. No pets. $125/night for 3 people; $10/night per extra person. Molly: 0428 166 559 mollysletters@gmail.com
Kalbarri
Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps eight: two x queen beds and two x bunk beds. Close to Blue Holes Beach, 15 min walk to town. kalbarriwa.net.au | 0435 845 504
Margaret River
Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night. Russell: 0418 933 270
Nannup
Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood
heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek. See website for details. seraphimretreatnannup.com SMS 0420 832 510
Safety Bay
Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach. Presently a minimum stay requirement (this may change).
cnjn@aapt.net.au
Trigg
Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.
Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151) Kirsty: 0419 927 660
Tranquillity Counselling, Psychotherapy and Career Development
I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187
Retirement coach
Are you recently retired or retiring soon? You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to
Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.
Classifieds
retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com
Marriage celebrant
Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day!
Meridith: 0400 312 535 meri.lake4@gmail.com
Marriage celebrant
Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount.
Lee: 0404 655 567 leehalligancelebrant.com.au
Marriage celebrant
Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.
Mary: 0418 906 391 maryburke40@hotmail.com
Funeral celebrant
I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays.
0449 075 001
Kc.fcelebrant@gmail.com
First aid training for students
St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for Kindergarten students to Road Trauma
First Aid for secondary school students. Courses are curriculum mapped. (08) 9334 1259 youth@stjohnambulance.com.au
Learn to social dance
Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 3 starts Monday 28 July.
Stan: 9330 6737 | stan@stansdancing.com
Messines Bee Farm Incursions
Four bee/sustainability themed incursions for primary, K - 6. Play based, engaging, hands on, live bees, honey tasting. messines.com.au workshops@messines.com.au
Road safety education for schools
RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads. (08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au
Jump Rope for Heart
Looking for a ready-to-use program for your health and physical education plan? The Heart Foundation’s five-week Jump Rope for Heart program is just what you need! This easy-to-run primary school program, supported by an online teacher portal full of helpful resources, makes incorporating skipping into your school’s activities a breeze. It inspires kids to move more, have fun and develop heart-healthy habits, all while raising funds to save Aussie hearts. Discover how you can support your students in becoming Heart Heroes at jumprope.org.au
MAWA
The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au
Macramé is the new yoga
I'm a teacher running small group macramé classes in a cosy home studio. Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind.
marcia@knotinlove.com.au
Rainbow Reading (New Heights) Rainbow Reading supports struggling readers, including neurodiverse, delayed, or new English learners, without changing school programs, instead, adding to support. The Reading pen motivates, while activities help students catch up on missed reading and comprehension. Need support with group work or extra reading mileage? Rainbow Reading has effective solutions.
rainbowreading.com.au | Di: 0407 490 253
Calling all retired teachers!
Are you a retired teacher with a spirit of adventure and time to spare? Would you like to assist families in remote areas of WA? You may like to join REVISE WA as a tutor. For more info, visit www.revisewa.com.au
Noticeboard
Retired teachers
The next meeting of the Retired Teachers’ Association of the SSTUWA will be Wednesday 6 August at 10am at the SSTUWA premises. All retired members are welcome.
Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
International Day of the World’s Indigenous Peoples: 9 August
The International Day of the World’s Indigenous Peoples is organised by the United Nations on 9 August to focus on the rights of the indigenous population groups globally. It also celebrates the way of life and culture of more than 370 million indigenous people worldwide, as well as raise awareness of each group’s needs. Visit un.org/en/events/indigenousday for more.
Have you moved or changed workplaces this year?
Ensure your SSTUWA membership details are up-to-date, including your contact information and workplace details.
Update your details online at sstuwa.org.au/UpdateMyDetails, via the SSTUWA app, or contact the Membership Team at membership@sstuwa.org.au or (08) 9210 6000.
State Council Conference
November 2025 State Council Conference will be held on 14-15 November.
