What We Heard

Who We Heard From

In Phase One:

4,673+ individuals contributed

Over 8 months, on average, we heard from 146 people per week.

148 people, representing seven stakeholder groups, engaged in testing the foundations and developing actions for the Strategy.

In Phase Two:

148 people, representing seven stakeholder groups, engaged in testing the foundations and developing actions for the Strategy.

4,673+ individuals contributed. Over 8 months, on average, we heard from 146 people per week.

In Phase Two, a workforce discussion paper and survey for school staff was also released.

Of the 718 respondents:

  • 65% work in public schools;
  • 15% work in Catholic schools;
  • 18% work in independent schools.

Students & Young People

In Phase One, young people said they want:

  • Real life skills;
  • Good relationships with teachers;
  • Stronger collaboration with the community to enable inclusion of all students.

In Phase Two, young people said they value:

  • Having a voice, including individualised learning;
  • A greater focus on citizenship, social responsibility and wellbeing.

Schools

In Phase One:

  • 22% of feedback from schools related to social and emotional skills and wellbeing;
  • Almost 1 in 10 comments mentioned a desire to develop schools as community hubs, and a need for more integrated support.

In Phase Two, schools said they want:

  • To develop quality teachers, sooner;
  • Measurable wellbeing, learning achievement and growth.

In Phase Two, the workforce said they want:

  • Professional learning in: subject specific areas, pedagogy, data collection and analysis, and 21st Century capabilities;
  • Partnerships and collaboration with other agencies to develop schools as community hubs;
  • Having a broader range of professionals on site in schools would bring supports closer to students and families;
  • Prioritising time to build successful partnerships

Parents, Families & Carers

In Phase One:

  • 21% of comments referred to children and young people needing social and emotional skills and problem-solving skills;
  • More than 1 in 10 comments from parents, families and carers related to equity for all students including gifted, disadvantaged and other minorities.

In Phase Two, parents, including School Boards, said they value:

  • A strong focus on the whole person and their wellbeing, as this contributes to learning;
  • Schools embedded in - and responsive to - their communities;
  • Stronger connections with universities to bring their expertise into our schools and to strengthen initial teacher education.

Community Sector & Government Partners

In Phase One:

  • 1 in 4 comments from the community sector mentioned schools as communities and a need for greater supports and early intervention services;
  • 16% of comments from the community sector called for greater consistency across schools.

In Phase Two, they said:

  • The school culture and values need to genuinely welcome community engagement;
  • Our whole community needs to work together to enable students to be active engaged citizens;
  • There should be a focus on wellbeing and support of school staff.