The Role of Secondary School Teachers in Multi-tiered Systems of Support to Address School Refusal

Research output: Other contributionDiscipline Preprint RepositoryResearch

Abstract

Curriculum Review The overall purpose of this project is to explore how teachers can complement and strengthen multitiered systems of support (MTSS) for school refusal. This study will aim to identify to what extent Australian undergraduate initial secondary teacher education programs prepare teachers to support students at risk of or experiencing school refusal. ‘The greatest resource in Australian schools is our teachers. They account for the vast majority of expenditure in school education and have the greatest impact on student learning, far outweighing the impact of any other education program or policy’.(Jensen, 2010). Initial teaching education programs are the place where pre-service teachers first have the opportunity to engage in knowledge and skill development protecting, identifying and supporting distressed students. This study aims to investigate initial teacher education preparation for this challenge and assesses whether they are provisioned with the necessary expertise to support students at various stages of school refusal. To identify how Australian undergraduate initial secondary teacher education programs prepare teachers to support students at risk of or experiencing school refusal, this study will include undertake curriculum review using a mixed methods approach. Phase 1: Document analysis of all accredited initial teacher education (ITE) programs Phase 2: Questionnaire to Heads of Program/Discipline of accredited ITE programs The document analysis will focus on all accredited initial undergraduate, secondary teaching education programs in Australia, offered for enrolment in 2026. The Accreditation Standards and Procedures set out the requirements that an initial teacher education (ITE) program must meet to be nationally accredited. The Graduate Teacher Standards make explicit the professional expectations of those graduating from initial teacher education programs, stating that,” On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for students. They demonstrate knowledge and understanding of the implications for learning of students’ physical, cultural, social, linguistic and intellectual characteristics. They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities”(AITSL).
Original languageEnglish
PublisherOpen Science Framework Registries
DOIs
Publication statusSubmitted - 2024

Cite this