The Role of Teachers in Multitiered Systems of Support to Address School Refusal

Moraig Vuurman, Suzanne Gough

Research output: Other contributionDiscipline Preprint RepositoryResearch

Abstract

This document analysis will examine submissions and public hearing data from the Australian Senate inquiry conducted by the Education and Employment References Committee into the national trend of school refusal and related matters. The inquiry received submissions until March 22, 2023, culminating in a final report published in August 2023, titled "The national trend of school refusal and related matters." Teachers play a fundamental role in shaping students' educational experiences and outcomes. They are primarily responsible for creating safe learning environments, fostering a sense of belonging, and supporting diverse learning needs. Their influence extends across all aspects of students' educational journeys. As frontline educators, teachers are often the first to identify and respond to students experiencing distress or struggling at school, and they typically remain involved throughout various intervention stages. While the Multi-Tiered System of Support (MTSS) provides a framework for intervention, clearer definition of teachers' roles within this model is needed. Such clarification could enhance initial teacher education programs, inform professional development opportunities, and guide both policy decisions and resource allocation. Although the Senate inquiry report addresses teachers' roles, influence, and needs, this document analysis will specifically examine how these aspects are presented across the submissions. The analysis will focus on understanding teachers' roles in supporting students who are at risk of, currently experiencing, or have previously experienced school refusal. Education and Employment References Committee, C. (2023). The national trend of school refusal and related matters (Australia). https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/SchoolRefusal/report
Original languageEnglish
PublisherOpen Science Framework Registries
DOIs
Publication statusSubmitted - 2024

Cite this