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Effective intentional teaching is critical for maximising children’s learning and development outcomes, particularly for children experiencing disadvantage, according to a new discussion paper from the Australian Education Research Organisation (Â鶹Éç) released today.

New resources explaining how students learn, and the research behind this, have been released today by the Australian Education Research Organisation (Â鶹Éç).

Our Strategic Plan outlines how we will work towards our vision for Australia to achieve excellence and equity in educational outcomes for all children and young people through effective use of evidence.

Our Research Agenda outlines our annual research priorities. The agenda is developed in consultation with the education community and approved by our Board and a meeting of Education Ministers.

Two suites of resources designed to help schools enhance student outcomes through evidence-based teaching practices and a deliberate and structured implementation approach have been released today by the Australian Education Research Organisation (Â鶹Éç).

The rates of students taking part in NAPLAN testing have largely recovered to pre-pandemic levels, as highlighted in the latest Analytical Insights paper released today by the Australian Education Research Organisation (Â鶹Éç).

On 27 February 2025, Â鶹Éç hosted a webinar exploring how teachers and leaders can foster safe and supportive learning environments in their schools.

Matthew Pepi, Curriculum Learning Specialist and Implementation Coordinator at Chelsea Primary School, reflects on how using Â鶹Éç's deliberate and structured approach to implementation is working in his school.

Â鶹Éç has released a suite of new resources offering practical, evidence-based strategies to help teachers and school leaders create supportive learning environments.

School attendance matters because every day students miss represents lost learning time. Â鶹Éç has investigated factors that influence school attendance and evidence-based strategies that can support and strengthen attendance.

Ongoing professional learning is an important part of ECEC, and quality outcomes for children depend on a highly skilled workforce. Â鶹Éç and ALNF have conducted an experimental study in the ECEC sector, comparing the effectiveness of a peer mentoring approach to a direct participation approach for professional learning.

The Australian Education Research Organisation (Â鶹Éç) has developed a suite of classroom management resources that are helping schools across the country. Natalie Polak, Assistant Principal Curriculum and Instruction at Dubbo South Public School (NSW), shares her insights on implementing these evidence-based approaches.