August 2025 Western Teacher

In this edition

Correspondence:

The Editor, PO Box 212, editor@sstuwa.org.au | Ph: 9210 6000

memberassist@sstuwa.org.au

Print post publication 100004470 | $4.95

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. August 2025.

Having to reverse your car up to your door to secure your home is unacceptable. Read more on page 8.

To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher

Acknowledgement of Country: We wish to acknowledge the traditional custodians of the land on which we live and work. We wish to pay respect to their Elders

artist/designer and former WA public school student. Read more about the artist and the artwork at sstuwa.org.au/connections

WACSSO Conference 2025

Red eBook now available

The famous Red eBooks are available now for both schools and TAFE.

The famous Red eBooks are now available! Find all your rights, entitlements and conditions in this handy, searchable compilation.

Find all your rights, entitlements and conditions in this handy, searchable compilation. PDF, eBook or app – you choose!

General

Environmentally sustainable

By prioritising use of the Red eBook, we’re saving thousands of sheets of paper and significantly reducing the amount of books that need to be posted. That’s a lot of trees saved, and we’re reducing our carbon footprint.

The Red eBook can be accessed in both PDF and e-reader formats on your device of choice, including mobile, tablet and computer, as well as through the SSTUWA app. Choose the options that work best for you!

Available now for schools, with the TAFE book coming soon, the Red eBook can be accessed in both PDF and e-reader forms, on mobile, tablet and computer, as well as through the SSTUWA app. Both versions are fully searchable, so all the information you need is available at the tap of a button.

Fully searchable

The Red eBook is linked and fully searchable, so all the information you need is available with a quick tap or a keyword search.

Accessing the eBook

Visit the Schools Hub or TAFE Hub on the SSTUWA website.

Type sstuwa.org.au/redbook into your browser.

Tap Know Your Rights (Schools) or Know Your Rights (TAFE) on the app.

Scan the QR code above.

Strategic approach delivers budget wins

By Matt Jarman President

Whilst the SSTUWA may never be fully happy and will always seek more for public education, there is reason to be satisfied with the re-elected Cook Government’s budget.

Your union commenced a long-term strategy when Dr Carmen Lawrence and her team were appointed to undertake what became the Facing the Facts review into public education.

Even though public schools educate nearly three-quarters of primary pupils and over two-thirds of secondary students, public education was often missing in action when it came to election campaigning. The contradiction was that in pretty much every post-mortem of campaigns, education was cited as a top priority by voters.

This contradiction needed to be addressed and Facing the Facts was the answer. The review was conducted rigorously; submissions came from a range of community groups and crucially were dominated by people with experience in the classroom.

This resulted in a detailed review that did not just list problems, but suggested properly researched and carefully crafted solutions.

Facing the Facts looked at the errors of the past but most crucially of all put forward detailed plans to address them. The review prompted the Department of Education to initiate its own study. Perhaps it was intended to undermine Facing the Facts, but instead it underlined every finding. There was now no denying the crisis facing public education.

This was not an easy process. It involved focusing on negatives so we could seek out the positive alternatives. It also required

assessing the community’s views on public education. This qualitative and quantitative research gave us the evidence we needed to show politicians just how important public education was to voters.

This review and research culminated in lobbying documents – Facing Facts –which clearly identified the paths that whomever wished to govern in WA should follow if they had a genuine interest in fixing public education. One was produced for schools and another for TAFE.

The results have been spectacular – and we are not done yet!

In the state budget there are specific commitments for infrastructure. The SSTUWA asked for a fully-funded replacement program for evaporative air conditioning units in all schools. The state budget includes $93.8 million for the first part of a program to upgrade air conditioning in 45 schools, the first part of the program to address issues in all schools.

We devoted an entire section of our budget submission to Government Regional Officer Housing (GROH). The budget delivered $103.8 million to deliver more GROH. (To read more on GROH, turn to page eight.) We lobbied hard on the increasing demands made on the School of Isolated and Distance Education. With an extra $30.3 million now attributed to that area we hope it assists a sector that is facing ever-increasing demand from pupils whose schools do not have specialised teachers available.

The SSTUWA asked for a focus on groups that need extra assistance, whether because of medical, behavioural, cultural or economic disadvantage. A number of budget commitments have responded, at least in part, with extra targeted funding that includes increased support

for students with disability, more funding for pupils with English as an additional language or dialect and additional investment for the School of Special Educational Needs.

Right back to the SSTUWA’s TAFE Works campaign of a decade ago we have urged governments to recognise the crucial role the institution has to play in supporting WA’s economy.

That campaign, driven by our TAFE members, has had an enormous legacy. From the verge of being dismantled TAFE is now fully acknowledged by the state government as a key economic tool.

We will always want more, especially around lecturers’ working conditions and addressing the issues we see develop among school students but which then come into TAFE.

However, the $331 million committed to TAFE this year is acknowledged.

There is still an enormous amount of work to be done. We are only beginning the battle to restore respect for the teaching profession. We need clarity about fulltime kindy, which Senior Vice President Natalie Blewitt discusses on page 11.

Above all we need a clear and targeted use of any new investment delivered from the federal and state governments’ deal to deliver full funding to WA’s public schools.

This needs to be done within a properly developed strategic plan – like the one we have followed from the inception of Facing the Facts. It requires full and proper consultation and above all, actual implementation of investment and plans. The SSTUWA is ready to do our part.

Respect needed in the online space

By Minh Lam

The SSTUWA is calling for respect for public educators in not only a face-toface context, but also in the online world, urging legal action against abusers where needed.

As the union continues its campaign for respect for teachers, school leaders and other public education workers, feedback from its 2025 State of Our Schools survey show the amount and extraordinary type of abuse they are receiving over the internet.

Of the more-than 1,600 respondents to the survey, just over 25 per cent said incidents involving violent behaviour (harassment online through social media or email) from parents/guardians happened once a term.

About 19 per cent said these incidents happened several times a term or less.

Examples of these incidents involved angry parents emailing about the type of foods allowed for crunch and sip time; threats of physical violence against staff and emails directing profanity and derogatory language to staff.

“[Received] an email from a student, from his student email address to my teacher email, saying ‘F*** you,’” one respondent reported.

“A parent emailed, threatening that he will ‘come and sort me out’,” another respondent said.

Another respondent said: “After a news story there was a claim that female staff members were instigating incidents at the school. Various members of the public stated they were going to come onto campus and assault the staff members that were on duty if their child(ren) were ever hurt. It was aimed at female staff members.”

Parents are emailing teachers to complain that they are not responding to their emails fast enough, or disputing school information or decisions.

“Parents [are] hearing things that have supposedly been said and believing it, and then emailing abuse to ask why it happened, rather than getting [the] full story from me,” one respondent said.

Another respondent commented: “Parents [are] taking to [the] local area Facebook page to say degrading, hurtful and untrue things about staff members.”

Said another survey respondent: “Generally, the harassment is from parents who send multiple lengthy emails when the school makes a decision or enacts a process they do not like.”

“It is usually not ‘aggressive’, and more ‘assertive’, however, [it is] generally entirely unnecessary and creates a significant workload. This has been a growing issue in the last decade.

“Earlier in my career, it seemed that more parents accepted school policies, procedures and decisions.

“Now, parents waste staff time by harassing schools with lengthy emails about things as benign as exam timetables, course selection processes, preferred teachers, marks a student receives, etc.”

Even parents of pre-service teachers on school practicums were sending messages of abuse to staff, while students were using email, social media and artificial intelligence tools to harass staff.

“Students hacked into my YouTube account via a device in the classroom and change my profile name to a pejorative term,” one teacher said.

Said another: “AI-generated videos animating a picture of me to perform various actions – derogatory comments [made] on the post.”

One teacher said a TikTok account and video was created comparing them to Adolf Hitler. The social media platform

did not take down the video until three months later when it confirmed the teacher’s claim that an image used was a copyright violation.

Students were also using technology to falsely blame other students of harassing staff: “Male students continuously airdropping inappropriate images to staff computer under the guise of another student.”

The SSTUWA continues to call for all members of the school community to interact and speak with staff with respect and courtesy.

Members who are being harassed or abused online should report these instances to their union organiser. The SSTUWA is calling on the Department of Education to take legal action where required and to remind administrators of social media pages and groups of their legal responsibilities for what people post on pages/groups run by them.

In the meantime, the SSTUWA is encouraging people to download and display posters promoting respect in their classrooms and where people congregate in their schools.

Posters can be downloaded from sstuwa.org.au/RESPECT

Printed copies can be requested via email: contact@sstuwa.org.au

Continued emails requesting information to prove myself. Anger at not responding straight away or after hours.

TikTok account and video using my image and comparing me to Hitler. Reporting to TikTok as an issue did nothing as it ‘did not go against their community standards’… I had to pursue it as a copyright issue as I owned the image. Three months later, they confirmed the copyright violation and took down the image.

“Students

creating and sharing fake screenshots.”

Students have created social media accounts, mostly on TikTok, targeting staff using images and video found online and on school-managed platforms.

Posting

TikToks about me and recording me in class and posting on TikTok and Instagram.

Multiple e-mails sent in short succession, demanding answers and meetings.

Repeated abusive and suggestive emails from a student.

An Instagram page was created with teacher memes. I was one of the teachers.

I had a parent threaten me multiple times in several emails including menacing words, and implying physical violence.

I’ve experienced online harassment from parents who demand information, claiming they check their children’s bags and haven’t received physical letters I’ve sent home. Despite clear communication and multiple reminders, they insist that the lack of information is the teacher’s fault, leading to frustration and unwarranted blame.

Parents bad mouthing staff via their parent WhatsApp group who then share this with teaching staff.

Spreading false information to the parent body about toileting permission. Suggesting my expectations for parent and student behaviour is unjustified and that boundaries placed on parents is unfair.

Parental posts and comments on Facebook regarding the school, class and me that are disparaging. Comments regarding the idea that I am ‘just babysitting’.

Being sworn at in an online lesson.

Continual

Time to grow GROH

Housing availability, cost, quality, safety and security for regional and remote educators

By Matt Jarman President

Our country communities rely on strong public school education and TAFE. Our schools and TAFEs need a strong workforce.

To attract and retain teachers, school leaders, school psychologists and TAFE lecturers to regional areas, housing must be improved.

This is not news to anyone in public education. Indeed, this is the premise upon which GEHA (Government Employees’ Housing Authority) – now the Government Regional Officer Housing (GROH) program – was first introduced in the 1950s.

The post-war mining boom of the 1950s led to the creation of government housing for government employees. For decades, this was successful in providing housing that – consistent with the standards of the time – enticed workers to regional and remote locations.

However, the consequence of decisions made on GROH 20 years ago has been a loss of housing stock, a serious reduction in the standard of remaining accommodation and a drop in the level of service that tenants receive.

An SSTUWA member in the North-West had been without an oven for 12 months. Others have no working air conditioning or endure a limited or a complete lack of security for their homes, often in challenging areas.

One SSTUWA member who lives by herself needed to reverse her car against the external security door to be safe, thanks to no one properly fixing the lock. Others have had their fences blown down by weather events only to be told they are not a priority to repair.

Too many of our members have the added worry or lack of confidence in their safety and that of those close to them, let alone the security and privacy of their

An SSTUWA member in the North-West has been without an oven for 12 months.

property. The SSTUWA recommends all GROH properties should be fitted with:

• Internal motion detectors.

• External cameras connected to monitoring systems.

• Audio and visual alarms.

• Security screens.

And those security devices need to be well maintained.

The overall result of these failings is

employees often living in unacceptable temporary accommodation for significant periods of time and the creation of an overall disincentive for public sector employees to work in regional WA. Quite the opposite to the aims established in the 1950s.

Stock, at least, is being addressed. The SSTUWA welcomes the recent state budget allocation of $103.8 million to construct more GROH – something the union called for in pre-budget submissions. It’s a start for public educators and part of solving the bigger housing demand puzzle.

However, GROH itself is lost in the wilderness of bureaucracy.

It’s time to establish a central coordination authority as a dedicated division within the Department of Housing and Works, or, to separate it entirely as an independent authority.

One SSTUWA member who lives by herself needed to reverse her car against the external security door to be safe, thanks to no one properly fixing the lock.

This is a machinery of government decision and one that sits with the Minister for Housing and Works and those who have the responsibility of controlling the state’s budget.

Such a division would be supported by the SSTUWA and dedicated to the unique challenges of housing for public sector employees that operate on an agreed set of equitable and transparent principles applying to each agency.

To support the central authority, an independent review of the Tenant Rent Setting Framework Policy is needed, specifically the calculation of GROH rents based on Perth median rental prices (at the time of print this is currently $680 per week), age of the house, quality of the house, distance from major centres and capped increases.

Further, an independent review must be undertaken of GROH maintenance, customer service and safety and security standards. There must be adequate resourcing for GROH maintenance, region by region consistent standards and a targeted program of improvements undertaken. This may be a consideration for the Auditor General.

The adoption of a preventative maintenance routine, as opposed to a solely reactive approach to maintenance standards, needs to be part of the solution.

There are many teachers and school leader members living in GROH where the home is owned and leased out by other locals. We have seen tense situations where a school-based matter has become intertwined in those lease arrangements. Residential tenancy agreements need to be properly

reviewed to offer a higher standard of protection for public sector employees.

Finally, a significant reduction in all GROH charges would be welcome and provide a welcome incentive to work in the bush. Leaving this to bargaining outcomes is an option for all unions in the public sector. However, we need to stop dancing around the fringes and deal with the systemic issues impacting stock and service standards.

Availability, cost and quality of housing – the ability to access and enjoy a reasonably comfortable home at a fair price – is hardly a huge ask. We know public educators work hard and are under the pump now more than ever. They shouldn’t have to be tolerating expensive or substandard housing as well.

What you said about GROH

In the most recent State of our Schools survey, we asked those who are teaching, or have taught, in regional areas what the main drawbacks were with GROH.

• 50.1 per cent said the state of GROH (security/maintenance, and the like).

• 44.71 per cent said the cost of housing.

• 39.42 per cent said a lack of GROH.

Minister’s speech to June State Council Conference

This is a transcript of a speech delivered by Education Minister Sabine Winton to the SSTUWA June State Council Conference on 13 June 2025. Please note that the delivered remarks on the day may slightly alter from this text.

Good afternoon, everyone. Thank you to the State School Teachers’ Union of Western Australia (SSTUWA) for the opportunity to speak today. As a former classroom teacher, and a member of this union for 36 years, it truly is an honour.

Today I’m also representing the Premier of Western Australia, Roger Cook, who I know is a big advocate for public education.

Before I start, I would like to acknowledge the Traditional Owners of the land on which we meet – the Whadjuk people of the Noongar nation. I pay my respects to their Elders past and present.

As you may know, long before I was elected to parliament in 2017, I began my career as a teacher in regional WA.

I graduated from Murdoch University with a primary teaching degree and packed my bags to head to the Goldfields for my first posting at Norseman District High School.

My next schools were even further afield - Fitzroy Crossing District High School and Cocos Islands District High School.

Those years at the start of my career were a period of great professional and personal growth for me. I have always wanted to be a teacher and I look back on those years fondly. It set me up for 27 wonderful years as a classroom teacher, in our public school system.

Teaching has provided me with invaluable life lessons and I’d like to share some that I still draw on in my role as Minister for Education today:

1. The relationships you build are critical to your success.

2. Education is an equaliser – the things we do to inspire kids from all walks of life are incredibly important.

3. You should always ask questionsand never be afraid to; and,

4. Everyone needs a champion.

I feel that final point is particularly pertinent, at a time when teachers and school leaders are facing significant challenges in our schools.

Teachers need champions too and this is the focus of what I want to speak about today.

Supporting teachers, and reducing their workloads, is the key priority for me. The importance of making my first speech as Education Minister to [the] SSTUWA State Council Conference today is not lost on me.

Neither is the significance of taking on the role of Education Minister, with decades of valuable classroom teaching experience behind me.

I also feel the weight of the expectation and responsibility that comes with that –and that keeps me up at night.

What I will commit to you today is that, as Minister:

• I will apply a filter to every initiative, asking how it will make tangible differences to teachers in the classroom.

• I will use my influence to foster respect for teachers and school leaders –inside and beyond the school gate; and

• 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 and change course when something goes too far.

You may remember a kerfuffle about bikes earlier this year. My first act as Minister was to un-ban bikes from schools. Can you believe it? I’m no cyclist, but I think we can all agree that one needed to be wheeled back.

Now that I’ve got that off my chest, I want to talk to you about something that is close to my heart.

The Cook Labor Government knows WA’s teaching workforce is our most valuable asset for providing the next generation with a quality education.

As a government, we have a critical role in making sure we have the right supports in place for teachers – so they can focus their energy and effort on what they do best … teaching!

The recent Enterprise Bargaining Agreement made with the State School Teachers’ Union of WA and Principals’ Federation of WA (PFWA) introduced a range of new initiatives to improve conditions for our teaching workforce.

A major one of those initiatives is the Workload Intensification Taskforce. The Taskforce brings together representatives from the SSTUWA, PFWA and Department of Education to progress initiatives to address workload pressures for teachers. It will report directly to me on actions to support teachers and school leaders with managing their workloads.

Today, I’m excited to announce important changes that I have made that will elevate the Taskforce and its work.

As part of the reset, I have appointed Emeritus Professor Colleen Hayward AM to take on the role of Independent Chair of the Taskforce, effective immediately.

Many of you will be familiar with Colleen and her work. She brings a wealth of experience to this role. She has a strong background in education, including as a teacher and policy maker. You may or may not be aware that she was also an SSTUWA official.

She has an incredible record of bringing parties together to get things done. I worked with her on the Family and Domestic Violence Taskforce. She did a fantastic job. Colleen will chair the first meeting of the renewed Taskforce when it meets next week.

I know she shares my view that quality student learning is directly linked to quality teaching. We agree that this is why we must focus on attracting great teachers to WA schools and that it’s just as important we support those teachers to retain them as well.

I look forward to working closely with Colleen and the Taskforce membership to deliver better outcomes and supports for teachers and school leaders across WA.

More broadly, the Department of Education and SSTUWA continue to work in partnership to tackle the challenges affecting SSTUWA members.

You would be aware that the new General Agreement was registered in November [2024].

That agreement includes salary increases of 12 per cent over three years, which I’m proud to say makes WA teachers among the best paid in the country.

This is combined with a range of new measures to address workload pressures and support teachers in the classroom.

One of the initiatives I’d like to highlight today is the expansion of Complex Behaviour Coordinators in our public schools.

This work acknowledges the increasing number of students with complex needs, who are requiring more support to ensure they can succeed at school.

Last year, the Department launched a trial of 16 complex behaviour support coordinators, who worked directly with schools to identify students’ needs and match them with effective interventions.

As part of the new expansion, 192 schools were invited in recent weeks to participate. Work will begin soon to embed the 64 Complex Behaviour Coordinators, who will promote positive student behaviour and engagement in learning.

This was an excerpt of Education Minister Sabine Winton’s speech to June State Council Conference. For the full speech visit bit.ly/4l7rgJD

Facing the Facts and the future of public education

By Lindsay Hale School leader consultant

It was one of those unforgettable moments. State Council Conference, November 2023. Dr Carmen Lawrence and her expert panel shared the findings and recommendations of Facing the Facts. A tide of emotion swept the room: Finally, someone had listened!

Facing the Facts: Public schools have been starved of funds and support while coping with accelerating demands on the curriculum and the challenge of educating many more disadvantaged students and students with increasingly complex needs.

Thanks to SSTUWA campaigning and members’ action we have seen some good progress in response to Facing the Facts – but there is still much more to be done.

Members who signed up for online consultation groups in Weeks 4-6 of Term 3 can contribute to the development of the Department of Education’s (DoE) next strategic plan. Let’s hope that, once again, someone really listens!

Due for release in Term 1 of 2026, we are told:

The new strategic plan will help us reach our aspirations for public schools in Western Australia.

The strategic plan will also:

• Look beyond the short term and address our big challenges in education with clarity and purpose.

• Align our support systems to the real work schools are doing, such as student wellbeing, shifting expectations, and the pressures on our people.

This is a great opportunity to give the system guidance based on the everyday experience of teachers, school psychologists and school leaders.

Facing the Facts: The centralisation of services has not met the needs of schools for administrative and educational support.

The Agency Capability Review told the DoE that it must exercise its system leadership role to make explicit expectations on key policy and strategy matters, respond to escalating complex student needs at a system and cross government level, and develop a deliberate, future focused workforce strategy to address significant attraction and retention issues.

The next strategic plan must reflect this. As we finally approach funding that meets the minimum set by the Schooling Resource Standard, the time has arrived for wise investment in public schooling.

Facing the Facts: An increasing proportion of children are not developmentally ready for school.

In considering your input you might keep these key directions in mind - and ponder what is needed at the system level to:

• Strengthen support for teaching and learning.

• Deepen student engagement.

• Improve behaviour and reduce violence and aggression.

• Address complex needs.

• Strengthen Aboriginal education.

• Strengthen system leadership and support.

Facing the Facts: A small, but apparently growing, number of children engage in aggressive and disruptive behaviour at school.

Two consistent themes run through Facing the Facts: the need for DoE services to better support students and staff; the need to contain and reduce workload.

These objectives need to be addressed together in all aspects of a new strategic direction.

Facing the Facts says it. Indeed, they can only be addressed together!

Understanding and Reducing the Workload of Teachers and Leaders says it.

The Agency Capability Review says it.

The SSTUWA says it – and many in the community agree.

Facing the Facts: More support for students with special needs is needed, especially in disadvantaged schools.

If you’ve expressed interest in the DoE’s consultation process, please don’t miss this chance to deliver practical advice that ultimately will help our members focus on the core business of teaching and learning, feel less overwhelmed by ridiculous expectations and enjoy more satisfaction in sticking with our profession.

Your union will provide the DoE comprehensive advice based on the evidence. Help the DoE face the facts by having your say based on your experience.

Facing the Facts: The profession is at breaking point.

Early education done properly gives best start

By Natalie Blewitt Senior Vice President

When the team led by Dr Carmen Lawrence developed Facing the Facts, the findings on developmental readiness for school were sobering. Research through the Australian Early Development Census (AEDC) found there had been a significant drop in cognitive and language skills between 2015 and 2021.

After looking at the research, Facing the Facts found that “an increasing proportion of children are not developmentally ready for school and more of these children are from disadvantaged backgrounds.”

The report also made three recommendations:

• Federal and state governments should ensure universal access to affordable, quality early learning opportunities.

• Federal and state governments should develop policies to support the successful learning of children from disadvantaged backgrounds through play-based education in small groups conducted by qualified educators.

• Federal and state governments should develop coherent policies to reduce family and child poverty and reduce educational disadvantage.

The latest AEDC data for Western Australia in the same domain of cognitive and language skills, shows a further

decline in the percentage of children who are developmentally on track. In fact, a decline across all five domains has been seen in the 2024 data.

The state government announcement of free full-time, school-based kindy, may help in the process of addressing readiness for school issues, but we need to make sure this is an initiative that is designed to deliver educational results, not just an impact on the cost of living

With funding confirmed in the state budget, the trial of free full-time kindy is set to begin in 10 pilot locations. The program will fall under the newly established Office of Early Childhood, which the government said: “will lead the development of the WA Play Strategy, recognising the important role play has in supporting children’s cognitive and physical development, along with their social, emotional and language skills.”

The SSTUWA cautiously welcomes this new initiative but with important reservations.

There must be a clear pedagogy, focused on play, delivered by fully trained and qualified teachers. Educational outcomes must be the focus, not the easing of financial burdens on families.

The SSTUWA would welcome the opportunity to work with the Department of Education to develop the details of the trial.

Kindy is an important step in preparing children for school, with a curriculum that integrates play delivered by specialist teachers, which studies have shown lays the foundation for positive social, physical, emotional and cognitive development in later years.

There are, however, reasons to be optimistic. The Minister for Education and

for Early Childhood, Sabine Winton, has publicly stated her advocacy of learning through play.

Indeed, at an event hosted by the Play Matters Collective on the International Day of Play, Minister Winton reaffirmed her support, saying “Play based learning is a sophisticated craft that teachers bring to their classrooms” and adding “what happens in the early years influences their educational journey for life.”

Given the extensive efforts the SSTUWA has undertaken to support playbased learning, these are encouraging sentiments.

We are aware that some SSTUWA members will be wary of how this initiative develops. The union shares those concerns and is working with the state government to try to ensure that a range of issues are taken into consideration both before and after the initial pilot period across the 10 sites.

I can assure you that the SSTUWA will be making the case for proper facilities and the right pedagogy to ensure that any expansion of kindy hours is about education and what is best for our teachers, our school leaders and of course, our students.

Whilst we can never offer guarantees about outcomes, we are encouraged by the way the state government has responded to our lobbying prior to the state election where major investment in general infrastructure was successful.

Full-time kindy can be a force for improvement in educational preparedness and give young children the best start to their learning journey. But it needs to be done properly, with the right pedagogy and in a way that offers these opportunities to all.

Building inclusion and respect for our LGBTIQA+ communities

By Sharmila Nagar Vice President

In this article inclusive/inclusivity refers to all within our communities receiving equal respect and opportunities regardless of their gender identity or sexual orientation.

The state government has committed to developing WA’s first whole-of -government LGBTIQA+ Inclusion Strategy. The aim of the strategy is to “drive inclusion and promote the wellbeing and full social and economic participation of all LGBTIQA+ people in WA through identifying priority areas and associated actions to foster long-term change.”

The SSTUWA consulted with its LGBTIQA+ committee and received broader member feedback for a submission to government. All feedback received covered the lived experiences of LGBTIQA+ members, with support and solidarity from ally members.

Furthermore, the SSTUWA’s submission included input from the SSTUWA’s Sexual Orientation, Gender Identity and Intersex Policy and the union’s work with the Australian Education Union (AEU). This article will contain some of the points made in the submission.

Current support in schools

The SSTUWA acknowledges that the Department of Education (DoE) has an Equity, Diversity and Inclusion plan 2021-2025 that considers the diverse backgrounds of students, staff and families within schools.

The DoE’s plan focuses on workplace inclusion and equitable opportunities for people from diverse backgrounds and experiences. The only specific

reference to LGBTIQA+ is noted in the inclusive and equitable workplaces focus area: “Collaborate with organisations representing people with diverse sexualities and genders to build awareness and support.”1 There are a number of general actions in the plan that could be considered as relevant and inclusive of LGBTIQA+.

The DoE offers an optional online professional learning (PL) course for

teachers entitled “Creating supportive and inclusive environments for gender diverse students.” The PL covers some relevant information on inclusivity, some legal and policy obligations and challenges faced by gender diverse students. The PL, however, misses out on useful strategies that can be applied to a range of queer issues that arise and also lacks more targeted information and scenarios impacted in primary and secondary settings.

With only the online PL to use, there is an obvious lack in face-to-face support and training. The Safe Schools Coalition Australia (SSCA) program was defunded by the state government in October 2020. This program, formally known as Inclusive Education WA, provided schools with tools needed to create a safe, supportive and inclusive environment for LGBTIQA+ students.

The SSTUWA member feedback shows that the gap left by defunding the SSCA has never been filled by the online PL. In fact, Pride WA reported to us that they have received many calls from schools who are desperate for workshops and resources to be provided in a face-toface manner. The union knows that the SSCA was more than just a mental health stop gap for LGBTIQA+ youth. The online training does not have the same impact or support as provided by the SSCA. We need our government to fund this program as a necessity, rather than an opt-in, like the online PL.

Teachers can also use Equal Opportunity Commission WA’s (EOC) Sexual and Gender Diversity Guidelines in supporting schools, though this is not widely shared or known.

In 2022, the DoE established its Diversity Alliance Network (DAN) as a way to support and create inclusive work practices for staff with diverse sexualities and/or genders. Membership includes all LGBTIQA+ staff and allies.

To date, members have reported that progress has been slow, with little or no support strategies being established for LGBTIQA+ staff.

Current support in TAFE

Department of Training and Workforce Development (DTWD) also has a Workforce Diversification and Inclusion Strategy plan 2021-2025. The two priority areas are workforce diversification and workforce inclusion. Unlike the DoE’s plan, this plan clearly outlines employment outcomes for people of diverse sexualities and genders (PDSG). The actions highlighted in the plan clearly outline how to “educate and empower” staff, “attract and develop”, “lead and build” and hold to “account and celebrate”2 people of diverse sexualities and genders.

The implementation of this action plan, however, is dependent on the college. Resourcing is a key issue, thus resulting in an inconsistent approach in the delivery of the action items. An example of this is

the action to “Implement a PDSG-focused education and awareness workshop as part of the Department’s centralised Professional Development Program, delivered by PDSG organisations such as Pride in Diversity, Living Proud WA or Transfolk WA.”3

It is imperative that any action plan supporting LGBTIQA+ staff and lecturers must be funded and resourced properly; the union appeals to the state government to consider this when creating priority areas within the strategy.

Supporting LGBTIQA+ education communities:

policies and procedures

clear

In all educational settings, there needs to be clear and explicit policies that outline how LGBTIQA+ staff and students can be supported. This must include:

• Clear procedures on dealing with behaviours of discrimination including hate speech towards LGBTIQA+ people.

• All policies and procedures must use inclusive language to build a culture of respect and safety. This includes, but not limited to, the use of gender-

neutral language (where applicable) to remove the assumption of gender.

• Policy on how to handle name changes for students undergoing gender transition. This should outline procedures for chosen names both with and without parent support and legally changed names with and without parent support.

• Processes for ensuring that students undergoing transition at school are accessing some form of appropriate counselling.

• Policy that requires accessible nongendered bathrooms and changeroom options for any student or staff who requires them.

• Clear policy on gendered uniforms. It should be made clearer that all staff and students are permitted to wear any uniform item defined for their cohort. Dresses, skirts, pants, etc. are not to be limited by gender or sex.

• Providing tailored and accessible documentation that makes clear the rights of LGBTIQA+ individuals and the (continued on page 16

(continued from page 15)

responsibility the whole community has to uphold these rights, especially for parents and community members who come from nations with different values and expectations.

• How to set up and manage an LGBTIQA+ student club.

Supporting LGBTIQA+ staff

Schools and TAFE colleges are microcosms of society. The staff in educational settings are the backbone of our society. Our members reported that LGBTIQA+ staff need to be respected and heard, and this modelling is crucial for students to see.

Member feedback showed that though educational settings tried to combat discrimination, a lack of clarity on how to tackle discrimination is the key issue.

Though there is anti-discrimination legislation based on sexuality and gender for schools and workplaces, there are no laws in Western Australia, protecting LGBTIQA+ people from any hate speech, whether online or in public.

LGBTIQA+ employees are twice as likely to be victims of workplace discrimination compared to their non LGBTIQA+ colleagues.4 Thirty-one per cent of LGBTIQA+ employee reported that not enough was done to educate all employees on the issues facing LGBTIQA+ communities.5

What was most concerning and what our members have also reported: Almost two in three LGBTIQA+ employees who have experienced or witnessed discrimination say these issues are rarely or never resolved.6

The SSTUWA recommends that schools and TAFE colleges have a well-structured staff forum for those who identify. We know that the DoE already has DAN as stated earlier in this article; proper consultation on the gaps in the system and how to support staff will be crucial.

Dealing with discrimination and hate speech

All educational settings require in service inclusive practises as a way to deal with the impacts of discrimination on LGBTIQA+ people. The unacceptability of homophobia, biphobia, transphobia, heterosexism and monosexism must be included in the codes of conduct of departments, schools and colleges.

There must be a zero tolerance policy against homophobic hate speech.

Most educational settings understand this behaviour is unacceptable, but there needs to be explicit instructions on how to deal with perpetrators, and consequences, if necessary. There is a perception in the LGBTIQA+ community that the reason for such hesitation is out of fear that members of the school community who are not sympathetic to the rights of LGBTIQA+ peoples will shun the school, and they will find themselves in trouble for promoting a “woke” agenda.

There is nothing woke when ensuring LGBTIQA+ students and staff are treated with respect, free from any forms of discrimination and hate speech.

All students and staff must have the opportunity to maximise their learning potential and teaching, regardless of their sexual orientation and/or preferred gender identity. Inclusion of days such as IDAHOBIT Day and Wear It Purple Day help to celebrate and recognise people of diverse sex, sexuality and gender, and should be highlighted every year. Schools and TAFE colleges should be provided with funding, resources and support from DoE and DTWD on how to run these days. More information on Wear it Purple Day 2025 can be found on the opposite page.

Leave provisions

Another issue which impacts all workers in WA is the state’s outdated parental leave and surrogacy laws. Under the Surrogacy Act 2008, WA permits altruistic surrogacy but imposes strict eligibility criteria.

Eligible parties include heterosexual couples (married or de facto) and single women. Ineligible parties include samesex male couples and single men.

This makes WA the only Australian jurisdiction where gay couples (and single men) are explicitly excluded from accessing altruistic surrogacy. Such restrictions have compelled many to seek surrogacy arrangements overseas, often at significant personal and financial cost.

Clearly, this affects the whole of Western Australia’s public sector workforce supply. Interestingly, despite being the most backward jurisdiction when it comes to altruistic surrogacy, WA was the first Australian state to allow same-sex couples to adopt.

The SSTUWA urges the state government to change its surrogacy and parental

leave laws so that all Western Australians have the same reproductive rights, regardless of sexual orientation.

Finally, gender affirmation/transition leave should be implemented across all sectors. If we want to have a fair and just society, we need this leave entitlement to be implemented across all sectors. This is about providing safety mechanisms for anyone who wants to enter teaching/lecturing.

The cost management of this will be small, as it will only impact a few employees, but the impact of this will be great. It will say to those who want to transition that they are seen and accepted by their employer.

In DoE’s Equity, Diversity and Inclusion Plan of 2021-2025, it states: “We know that when staff feel included, respected and valued at work, their wellbeing and professional skills flourish, leading to improved learning outcomes for students. Indeed, affirming the identifies of our workforce will support the students of Western Australia to also embrace their identities.”7

Similarly, in DTWD’s Workforce Diversification and Inclusion Strategy plan 2021-2025 it claims “We are committed to increasing the representation of people from diverse backgrounds at all levels, and ensuring our staff experience a sense of belonging and inclusion at work.”8

The SSTUWA commends the WA government on the development of this strategy to drive inclusion and promote wellbeing for LGBTIQA+ people, and we hope that the SSTUWA’s submission will help towards the state government’s first LGBTIQA+ inclusive strategy and action plan.

References

1. Department of Education Equity, Diversity and Inclusion Plan 2021-2025, p11.

2. DTWD Workforce Diversification and Inclusion Strategy plan 2021-2025, p9.

3. Ibid., p9.

4. SEEK P.R.I.D.E Report Promoting Real Inclusion, Diversity and Empowerment in the workplace 2021, p9.

5. Ibid., p11.

6. Ibid., p12.

7. Department of Education Equity, Diversity and Inclusion Plan 2021-2025, p2.

8. DTWD Workforce Diversification and Inclusion Strategy plan 2021-2025, p1.

Bold voices and bright futures

Wear It Purple Day brings together

LGBTIQA+ youth and allies to create a more inclusive future for all Australians in their schools, community organisations, universities and workplaces.

This year it will be celebrated on 29 August, with the 2025 theme being Bold Voices, Bright Futures

Originally founded by students in response to global stories of teenagers taking their own lives due to bullying and harassment, Wear It Purple Day has become an international movement of love and support.

By wearing purple, Australians demonstrate to rainbow young people that they are celebrated and respected, acknowledging all have the right to be proud of who they are and who they are becoming.

“Our mission is to foster safe, empowering, and inclusive environments for LGBTQIA+SB young people – because every young person deserves to be proud of who they are,” said Wear It Purple President Brenna Harding.

“In a time when LGBTQIA+SB youth continue to face external pressures –from attacks on gender-affirming care in Queensland to the rollback of trans rights and DEI (diversity, equity and inclusion) efforts globally – their bold voices continue to lead with resilience and clarity.

“LGBTQIA+SB young people are committed to a future that is more expansive, joyful and sovereign. It is up to all of us – as allies, educators, workplaces, communities – to conspire with them to build these bright futures they deserve.”

Transgender and queer artist Lee Evatt has designed this year’s Wear It Purple Day artwork.

“For this design I took inspiration from queer communities that I have

participated in as a photographer and more recently as a performer,” he said.

“Performers and activists were the first thing that came to mind. I wanted to represent different people of different generations to display a positive outlook towards LGBTIQ+ futures.”

To play an active role in celebrating and supporting Wear It Purple Day in your school, community organisation, university or workplace this year you can do the following:

• Speak to your school: To see how they plan to celebrate Wear It Purple Day and the policies and practices they have in place to create supportive and safe spaces for students and teachers.

• Do your research: Jump onto wearitpurple.org or some of its community partners to learn more about topics like pronouns,

coming out, supportive affirming conversation and gender identity, to name just a few.

• Host or attend panels and keynote events: The power of storytelling and visibility enables rainbow youth to connect to community and empowers allies to be changemakers in their own environments.

• Prioritise key issues through established pride employee network groups: Champion topics like pronouns, gender affirmation and identity, inclusive language and active allyship.

• Continue courageous conversations: Go beyond Wear It Purple Day to create safety in classrooms and workplaces across the country.

For resources and more information visit wearitpurple.org

29.08.25 _ WEAR

Establishing teachers conference an eye opener

By Chloe Hosking Growth Team coordinator

Held in Auckland by the Post Primary Teachers’ Association of New Zealand (PPTA), the 2025 Network of Establishing Teachers (NET) Conference brought together more than 90 delegates from across New Zealand and Australia, including representatives from the SSTUWA, AEU Victoria, AEU ACT and the Queensland Teachers’ Union.

The conference created space for early career teacher unionists to exchange ideas, deepen cultural understanding and strengthen international solidarity.

The conference opened with a moving Māori pōwhiri (welcome ceremony), conducted entirely in te reo Māori by members of the local iwi. This rich cultural moment grounded the event in a spirit of respect and learning.

Delegates participated in a full program of keynote presentations, workshops, and open discussions. Two workshop sessions, titled Solidarity Across the Ditch, were presented by Australian delegates.

SSTUWA and AEU ACT delegates ran one session, while the Queensland Teachers’ Union and AEU Victoria the other. These sessions offered insight into state-specific working conditions and union achievements, while also opening space to share challenges and compare strategies for activism.

Throughout the conference, delegates explored confronting issues affecting schools in both countries: racism, ableism, misogyny, violence and the growing influence of extremist views among students.

“Through these open, honest and at times challenging conversations, we built strong connections with our New

Zealand colleagues, united by a shared commitment to educational equity,” said WA conference delegate Isabelle Gillians.

“The conference reinforced a powerful message: by working together — not just within our own systems, but across borders — we can achieve far more than we ever could alone.”

Simon Oosterman’s keynote and workshop on creative campaigning energised participants with bold tactics and collaborative exercises. From postermaking to chant creation, delegates learned how to amplify their voices in the fight for public education.

The harmful practice of academic streaming in New Zealand schools was also a focus, with educators discussing how it reproduces systemic inequality— particularly for Māori and Pasifika students.

Encouragingly, the New Zealand government aims to end streaming by 2030, replacing it with inclusive, mixed ability teaching practices, promoting equity and ensuring all learners are supported to reach their full potential.

“Engaging with fellow educators allowed us to learn from their diverse experiences and approaches, offering fresh perspectives on making new educators’ experience better and continuing the fight for improved conditions for all teachers,” said WA conference delegate Ainsley Poon.

“The insights gained were not only inspiring but also practical, enabling us to bring back ideas and strategies to share and implement across our school branches at home.”

Reconciliation in action at Palmyra

Kangaroo skins and chalk artwork were some of the activities students at Palmyra Primary School carried out to recognise National Sorry Day in May.

The school has marked the day with activities for the past six years as part of its Reconciliation Action Plan (RAP), which also includes commemorations for Reconciliation Week and NAIDOC Week.

Palmyra PS RAP chair Jade Elvin said each year students decorated a hand and added it to the Aboriginal flag, made out of coloured hands, planted on the school oval.

“I have kept every hand for the last six years. My Year 6s were very excited when they could see their hands from Year 1,” she said.

“We had a kangaroo skin for the students to touch and some chalk for the younger students, which was thoroughly enjoyed.”

Ms Elvin’s daughter (pictured below right), from the Thiin ma and Warriyangga peoples of the Yamatji nation in the Gascoyne region, visited students and showed them her Booka, which is a cloak made from animal skin and represents the continuity of First Nations cultures.

More information on RAPs and how to develop one for your school can found via the Narragunnawali platform at www.narragunnawali.org.au

Big issues schools still face despite full funding pledge

By Stewart Riddle

Days before Prime Minister Anthony Albanese called the [2025] federal election, the Labor government settled a long-running argument with the states over school funding.

This locked in a new 25-75 per cent split on federal and state funding for schools. It also committed to “fully funding” public schools by 2034, according to the requirements recommended by the Gonski report in 2011.

But apart from Peter Dutton’s criticism of the curriculum – suggesting students were being “indoctrinated” – schools barely figured in the campaign.

In his victory speech, Albanese declared his new government would deliver on the values of “fairness, aspiration and opportunity for all”.

Education is the engine room for all three of these. Now Labor has been returned for a second term, what should the priorities be for schooling?

1. The teacher shortage

Teachers are burning out and leaving the profession at an alarming rate. We are due to have a shortage of 4,100 high school teachers in 2025.

There is a large body of research showing unsustainable workload is a key issue. Teachers have also lost professional autonomy and status, while facing increased scrutiny based on standardised test results and accountability metrics.

A study of 65,000 Australian media articles from 1996 to 2020 found overwhelmingly negative portrayals of teachers, who have been blamed for education failures.

There needs to be a national response to the teaching workforce crisis that goes beyond the piecemeal approach of previous plans, such as 2022’s National Teacher Workforce Action Plan.

We need a more coordinated and extensive campaign to attract and retain teachers. This will take substantial time and financial investment.

2. Student disengagement

Likewise, we need strategies to support and enable students to participate fully in schooling. Issues around school refusal and attendance are increasing across

Australia. A comprehensive response is needed, which addresses the broad range of social, economic, health and wellbeing factors at play.

Simple policy “fixes” such as prepackaged lessons, mandated explicit teaching practices or phonics screening will do little to re-engage marginalised young people.

Schools need to be able to provide inclusive and supportive learning environments, which cater to the diverse needs and interests of their students and communities.

This requires school-specific approaches to the curriculum, teaching methods and school climate (or the quality of school life), rather than further standardisation.

3. Educational inequality

Australia has one of the most unequal schooling systems in the Organisation for Economic Co-operation and Development. As the MySchool website notes, “there is a substantial body of research evidence that shows the educational performance of students […] is related to certain characteristics of their family […] and school”.

Put another way, there is a persistent link between postcodes and educational access and outcomes for Australian students.

Fully funding public schools in communities facing complex disadvantage is a start, but much more is needed to reverse the policy settings that have entrenched inequality in Australian schooling.

The combined effects of more than two decades of standardisation (including a focus on high-stakes tests) and marketisation (where schools compete for students) have hollowed out public education in Australia.

4. Global uncertainty

Schools need to be places where young people can not only learn about the world, but also how to get along in the world. This need has arguably become even more pressing.

With the re-election of US President Donald Trump, the world has become more uncertain and more complex. We also know Australian students’ civics knowledge is at its lowest since testing began.

Making schools more welcoming and inclusive for students from diverse backgrounds is one way to help build a more democratic future in which difference is celebrated and lasting social bonds are formed.

Giving young people the opportunity to collaborate on problems that matter to their communities (for example, climate change) can also help make them more engaged and critical thinkers.

In collaborating on problems, schools use traditional curriculum resources as well

as local knowledge and cultural wisdom, which helps to connect young people to their schools and communities.

The Australian Curriculum already provides the opportunity for schools to do this work, but is often pushed aside in the drive for increased literacy and numeracy test results.

Time for a bold vision

To deliver on Albanese’s promise of “fairness, aspiration and opportunity for all”, the Australian government must do much more than provide extra funding for schools.

Now is the time for a big, bold vision of education for all young Australians. This needs to involve the teaching workforce, students from all backgrounds, and a consideration of the skills and knowledge needed to meet the challenges of a complex and volatile world.

Stewart Riddle is a professor at the School of Education at the University of Southern Queensland. 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.

AEU statement on Gaza and peace education

The AEU Federal Executive has unanimously adopted an official statement on peace education.

AEU Federal President Correna Haythorpe said: “The ongoing genocide has brought unspeakable trauma to the children, families and teachers of Gaza. The AEU stands in solidarity with the teachers, students and education unions of Palestine.”

“We join global calls for an immediate ceasefire and full humanitarian access to rebuild lives, communities and in particular, to rebuild schools.”

Ms Haythorpe said this conflict is also being felt in Australia’s classrooms, staff rooms and communities, which brings a layer of complexity for the profession in how to manage issues which may arise.

“Teachers are reporting increased tension and distress among students. Our members are supporting students from Palestinian, Jewish and other backgrounds, including refugees, who are grieving, angry, confused or afraid,” she said.

The AEU urgently calls upon all Ministers of Education and Departments of Education across the country to provide clear, consistent guidance for teachers about how to discuss global conflicts, particularly the situation in Gaza, to support students and ensure that schools remain safe, inclusive and respectful places for all.

“Right now, teachers are having to help students make sense of complex, confronting global events, often without the resources or professional guidance needed. They are trying to teach empathy, critical thinking and civic understanding in a deeply polarised climate, where even raising these issues can attract scrutiny or backlash from the public, from parents and from education departments,” Ms Haythorpe said.

“It is the right of teachers to educate for peace through the curriculum without fear of reprisal or employer disciplinary action. They need reassurance that they will be backed when they engage students thoughtfully in discussions about war, justice and peace.”

The AEU calls on all governments to ensure that:

• Teachers have the resources, guidance and support they need to educate for peace and to engage in respectful discussions with students and colleagues, without fear of hate and discrimination.

• Teachers have a right to engage appropriately and respectfully with their colleagues about community issues, including all global conflicts and in particular, the current conflict in Gaza.

• Teachers and other educators and all those who are enrolled in public education who are impacted by the conflict are provided with the support they need.

“Australian teachers must be given the professional trust, support, and protection they need to teach with courage, care and conscience,” Ms Haythorpe said.

Further, the AEU Federal Executive has determined that:

• The AEU condemns the Israeli Government’s acts of genocide towards Palestinians in Gaza.

• The AEU supports the ACTU 23 May 2025 statement on Gaza.

• A permanent ceasefire and the withdrawal of the Israeli Government’s military operations in Gaza remains paramount. In such an outcome, the AEU calls on all governments and international aid agencies to urgently work together with Palestinians to restore and rebuild the necessary public infrastructure, schooling, health, housing and sustenance provisions.

To view the AEU Statement on Peace Education in full visit bit.ly/4nXDM0L

Student teacher prac payments welcomed

The Australian Education Union (AEU) has welcomed the commencement of the Commonwealth Prac Payment (CPP), a much-needed investment in the future of Australia’s teaching workforce.

From 1 July, teaching students undertaking mandatory practical experience placements will receive financial support from the federal government.

AEU Federal President Correna Haythorpe said that the AEU had campaigned for the introduction of a teaching practicum payment scheme to help support initial teacher education students with the costs of their practicum placements, address teacher shortages and improve attraction and retention provisions.

“For many student teachers, the weeks of unpaid classroom practical time carries a significant financial burden and acts as a disincentive and a barrier for the completion of their degrees,“ Ms Haythorpe said.

The CCP marks a significant win for student teachers, the teaching profession and the future of public education.

“This is an important investment in the future of Australia’s teaching workforce and recognises the value of teaching and teacher education, and the barrier that placement poverty can create for students,” Ms Haythorpe said.

“Teaching is a demanding, highlyskilled profession. By backing Australia’s student teachers with financial support, the Albanese Government is helping to ensure a strong, sustainable pipeline of teachers for public schools.

“For too long, teaching students have been forced to take on unpaid practical placements, often for weeks at a time, without any financial support. It’s been a major barrier to entering the profession, particularly for students from disadvantaged backgrounds.

“The payment will also have a particular impact in regional and remote areas, where teacher shortages are most acute. Removing the financial barrier to completing placements will help increase the number and diversity of teaching graduates, particularly in areas that need them most.”

The AEU will continue working with governments to improve initial teacher education, increase retention and encourage more people to the profession.

“Paying student teachers for their work is just one part of the solution, we also need to invest

in ongoing professional development, address escalating teacher workloads, and ensure that all public schools are well-resourced,” Ms Haythorpe said.

National education and union news

Survey: more time spent on data collection than student support

Teachers are spending far too much time on data collection and compliance paperwork while being starved of time for activities that directly benefit students, according to a report by the NSW Teachers Federation (NSWTF).

The latest analysis of a survey of 13,000 teachers by the NSWTF reveals educators are spending the majority of their nonteaching time on administrative tasks such as data collection and entry and programming compliance.

Meanwhile, work that teachers identify as having the greatest impact on students, such as professional learning, engaging with parents and carers, and collaborating with colleagues on curriculum development – is relegated to minimal time allocations.

NSWTF Deputy President Amber Flohm said the findings show teachers are doing “the wrong work” at the expense of student outcomes.

“It’s now taking longer to document a lesson than to teach it,” Ms Flohm said. “Teachers are spending their evenings and weekends completing paperwork

that serves no educational purpose while having no time for professional development that would genuinely improve their practice.”

The survey results align with national data showing 75 per cent of teachers cite workload as the primary reason they intend to leave the profession, according to the Australian Teacher Workforce Data released in June 2025.

However, “not enjoying teaching” continues to decline as a factor, representing less than one in five teachers considering departure –suggesting educators still love teaching but are frustrated by administrative burdens.

Ms Flohm said many compliance requirements imposed by the Department of Education and schools exceed what the NSW Education Standards Authority (NESA) actually mandates.

NESA guidelines state there is no requirement for detailed teacher evaluation and reflection in compliance evidence, no requirement about how evaluation is completed, and no

expectation that teachers write comments regarding each aspect of each lesson.

“Yet schools continue to impose these burdensome requirements, often going far beyond what’s legally necessary,” Ms Flohm said.

The NSWTF argues the administrative overload is contributing to teacher shortages, particularly in regional areas where schools struggle to replace departing educators.

The union is calling for schools to strip back compliance requirements to statutory minimums and eliminate what it describes as “layers of unnecessary bureaucracy” imposed beyond NESA requirements.

Ms Flohm said the findings challenge recent policy directions toward standardised teaching approaches and pre-made curriculum materials.

“Teachers don’t want to be delivery agents for someone else’s materials,” she said. “They want time to do the creative, intellectual work of adapting learning to their students in front of them and their specific needs.”

Greater public provision of childcare will put children

first

The Australian Education Union Victorian Branch is calling for greater public provision of early childhood education and care to ensure program quality and help safeguard children.

“The AEU is deeply distressed by the recent allegations of abuse in Victorian early childhood education and care,” said

AEU Vic Early Childhood Vice President, Cara Nightingale.

“One child harmed is one child too many. The fact that the community is continuing to hear of more instances of sexual abuse highlights the failure of the system that should be ensuring the safety of all children.

“There are urgent reforms required to help keep children safe when they are attending early education, including ensuring that workers in early childhood education are supported to be able to speak up when they have concerns about child safety without fear of employer retribution which is too often the case right now.

“We welcome the actions of the Victorian government to strengthen Working with Children Checks and to establish a register of early childhood educators, in addition to that which already exists for kindergarten teachers.

“We also welcome the proposed changes to federal legislation that will enable funding to be ceased to any early childhood provider that is not meeting safety standards. The assessment to determine safety standard breaches needs to be robust and comprehensive, and for this, regulatory authorities need to have a high profile, be well funded, and have strengthened powers to ensure compliance and child safety standards are being met.

“However, the state and federal government also need to consider the drivers of safety in services.

“Early childhood educators and teachers need to be supported to speak up without fear of retribution by their employer. This requires governments and employers to ensure workplace cultures that enable everyone to confidently speak up and speak out and report any concerning or unsafe behaviour or practices.

“And when early childhood teachers and educators speak out and report their concerns they need to be taken seriously, properly considered and investigated.

“We need significant reforms which put the educational needs, care and safety

of all children above profit, increased investment in the workforce including in pay and conditions and expanded public provision of early childhood learning.

“In Victoria, the roll out of 50 new government-owned early learning and childcare centres, offering long day care and integrated kinder programs, is a good first step. As is the co-location of early childhood centres in all new primary schools, something the AEU has advocated for over many years.

“Children, families and early childhood teachers and educators deserve better than dealing with a system that too often focuses on financial gains over children’s welfare and education.”

Pay boost for millions of workers

Higher wages and improved workplace rights came into effect on 1 July – but the ACTU has warned that one in 10 workers

Analysis of ABS data reveals that 9.7 per cent of employees on adult rates were paid at or below the legal minimum wage

designed to financially support students to complete their studies and enter the workforce.

Education & Training Centre

Industrial training opportunities in Term 3

Join us either online or face-to-face for some great learning opportunities.

General Agreement 2023 (Schools) Online Series Session Four: Personal Leave Thursday 15 August 3.30–4.15pm

Union Representative Training Level Two: Schools (TUT) Monday–Tuesday, 25–26 August 9am–3pm

General Agreement 2023 (Schools) Online Series Session Five: New Educators Thursday 28 August 3.30–4.15pm

Union Representative Training Level One: Schools (TUT)

Monday–Tuesday, 2–3 September 9am–3pm

General Agreement 2023 (Schools) Online Series Session Six: Trade Off, Meetings and DOTT Thursday 11 September 3.30–4.15pm

SSTUWA Women’s Conference

March

Forward

Time to Turn Promises into Progress

Friday 31 October

Keynote Speaker: Noor Azizah, Rohingya refugee advocate

NSW Young Woman of the Year 2024

| Co-Executive Director of Rohingya Women’s Network

We are privileged to hear from a woman whose story is not only one of survival but of extraordinary strength, leadership and unwavering commitment to a more just and inclusive world.

Born a Rohingya refugee, Noor Azizah fled genocide in Myanmar’s Arakan state at the age of eight, resettling in Sydney with her family. Stateless and homeless, she endured immense struggles, navigating perilous journeys and profound loss. Yet, through it all, Noor emerged as a force for change, dedicating her life to amplifying the voices of Rohingya women – women who have suffered systematic rape, torture and displacement.

Work health and safety learning opportunities

Semester Two

Education Specific WHS Course for School Leaders (TUT)

Education Specific Five-Day WHS

Introductory Course for Health and Safety Reps

Term 3, Week 9: Tuesday 16 September

In response to a recommendation from the SSTUWA School Leader Reference Group, a learning opportunity has been created for school leaders to expand their knowledge around the new documents and legislation in the work health and safety (WHS) space.

This one-day course has been specifically developed to support school leaders to become familiar with the key components of the new WHS Act 2020, to assist them in the successful management of WHS at the school level. If you are a principal, deputy, head of department or working in a leadership role to support WHS in your school, join us for a highly practical day.

Term 4, Week 4: Monday–Friday, 3–7 November

This course has been created based on the new WHS Act 2020 and will provide updated information regarding new definitions related to the legislation and the expanded duties of parties including their functions and powers.

Education Specific WHS Refresher Course - Level One for HSRs

Education Specific WHS Refresher Course - Level Two for HSRs

Term 3, Week 9: Wednesday 17 September

Term 3, Week 10: Tuesday 23 September

Term 4, Week 7: Monday 24 November

This one-day course is designed to review key aspects of the five-day course and provide opportunities to apply specific aspects of the legislation to your personal educational setting. Delve more deeply into Department of Education policies, procedures and agreements when carrying out the role of the HSR

Term 3, Week 10: Wednesday 24 September

Term 4, Week 1: Wednesday 15 October

Term 4, Week 4: Wednesday 3 November

This final one-day refresher course is designed to review key aspects of the fiveday course and provide opportunities to apply specific aspects of the legislation to your personal educational setting.

Member benefits

Accountants and Financial Advisers

Aston Accountants

10% discount on personal income tax returns for members.

sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members.

sstuwa.org.au/ifs

LIFE Financial Planners

$1,200 off your statement of advice fee plus a free financial health check for members.

sstuwa.org.au/lifefinancial

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.

sstuwa.org.au/mebank

Mortgages, Money and Me

Complimentary advice, property reports, finance tools and more for SSTUWA members.

sstuwa.org.au/mmme

OFX Money Transfers

When it matters, OFX it. Save with the experts in international money transfers.

sstuwa.org.au/ofx

Teachers Mutual Bank

Banking exclusively for the education community.

sstuwa.org.au/tmbank

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.

sstuwa.org.au/easifleet

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.

Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com

Yallingup

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 4 starts Monday 20 October. 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

New website and app security

While we don’t store credit card details or other financial data on our website or app, we are always conscious of making our online home as secure as possible, so we have updated our password protocols and introduced two-factor authentication. You will need to reset your password when you visit the website or app from 28 July, so please allow a little longer for the log-in process. For more information visit bit.ly/4f4TlQa

Book Week: 16-23 August

During Book Week schools and public libraries celebrate books and Australian children’s authors and illustrators. Classroom teachers, teacher librarians and public librarians create colourful displays, develop activities, run competitions and tell stories relating to a theme to highlight the importance of reading. For more details visit cbca.org.au/childrens-book-week

SSTUWA members dressing up at your school? DM or tag us in your pics so we can share! @SSTUWA (No students in the photos, please.)

Aboriginal and Torres Strait Islander Education Scholarship

Two $1,000 scholarships available to assist Aboriginal and Torres Strait Islander SSTUWA members to take up training/PD to develop their education career. Opens: 21 August. Deadline: 26 September. For more info: sstuwa.org.au/scholarships

Joy Barrett Work Health and Safety Award

The inaugural Joy Barrett Work Health and Safety Award recognises exceptional work carried out on health and safety matters in the workplace. Nominations are open from 28 August to 16 October.

More info: sstuwa.org.au/scholarships

Retired teachers

The next meeting of the Retired Teachers’ Association of the SSTUWA will be Wednesday 15 October at 10am at the SSTUWA premises. All retired members are welcome. Save the date for the Christmas function: Monday 1 December.

Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.

Level 3 Classroom Teachers’ Association: 2025 meeting dates

Term 3

Thurs 11 Sept 4pm

Term 4

AGM: Sat 29 Nov 10am

Venue: Various and/or online via Zoom. More info: www.l3cta.org.au or contact@l3cta.org.au

Arthur Hamilton Award

Presented annually to an educator/group of educators who demonstrate a commitment to the provision of high-quality education to Aboriginal and Torres Strait Islander students.

Deadline: 17 October 2025 sstuwa.org.au/scholarships

Elections

State Council Conference

November 2025 State Council Conference will be held on 14-15 November.

Items must be received by 19 September.

Reconciliation in Action Award

This award recognises members committed to ensuring that all Aboriginal and Torres Strait Islander students have the right to high quality public education. Nominations are open from 21 August to 26 September. More info: sstuwa.org.au/scholarships

Lynette Virgona Scholarship and SSTUWA scholarship program

Applications are now open for both the Lynette Virgona Scholarship and SSTUWA scholarship program. The deadline for applications is 4pm Thursday 4 September. More info and application forms: sstuwa.org.au/scholarships

At time of going to print, nominations are open for the following elections:

• E2025/37 - AEU Federal Delegate Positions

• E2025/39 - AEU WA Branch/SSTUWA Senior Officers and Executive

• SSTUWA Education Committee, SSTUWA Dispute Resolution Committee and delegates to UnionsWA Council

More info, closing dates, election notices and nomination forms: sstuwa.org.au/aeuwa-elections and sstuwa.org.au/sstuwa-elections