Proactive and preventative: Why this new fix could save reading (and more)

By Kate de Bruin, Eugénie Kestel, Mariko Francis, Helen Forgasz and Rachelle Fries

When our research on supporting reading, writing, and mathematics for older – struggling  – students was published last week, most of the responses missed the heart of the matter. In Australia, we have always used “categories of disadvantage” to identify students who may need additional support at school and provide funding for that support. Yet

What is ‘giftedness’ and why do some ‘gifted’ children underachieve?

By Sabrina Blaas

Many teachers and parents would know some children as ‘gifted’ within our education systems. I am in the