The inquiry has so far received more than 300 submissions from across the country.
Submissions can be made by organisations, individuals, schools or on behalf of a group of staff working at a school. They will be accepted until the closing date of June 30.
In the submissions received so far, teachers in schools that have undergone significant upgrades or been redeveloped report benefits in student engagement, behaviour and learning.
Others said the need for a greater investment in their school was overdue with an urgent need for more inclusive, contemporary teaching and learning environments. The need for regular preventative maintenance was also raised as a way to maintain the condition of buildings and prevent them falling into a state of disrepair.
A Western Australian principal said most of the buildings at their school had not been renovated since they were constructed in 1977. “The school has not had any infrastructure expenditure from the government for 28 years,” the principal said.
Many principals and teachers emphasised that while high quality teaching and learning was taking place at their school, additional investments would help them expand the opportunities children had to learn and better meet their needs via facilities such as wellbeing hubs and cultural learning spaces.
Better support for students with disability
A major theme in the submissions is the need to match the significant growth in the number of students with disability with inclusive and accessible classrooms and learning environments, including spaces for learning support and therapy along with sensory rooms, improved bathrooms and change facilities and play spaces.
A Western Sydney teacher said that “improving the condition of buildings and equipment would help create more equitable learning environments by supporting accessibility, engagement, safety, wellbeing, and participation for all students”.
Staff at a Tasmanian school said they had given up a classroom to create a sensory room for a growing number of neurodiverse students but that had flow on effects such as limiting the capacity of the school to reduce class sizes.
Teachers at a Victorian special school said enrolments had increased significantly but the growth was catered for in portable (demountable) classrooms, rather than permanent facilities. “We need more functional classrooms and outdoor spaces that cater for student needs,” they said in a joint submission.
Issues with ageing demountable classrooms were raised in a number of submissions. Teachers and principals said they were not suitable for contemporary learning, due to their size, lack of storage, inaccessibility for students with disability, inadequate soundproofing, poor insulation and ventilation, making them too hot in summer and too cold in winter.
Other teachers expressed the need for additional dedicated spaces in schools for small group and individual support for students.
A Western Australian principal said teachers were asked to coordinate “catch up groups” of students but verandahs, gardens and open spaces had to be used because the school was over 100 years old and the classrooms did not have breakout learning areas or quiet spaces.
AEU Federal President Correna Haythorpe said the inquiry was hoping to hear from as many people as possible before submissions closed at the end of the month.
“Making a submission is a great opportunity to be involved in this landmark inquiry,” Ms Haythorpe said.
“We welcome submissions from students, teachers, principals, support staff, parents and family members, governments, organisations and individuals with an interest in education and the future of public schools.”
Visit this page to lodge your submission.
