CLP claims truancy officers are a success, but critics disagree

The NT government says truancy officers are a success, while critics argue they are punitive. Take our poll — do students need the carrot or the stick to stay in school?

School attendance in the Northern Territory remains the lowest in the nation, sitting at 73 per cent in 2024 — a full ten points below the second worst, Tasmania.

The Country Liberal Party (CLP) government reintroduced truancy officers in November last year to tackle the Territory’s enduring attendance problem.

Education Minister Jo Hersey told the Estimates Committee last week the controversial approach to non-attendance had proven successful, despite the $21m price tag.

Ms Hersey pointed to a reduction of 464 students who needed “intensive support” for not attending school for 20 plus days as proof truancy officers were making a difference.

School attendance officers talk to NT minister for education and training Jo Hersey patrol Yeperenye Shopping Centre in Alice Springs on Thursday, February 6, 2025. Picture: Gera Kazakov

“By term 1 this year, there were 1,164 students on the intensive support roll — a decrease of 464,” Mrs Hersey said.

“To support raising school attendance and holding parents accountable, school engagement and attendance officers conducted 2,597 compliance visits with 1,539 of these having successful outcomes.”

Compliance visits involve officers educating families of non-attenders as well as issuing or threatening $370 fines.

It is these fines which critics say make the program “punitive” and ineffective.

Teachers union president Michelle Ayres said while these attendance outcomes looked good on paper, the CLP’s approach was “a simplistic response to a deeply complex problem”.

Australian Education Union NT president Michelle Ayres said every NT school needed to be funded based on enrolment, not attendance.

“The experience of our AEUNT members, and the broader research, shows that both punitive and reward-based approaches focused solely on getting students into classrooms have limited, short-term effects,” Ms Ayres said.

“Re-engaging a student who has been disengaged from school takes time, planning, and the right support structures.

“That includes smaller classes, flexible and responsive teaching strategies, and access to social, emotional, and behavioural support.”

Ms Ayres also said the “get them through the door” approach was causing more disruptions.

“Recent policies appear more concerned with being seen to act, rather than resourcing what happens once the student arrives,” Ms Ayres said.

“When disengaged students are sent back to school without notice, without planning, and without access to behaviour or learning support, teachers are left to absorb the impact, often in classrooms that are already stretched and overcrowded.”

Education expert John Guenther said Learning on Country programs like this one in Galiwin’ku had better outcomes for student attendance. Picture: Learning on Country

Education research specialist John Guenther offered different solutions.

“Since truancy officers were re-established, attendance in remote schools has declined from 71.5 per cent to 71 per cent, and the decline is worse for Aboriginal students,” he said.

“One reason these strategies don’t work is because they alienate parents from engaging with school, and they don’t address the root causes of non-attendance.

“The measures that do make a difference in remote schools include strong local involvement in school governance and education, providing an inviting school environment, having strong Learning on Country programs, prioritising local language programs, and ensuring that non-local teachers are trained to teach English as an additional language.”

Originally published as CLP claims truancy officers are a success, but critics disagree