Talking Point: Leaving it too late for Tasmanian children

WENDY RUBACK: If kids are disengaged in year 4, it’s hard to stop the decline, especially for boys

PLAN EARLY: In Tasmania, pathway planning has traditionally been left until Year 11. This is way too late.

Tasmania has a long way to go before it gets out of the quagmire of some of the poorest educational outcomes in Australia.

The 75 per cent up from 68 per cent Year 12 retention rate gives a false belief of greatly improved outcomes. Students staying in school until Year 12 is a start, but it can’t just be baby sitting and making the state’s unemployment figures look better.

We need real long-term change in our education system and that change must begin at the beginning of our students’ education.

Best practice play based early childhood education with effective early intervention is key to students’ future success at school. But it cannot stop there.

Well trained teachers and aides who can implement best practice in small, adequately equipped classes in primary school is unquestionably essential.

The age-old belief, if students are disengaged at Year 4, it’s much harder to change the downward trajectory of their long-term educational outcomes, is absolutely correct, particularly for boys.

In the secondary arena, we must provide real and well-planned educational pathways for our students.

In Tasmania, this has traditionally been left until Year 11. This is way too late. Year 9 is a crucial year where the educational downward slide takes another tumble.

We must provide an education that is relevant for all secondary students. This means pathways to work beginning in Year 9, and in some cases Year 8, as well as pathways to future study.

The still locked in, traditional way of looking at what and how students learn in secondary school has not kept up with the changing face of work in the 21st century. The skills needed in today’s work force are vastly different than those of yesteryear.

There has always been the propensity for teachers in high school and beyond to teach to the subject, not the child. This leaves many students wading their way through their secondary education becoming more and more disengaged.

In the teenage years, just as in the primary and early years, relationships are key.

Students learn when they feel valued, and their needs met.

Above all, students must feel safe.

The poor state of education across our country is inextricably linked to the poor behaviour of students.

In many schools, teachers are spending most of their time on behaviour management. This must stop, and teachers must be given the rights, freedom, support and tools to teach effectively.

I am truly horrified when prospective families tell me of their children’s experiences in their schooling.

The common theme of daily violence and drugs in schools resulting in students feeling unsafe and anxious every day is an appalling indictment on our education system, across every state in Australia.

Wendy Ruback is the principal of Eastside Lutheran College, in the Hobart suburb of Warrane.