The Australian Secondary Principals’ Association (ASPA) has welcomed the release of the new Better and Fairer Schools Agreement, describing it as a significant step towards creating a more equitable and high-performing education system for all Australian students.
ASPA President Mr Andy Mison commended the agreement’s focus on wellbeing support, a longer-term vision for sustainable school funding, and a commitment to transparency in funding allocation.
“We hope to see a move toward a fairer expectation that all schools receiving public money will have comparable obligations for enrolment, fee regulation and inclusion,” Mr Mison said.
“We are particularly heartened by the ambitious targets set out in the agreement for achieving equity and excellence in our education system.
“These targets, which include a strong focus on increasing Year 12 achievement, improving outcomes for Aboriginal and Torres Strait Islander students, and expanding opportunities for VET and other alternative pathways, demonstrate a positive intent for ensuring that every student, regardless of background or location, has the opportunity to reach their full potential,” he said.
Mr Mison said the ASPA board, which met in Brisbane in July, strongly supports the agreement’s emphasis on strengthening student wellbeing through initiatives like full-service schools, increased access to mental health professionals, and dedicated wellbeing coordinators.
However, he said, ASPA stresses the critical importance of fully funding these ambitious goals.
“We urge all Australian governments to come together and make an unequivocal commitment to fully funding public schools, ensuring that every school has the resources necessary to provide a high-quality education for every child,” Mr Mison said.
“This is not just an investment in our children’s future; it is an investment in the future of our nation.”
While ASPA acknowledges the intent of reforms to address recruitment and retention of teachers and school leaders, the association emphasises the need for effective and sustainable solutions.
“While we appreciate the efforts being made to attract and retain teachers, particularly in hard-to-staff areas, we are seeing mixed results from current strategies,” Mr Mison said.
“Financial incentives need careful consideration to avoid unintended consequences. They must be substantial enough to offset the rising cost-of-living and housing challenges, and structured in a way that doesn’t alienate existing staff who may be ineligible for recruitment bonuses.”
ASPA is also concerned that the arms race of recruitment incentives among states, territories and sectors will exacerbate shortages in disadvantaged schools, and sees solutions in more strategic long-term planning around how schools are organised.
ASPA also reiterated its call-for-action on principal wellbeing and efficacy, proposing a model of professional supervision for principals, independent from state and territory employers. This model would provide principals with confidential, independent support and guidance, fostering their professional growth and enhancing their overall wellbeing.
“Our principals need contemporary systems of professional support,” Mr Mison said. “Providing them with confidential, independent support similar to the support provided in other frontline service industries is essential for their wellbeing and for the effective leadership of our schools.”
The ASPA board also considered the ongoing impact of school complexity and workload, the importance of equitable school infrastructure and resourcing, the future of secondary education and the need to further strengthen partnerships between schools, families, and communities.
The Australian Secondary Principals’ Association (ASPA) is the national peak body representing government secondary school leaders in every Australian state and territory.
