After 13 years working at an inner-city high school in southeast Queensland, Mr Edward Lin joined a school on the north coast for a brief two-week assignment, expecting it to be a temporary experience. He reflects on what he learned.
In Term 3, 2024, I joined the North Queensland Flying Squad, a Queensland Department of Education program which addresses critical short-term teacher vacancies in regional and remote schools.
The program offers opportunities for teachers to relocate for periods ranging from a minimum of two weeks to a term; temporary, in most teacher’s eyes.
However, this exposure opened my eyes to the challenges faced by schools in regional areas, as well as the incredible commitment of the staff. I was deeply moved by the resilience and dedication I witnessed, inspiring me to return for the entirety of Term 4 with the Teacher Rapid Response Team (RRT). My goal was to gain a deeper understanding of the school and to offer my support during my time there.
Throughout this article, for privacy and confidentiality, I will refer to three key staff members by unisex aliases: Alex, Jordan, and Taylor. Alex serves in an executive role, Jordan holds a middle management position, and Taylor is a classroom teacher. Their individual insights reflect the strength and commitment of a team that faces remarkable challenges with creativity and a deeply rooted dedication to student success.
In addition to these discussions, I also met with other teaching and non-teaching staff, gaining valuable perspectives on their roles. My experience was further enriched through intensive discussions with other RRT members, as well as my own observations in the classroom, providing a comprehensive view of the school’s environment and the resilience of its staff.
Meeting the challenges of a diverse student population
One of the first things I noticed at this North Queensland high school was the remarkable diversity of its student population. Many students face a range of challenges, including socio-economic disadvantage, disabilities, out-of-home care, behavioural and emotional concerns, and cognitive difficulties, reflecting the demographics of the regional Queensland. In 2024, the school adopted an inclusion model that integrates students with Individualised Curriculum Plans (ICPs) directly into general classes. This shift, aligned with department-wide policy (Queensland Department of Education, 2024a), has introduced new challenges.
The national Disability Standards for Education 2005 ensures that students with disabilities have equitable access to education alongside their peers (Australian Government, Department of Education, 2005). Alex shared that this inclusion model has required teachers to develop diverse teaching strategies for students who may range from those with extensive learning needs to high-achieving students, all within a single 70-minute class.
On the other hand, Jordan pointed out that the current model requires teachers to integrate academic accessibility and maintain rigor within a shared classroom environment. Jordan emphasised that while this model encourages creativity, it also demands more time than is typically available within regular class periods. Arguably, Jordan believes that likeability classes and vertical timetabling would better support students across different levels of learning abilities.
Developing supportive spaces for complex needs
In response to the diverse needs within the school, several programs and support spaces have been established to provide students with targeted assistance. One such space, The Hive, serves as a regulation area where students can take a break, manage emotions, and reset before returning to class. Originally designed as a flexible learning space, The Hive has evolved into a crucial resource for students needing brief respites during the day. Although the initiative is still developing, early feedback from staff suggests it has contributed positively to reducing classroom disruptions.
The school has adopted a framework which emphasises creating supportive environments that proactively address students’ behavioural and social needs (Queensland Department of Education, 2024b). Alex explained that a quiet room offers a low-stimulation setting for students who find the school environment overwhelming, allowing them to re-engage with classes more effectively.
The school has also established extracurricular groups, such as a Rainbow Club and a Yarning Circle, creating safe, inclusive spaces where students can feel connected and valued. These initiatives foster emotional support and a sense of belonging, strengthening the school’s commitment to a positive, inclusive environment (Education Council, 2022).
Balancing support for talented and high-achieving students
While significant attention is given to students with behavioural and learning challenges, talented students are not overlooked. Jordan mentioned that the school employs strategies like strategic grouping within the classroom, where high-achieving students engage with challenging material and offer peer support. This approach encourages both academic growth and a collaborative classroom culture.
In addition, the school provides specialised programs like the STEAM (Science, Technology, Engineering, Arts, and Mathematics) lab and extracurriculars such as chess club, debating, and a Reef Guardians environmental program. These programs give high-performing students the chance to delve into areas of interest, build leadership skills, and gain recognition. Research suggests that enrichment programs like these enhance student motivation and achievement, especially in diverse educational settings (Gagné, 2023).
The role of teacher aides
Teacher aides (TAs) are essential in maintaining a functional learning environment at the school. The school has an increased number of TAs, enabling the deployment of multiple TAs in classes that include students with high support needs. These TAs support areas such as behaviour management, curriculum access, and social-emotional regulation, creating a more manageable environment for teachers and students. This is particularly important in schools that rely on many relief teachers, who often have limited understanding of students with individual needs.
The Queensland Government has recognised the critical role that TAs play in addressing educational inequity and supporting inclusive classrooms (Queensland Department of Education, 2024c). Alex described TAs as invaluable to the classroom’s smooth operation allowing teachers to focus on lesson delivery, and the collaborative environment between teachers and TAs has become a foundation of the school’s inclusive approach.
Teaching outside expertise: a collaborative effort
In rural settings some teachers will deliver subjects outside their primary expertise, fostering a collaborative culture among staff. Jordan noted that teachers stepping into new subject areas receive guidance and resources from experienced colleagues, who share materials and best practices to ensure quality instruction.
However, this situation becomes even more challenging for senior subjects, where external support is essential. Taylor, a highly dedicated teacher, explored numerous resources, reaching out through various available channels, adapting materials from related areas, and even purchasing additional resources, yet few proved to be truly effective. Based on their experience, Taylor shared that three key sources made a real difference: 1) a professional email network for teachers, 2) an online weekly discussion group led by an experienced university-based educator, and 3) support from an RRT member with specialised expertise and relevant experience.
Embracing community and innovative programs
The school has developed strong community partnerships and innovative programs that provide students with valuable learning experiences. Through collaborations with local organisations, students gain exposure to real-world applications of their studies, from environmental projects to engineering initiatives. These partnerships reinforce the importance of community involvement and hands-on learning.
Programs like Reef Guardians and local STEAM collaborations connect students with environmental and scientific studies, demonstrating how their learning applies to global challenges. The school’s partnerships with James Cook University (JCU), Central Queensland University, and Queensland University of Technology provide senior students with valuable pathways to higher education, while Excellence Programs offer academically advanced students in Years 7 to 10 enriched learning opportunities. Additionally, the Remote Area Teacher Education Program (TAFE, 2024), in collaboration with TAFE Queensland North Region and JCU, offers Aboriginal and Torres Strait Islander Year 10 students specialised training. These initiatives are just a few examples of the school’s commitment to community engagement, reflecting its dedication to preparing students as responsible and informed citizens.
Hopes for government support
Despite the school’s innovative solutions and the staff’s dedication, Alex and Jordan shared hopes for increased government support in several key areas.
Alex highlighted the need for more full-time support professionals, such as psychologists, social workers, and youth coordinators, to address students’ complex social and emotional needs. With additional government funding for these roles, the school could build a holistic support system that would allow teachers to focus on instruction while ensuring that students receive specialised assistance.
On the other hand, Jordan emphasised the importance of expanding permanent teaching staff, especially for specialist roles, which could reduce the need for teachers to cover subjects outside their areas of expertise. This long-term solution could bring greater stability and enhance educational quality for both students and teachers.
Both Alex and Jordan expressed a recurring need for professional development tailored to regional schools. Given the school’s location, accessing specialised training poses logistical and financial challenges. Government-funded, location-accessible professional development, particularly in inclusive teaching and behavioural management, could equip staff to better address students’ diverse needs and contribute to a sustainable learning environment.
Alex and Jordan believe that these types of support could build resilience, as well as create an environment where teachers feel valued, and students can thrive.
The challenges faced by this North Queensland school are not unique and may resonate with many other schools across Queensland and beyond. Yet, the dedication, resilience, and unwavering commitment of the staff here shine through every aspect of their work. The teachers, TAs, and support staff work tirelessly, often going beyond the call of duty, to ensure that every student feels valued and supported. Their efforts reflect a profound belief in the power of education to change lives, even in the face of significant obstacles.
This article is a tribute to my colleagues—those who serve in challenging environments, giving their best day after day. I am inspired by their dedication and the strength they find in each other.
References
Australian Government, Department of Education. (2005). Disability Standards for Education 2005. Retrieved from https://www.education.gov.au/disability-standards-education-2005
Education Council. (2022). Australian Student Wellbeing Framework. Retrieved from https://studentwellbeinghub.edu.au/resources/australian-student-wellbeing-framework/
Gagné, F. (2023). The Differentiated Model of Giftedness and Talent 1. In Systems and models for developing programs for the gifted and talented (pp. 165-192). Routledge.
Queensland Department of Education. (2024a). Inclusive Education Policy. Retrieved from https://ppr.qed.qld.gov.au/pp/inclusive-education-policy
Queensland Department of Education. (2024b). Positive Behaviour for Learning. Retrieved from https://behaviour.education.qld.gov.au/supporting-student-behaviour/positive-behaviour-for-learning#:~:text=Positive%20Behaviour%20for%20Learning%20%28PBL%29%20is%20a%20whole-school,expected%20behaviours%20and%20establish%20clear%20and%20consistent%20boundaries
Queensland Department of Education. (2024c). Teacher aide program. Retrieved from https://education.qld.gov.au/initiatives-and-strategies/strategies-and-programs/equity-and-excellence/education-futures-institute/flagship-programs/teacher-aide-program
TAFE. (2024). RATEP courses. Retrieved from https://tafeqld.edu.au/information-for/aboriginal-and-torres-strait-islander-people/ratep
About the author
Edward Lin, a senior teacher in Queensland, specialises in high school physics and science education. His research includes digital pedagogy and computerised physics simulations, with his current PhD at QUT focusing on emergency online teaching. In 2024, he joined the Rapid Response Team (RRT) and was assigned to support a regional school.
