Monash University experts are available to provide commentary and advice to teachers, students and parents on preparing for the new school year and the potential challenges that may await them.
Professor Michael Phillips, School of Curriculum Teaching and Inclusive Education, Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
Read more from Professor Phillips on Monash Lens
- Free virtual VCE support helping regional and disadvantaged students start the school year strong
The following can be attributed to Professor Phillips:
“For young people in regional and rural Victoria and those facing financial disadvantage, virtual schooling can be the difference between limited options and genuine opportunity.
“Monash Virtual School focuses on VCE revision, expanding subject access and supporting continuity of learning while allowing students to remain connected to their local schools and communities. Students learn alongside peers from across the state in structured, engaging online classrooms designed for senior secondary learners, building confidence, digital capability and academic aspiration.
“Monash Virtual School research shows that even attending a single one-hour class boosts self-confidence in more than 94 per cent of students.
“As the school year begins, Monash Virtual School is supporting students who may otherwise miss out on high-quality VCE support due to geography or cost. Through live online revision classes taught by Monash pre-service teachers, Monash Virtual School provides access to expert academic support and exam preparation that can be difficult to secure in smaller regional schools or for families under financial pressure.
“Crucially, Monash Virtual School is free, ensuring that financial circumstances are not a barrier to participation.
“Monash Virtual School demonstrates that virtual education is not a second-best option, but a powerful tool for strengthening educational equity across Victoria. By removing geographic and financial barriers, Monash Virtual School helps young people approach their VCE studies with greater confidence, stronger academic support and clearer pathways to further education and future careers, no matter where they live or what challenges they face.”
Dr Joanne Blannin, Senior Lecturer, School of Curriculum Teaching & Inclusive Education, Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
Read more from Dr Blannin on Monash Lens
- Preparing students and teachers for a rapidly evolving digital future
- Emerging trends and innovations in educational technology, including AI, VR and immersive learning
- Effective integration of digital tools and multimodal technologies across school and tertiary settings
- Challenges and opportunities in remote, hybrid and technology-enhanced learning environments
- Using technology to bridge educational gaps and support inclusive, adaptive learning experiences
- How digital technologies are reshaping pedagogy, assessment and the future of education
Dr Pearl Subban, Associate Professor (Equity, Diversity and Inclusivity), Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
Read more from Dr Subban on Monash Lens
- How to advance racial equity in the classroom
- How school leaders can create and sustain an inclusive culture
- How teachers can accommodate diverse learners
- How inclusive education can be better implemented in Australian classrooms
Dr Stephanie Wescott, Lecturer, School of Education, Culture and Society, Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
Read more from Dr Wescott on Monash Lens
Key issues and concerns for Australian schools as they begin the year:
- Rising violence and hostility towards women and girls
- The presence of misogyny and influence of manosphere figures in schools
- Gendered violence, sexism and sexual harassment in schools
- Whole-school approaches to making school environments safer for students and teachers
Associate Professor Liang Li, School of Educational Psychology & Counselling, Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
Read more from Associate Professor Li on Monash Lens
- Supporting children’s transition to primary school
The following can be attributed to Associate Professor Li:
“With parental support, children can learn what they need to bring each day by following the new school schedule. Parents can encourage independence by helping children practice packing their school bag, organising their belongings, and taking responsibility for simple daily tasks.
“After school each day, parents can have open and positive conversations with their children about what happened at school, what they enjoyed, any challenges they faced, and the new friends they made. Listening attentively helps children feel supported and understood.
“Parents can support children by being with them while they complete their school homework. Creating a quiet, comfortable space for learning and encouragement can help children develop positive attitudes toward schoolwork.
“To support emotional adjustment, parents can read storybooks about starting school or do drawings and role-play activities together to introduce primary school experiences in a meaningful way.
“Parents can support children’s social development by arranging playdates, encouraging sharing and turn-taking, and talking about how to make friends and solve small conflicts. Parents can also join the school group chat to get to know other families and help their children build friendships and connections.”
Associate Professor Gillian Kidman, School of Curriculum Teaching and Inclusive Education, Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
- STEM and STEAM education
The following can be attributed to Associate Professor Kidman:
“STEM and STEAM are examples of contemporary education approaches that are inquiry-based and interdisciplinary. Inquiry-based practices develop interdisciplinary thinking and skills.
“Real-world problems do not neatly fit into single academic subjects. Therefore, students need to have the opportunity to undertake inquiry-based projects to develop interdisciplinary skills to explore topics deeply. Tackling complex challenges requiring combining knowledge, skills and approaches from different disciplines nurtures a student's curiosity.
“Interdisciplinary thinking and skills are crucial components of a well-rounded education and essential for addressing the complex challenges of the modern world. They are mandated in the curriculum documents for most education systems.
“As teachers and parents, it’s our responsibility to prepare students for the future, and that means embracing technology in teaching and learning as a means to embrace inquiry-based and interdisciplinary learning skills.
“Global challenges like climate change, poverty and healthcare require interdisciplinary approaches. Therefore, individuals with interdisciplinary skills are often better equipped to understand and address these complex, interconnected issues on a global scale.”
Associate Professor Kelly-Ann Allen, School of Educational Psychology and Counselling, Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
Read more from Professor Allen on Monash Lens
- Prioritising belonging in 2026
- Building student-teacher relationships
The following can be attributed to Associate Professor Allen:
“Over the school break, many families and students have been exposed to repeated examples of social division in the news, online, and in public debate. There is an opportunity here for schools, as they return in 2026, to make belonging a clear priority. This is a chance to communicate to students that, despite the actions they may have witnessed by adults around the world, their school or place of learning, whether in person or online, is a place where they are safe and welcomed.
“Leaders need to ensure processes are in place where every member of the school community feels accepted and valued. And students should be encouraged to create belonging for others around them too. Some students may be returning from the break feeling less safe or less certain about their place at school or in their community. No student should return to school carrying belonging uncertainty.
“Events over the holidays may have had a damaging impact on how students form beliefs about belonging. Many may have watched adults lead in exclusionary ways. They may have seen voices in our global community dismissed, or more recently, shut off completely.
“Experts in belonging from around the world agree on several points. Safety must sit at the centre. Students need to return to school feeling physically safe and psychologically safe.
“Students also need regular opportunities to contribute, speak, and work with others in meaningful ways. Early routines and predictable practices matter. These expectations help students understand what to expect and be prepared. This familiarity leads to belonging because students are less likely to attribute not knowing to not belonging.
“Attention to peer relationships is also essential. Some students, particularly adolescents, are returning to school without the same access to social interaction they may have relied on before the break. Adults need to approach this with empathy. Starting conversations can feel awkward, especially after time away. When teenagers are asked what helps in research, they are clear in asking for adult support to break the ice with other students. Helping students reconnect and form friendships remains one of the most practical ways schools can strengthen belonging.”
Please refer to the following article for expert led strategies on building belonging: https://link.springer.com/article/10.1007/s10648-025-10055-x
Associate Professor Gloria Quiñones, School of Educational Psychology & Counselling, Monash Education
Contact details: +61 3 9903 4840 or media@monash.edu
Read more from Professor Quiñones on Monash Lens
- Early childhood education
The following can be attributed to Associate Professor Quiñones:
“What a wonderful time it is when children begin kindergarten. It is an exciting new beginning, and with excitement often come mixed emotions about entering a new place and becoming part of a new group. This transition is significant not only for children, but for families as well.
Young children often communicate what they think and feel through their bodies. Parents may find it helpful to observe these cues, gestures and expressions with sensitivity and patience. Slowing down and creating calm, meaningful routines can make a big difference, from waking up on the first day, to sharing a special breakfast, to saying goodbye at drop-off.
Open communication is key. Share your hopes and any concerns with your child’s educators, and take time at pick-up to gently learn about your child’s day. Rather than focusing on whether they made friends right away, try asking about what they explored, played with, or enjoyed. This helps children feel supported as they settle into their new environment at their own pace.”
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