The South Australian Department for Education has delivered two significant reform programs, ‘One in Four’ and Student Engagement. These programs were designed to support improved educational outcomes for students with disability, enhance student engagement and reduce exclusionary responses in South Australian government schools.

The ‘One in Four’ reforms were inspired by data showing that over 25% of students in South Australian government schools require adjustments to address disability so that they can participate in their education on the same basis as their peers.

The Student Engagement reforms were developed in response to reports highlighting exclusionary practices and engagement challenges, including the Inquiry into suspension, exclusion and expulsion processes in South Australian Government Schools by Professor Linda Graham.

The reforms have laid a strong foundation for inclusive education and student engagement.  While some outcomes will take time to fully materialise, early indicators show promise. Comparing full year data from 2023 to 2024 behaviour incidents reduced and attendance rates improved. We will continue to monitor data.

Moving forward, the department plans to build on these achievements aligned with our strategy for public education and responding to national and state-level recommendations such as the recommendations from the Disability Royal Commission. The focus will remain on creating a more inclusive, engaging, and supportive educational environment for all students in public education in South Australia.

Achievements and benefits from the programs include:

• Inclusive Education Support Program (IESP) Improvements: Simplified support processes and reduced administrative burdens, allowing schools to focus on student needs.
• Practice Guidance: Developed practical guides for educators, enhancing teaching strategies for students with disability.
• Accessible Support Models: Improved delivery of speech pathology and psychology services, especially in remote areas.
• Disability Data Reform: Enhanced data management and reporting, providing a clearer picture of student needs and outcomes.
• Support360: Introduced a new case management system to better manage support services for students.
• Capability Building in Sites: Strengthened school leaders' ability to support students with disability through targeted workshops.
• Personalised Learning System: Initiated the development of a digital system to support personalised learning plans.
• Autism Inclusion Teacher: Deployed specialised teachers in all primary schools to support students with autism, enhancing staff capabilities.
• Indicator Framework: Established a framework to monitor outcomes for students with functional needs.
• Positive Behaviour for Learning: Implemented a structured framework in 40 schools, leading to improved behaviour and reduced suspensions.
• Student Support Services Educator Workforce Refresh: Updated roles and training for Behaviour support and Inclusive educators, promoting inclusive practices.
• Flexible Learning Options (FLO) Redesign: Introduced the Tailored Learning model to support students at-risk of disengaging from learning.
• Improving Behaviour Data Transparency: Developed system reports and a behaviour dashboard for better understanding and managing behavioural data.
• Attendance Reforms: Enhanced resources, data collection, programs and training to improve student attendance.
• Additional Mental Health and Learning Supports: engaged an additional 100 FTE to increase support services, fill gaps in service and provide early intervention.
• Social-Emotional Learning: Offered schools a directory of evidence-based programs to support student wellbeing.
• SEE Procedure Review: Revised procedures for suspension, exclusion, and expulsion, providing better guidance, resources and training for staff and accessible advice for families.
• Culturally Responsive Reforms: Established roles to support embedding cultural responsiveness, advice and leadership to ensure services and projects are culturally responsive to the needs of Aboriginal students.