posted on 2025-06-23, 04:13authored byKate de Bruin, Eugenie Kestel, Mariko FrancisMariko Francis, Helen Forgasz, Rachel Fries
In this report, we present the findings of an umbrella review conducted for the Australian Educational Research Organisation (AERO). In their project Implementing effective tiered interventions in secondary schools, AERO notes that schools describe a lack of clarity or guidance regarding how they should support underachieving older students in literacy and numeracy. Specifically, secondary schools report confusion about how best to identify those students who are the furthest behind in literacy and numeracy, and a lack of clear direction regarding the resourcing and implementation of interventions and educational services targeting foundational skills, to address gaps in learning. In addition, minimal system guidance on how funds should be allocated for running intervention for students, and the specific resources that support its implementation, also contribute to confusion among education practitioners on how to intervene. Accordingly, we conducted this review by locating high-quality systematic reviews and synthesising the findings to inform guidance for schools to deliver educational supports and interventions for these older students. In our review, we focus on what is suggested by the evidence regarding how schools should identify underachieving students, what interventions they should provide, and the conditions that produce the optimal outcomes.
Funding
Commissioned by: Australian Educational Research Organisation
History
Subtype
Not-For-Profit
Total pages
220
Place published
Melbourne, Australia
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