NAPLAN wake-up call: Empower teachers, not just policy
The time for talk is over – Australia must empower its teachers and schools to act.
That’s the message from CQUniversity education expert Professor Ken Purnell, as the 2025 NAPLAN results reveal nearly one in three students are falling short of national expectations in literacy and numeracy.
“These aren’t just numbers – they’re real students being left behind,” said Professor Purnell.
“We’ve been having the same conversation for over a decade. Now we need bold, sustained action that puts trust in teachers and delivers targeted support where it’s needed most.”
This year’s results show that more than 400,000 students now require catch-up tutoring, and an additional 10 percent need ongoing targeted interventions to make meaningful progress.
The data also highlights deepening equity gaps, with students in remote communities, Indigenous students, and those from disadvantaged backgrounds continuing to trail well behind their peers.
Professor Purnell argued that educational outcomes are still too closely linked to income and location.
While ACT, New South Wales and Victoria continue to lead in performance, the Northern Territory remains well below the national average.
The findings also reflect persistent gender trends, with girls outperforming boys in literacy and boys holding a slight edge in numeracy.
Critically, Professor Purnell believed teachers must be at the centre of any meaningful reform.
He emphasised the importance of trusting educators’ professional judgement and allowing them to adapt their teaching strategies based on real-time student feedback, not just a once-a-year review.
Relying on prescriptive programs or the latest trends does not serve students well – especially those who need help the most.
Professor Purnell however commended recent improvements to the NAPLAN process, including the move to March testing and the faster turnaround of results – now delivered to schools within four weeks.
He said this shift gives educators valuable early insight and enables timely intervention.
But without system-wide commitment to sustained, long-term strategies, Professor Purnell warned the cycle of underachievement will continue.
“Short-term fixes or token efforts won’t cut it,” he said. “We need to build consistent, evidence-based systems that support teachers and students every day, not just in response to NAPLAN headlines.”
Beyond the classroom, Professor Purnell encourages stronger family and community involvement.
Simple practices, like reading with children daily and discussing the meaning of new words, can build vocabulary, comprehension and confidence.
Teachers, meanwhile, should use quick check-ins such as discussions, observations or short quizzes to guide their next steps and personalise learning.
As debate continues over the role and impact of standardised testing, Professor Purnell’s message is clear: empower the professionals who know students best.
“Teachers can drive change – but only if we trust them, support them, and give them the freedom to respond to their students’ needs.
“This isn’t just a school issue. It’s a national priority.”
