Editorial

This issue opens with an article from Diane Jacobs, Rose Barraclough and Simone Arnott that reports on a study of the knowledge and perceptions of Developmental Language Disorder (DLD) among a sample of Australian pre-service teachers. DLD affects an estimated two in thirty school-aged children, but there is little reported about how well teachers are being prepared to identify and support children with the disorder that they may come across during their teaching careers. This study investigated knowledge and perceptions of DLD among 154 pre-service primary teachers in the final year of their degree, analysing their responses to 16 yes/no and Likert scale questions regarding DLD characteristics, identification, outcomes, and support provision. Results indicated that there was variable and generally limited knowledge of risk factors, features, comorbidities, and long-term outcomes of DLD among this sample of pre-service teachers. Many participants did not differentiate language-based difficulties from speech, fluency (stuttering), voice difficulties, and dyslexia. However, most respondents also indicated that they could “definitely” or “probably” identify, and confidently support, a child with DLD; and many participants were able to correctly identify use of visuals and chunking of spoken information as appropriate supports for children with DLD. These results, along with those of other studies that have focused on in-service teachers, indicate that a nationwide approach is required to increase coverage of DLD in pre-service teaching curricula, conclude the authors.

Next, Brae Anne McArthur, Kristine Lyn Pesigan, Lindsay Berg and Darian Mahmi report on their evaluation of the perceived benefits, feasibility, and acceptability of the Open Parachute mental health literacy program among educators in primary and secondary schools in South Australia. The Open Parachute program is a universal school-based curriculum that teaches mental health literacy skills at a developmentally appropriate level to children and adolescents (from Foundation through to Year 12). It contains pre-prepared lessons that feature documentary videos showcasing real students sharing their experiences of overcoming struggles as well as psychological skill-building exercises, such as class discussions, partner exercises, and journaling, to boost resilience, self-awareness, and social responsibility in young people. Participants for this evaluation were recruited via convenience sampling from educators in South Australian government schools that delivered the Open Parachute program. Questionnaire responses were received from 37 educators (24 teachers and 13 school leaders). Indicators of feasibility and acceptability among educators were high, with 89% of educators intending to use the program again and 92% reporting they would recommend it to a colleague. In terms of perceived benefits for teachers, 34 respondents indicated that the program improved their own understanding of youth mental health challenges, 32 felt the program improved their comfort in discussing mental health topics in the classroom and 32 educators felt the program improved their confidence in supporting students. With regards to student benefits, 33 respondents indicated that their students were better able to soothe their own emotions, 33 noted that their students were better able to problem-solve personal/peer/school-related challenges, and 32 indicated that their students showed more empathy for others. The authors conclude that these findings provide preliminary evidence for the utility of the Open Parachute program in Australian schools to support teachers in fostering mental health literacy among themselves and their students.

As the final research article for this issue illustrates, we continue to learn from the experiences of emergency remote schooling during the COVID-19 pandemic. This article by Matthew Kearney, Sandy Schuck, Rachel Perry and Paul Burke presents findings of a survey that elicited the views of teachers in New South Wales during two emergency remote schooling periods in 2020 and 2021, with a focus on the learning experiences of students while learning outside classrooms. Using responses to the questionnaires, the authors identified three groups of teachers who differed in their views of students’ learning experiences as well as in their approaches to digital pedagogy during school shutdowns. The first group consisted of 78 teachers with extremely negative views of their students’ learning experience during the remote teaching periods, while a second group of one hundred teachers reported less extreme negative views of their students’ learning experiences. The third group of 68 teachers were relatively positive in their views of their students’ learning, responding that, on average, student learning experiences were unaffected or somewhat positively affected over the pandemic experience. Teachers in the first group reported greater use of more presentational, content-delivery pedagogical approaches and tended to be less confident with digital technologies. In contrast, teachers in the third, more optimistic group, reported adopting more interactive and collaborative approaches that supported student autonomy. These teachers also reported being more familiar and confident with digital technologies. The links revealed between teachers’ own experiences, perceptions, and pedagogical practices during these challenging times provide insight into the relationship between teachers and students’ learning experiences and highlight areas for further professional development for educators.

Our final issue for 2025 concludes with a review from Dani Jaya Putra, Jesenia Dirda Simanjuntak and Diah Agustina Ratu of the edited volume Intercultural Education, Curriculum Development, Assessment and Teaching: Global Perspectives.

Keep reading and learning!

ORCID iD

Kylie Hillman https://orcid.org/0000-0003-1682-5384