School education

​​​​​​​​​​​​Strategic objective: Every student realising their potential

We are committed to equity and excellence in education so that all children and young people can be confident and creative lifelong learners. Our investment in education ensures children and young people have every opportunity to realise their potential at school and establish strong foundations to live happy, healthy lives and contribute to our communities in the future.

Full and Fair Funding

In March 2025, Queensland entered into the 10-year Better and Fairer Schools Agreement—Full and Fair Funding with the Commonwealth Government, providing for Queensland state schools to be funded at 100% of the Schooling Resource Standard (SRS) by 2034.

Under this agreement, the Queensland Government will increase its share of funding for state schools to 75% of the SRS by 2028 and the Commonwealth Government will increase its share of funding for state schools to 25% of the SRS by 2034.

Additional federal funding for state schools will be directed towards state-specific activities outlined in Queensland's associated bilateral agreement. These activities will complement the Queensland Government's existing reform agenda to lift Queensland's NAPLAN results, reduce red tape and maintain strong behavioural standards.

Red tape reduction

The department is committed to reducing red tape by 25% over 4 years to give teachers more time to focus on their core work with students.

Consultation in Term 1 2025 included workshops with more than 890 principals, teachers, and key departmental and external stakeholders and survey responses from 14,073 participants outlining the red tape pressures on teachers. This broad and diverse feedback informed a red tape reduction for Queensland teachers consultation report (consultation report), published in May 2025, with emerging themes informing the department's draft red tape reduction action plan.

Further consultation in Term 2 2025 included sessions with 1,572 principals and teachers to play-back the issues outlined in the consultation report and draft 2025–2028 red tape reduction action plan. Feedback received through consultation has informed the final action plan scheduled for release by the end of the school year.

In 2025, the department commenced implementation of several initiatives, including:

• introducing a '1-plan-per-student' approach to student needs management assessments to reduce duplication and documentation that can be a burden under the current ways of working
• streamlining time-consuming procurement processes by reducing the number of quotes required for low-value, routine purchases and simplifying purchasing documentation to improve efficiency and reduce paperwork, while ensuring value for money is maintained
• launching a single point-of-contact for teacher recruitment to make the process faster, easier and more efficient for principals
• releasing a set of consistent statewide expectations for communication between parents/guardians and their child's school to set clear boundaries around acceptable behaviour, preferred forms of communication, and appropriate timelines for responses
• supporting departmental senior executives to spend time immersed in schools to ensure they understand first-hand the challenges that schools face and can put this knowledge at the centre of decision-making
• releasing a dedicated small schools support plan, which includes a statewide selection process for aspiring small school leaders to reduce the administrative burden of continual recruitment processes and improve leadership continuity in small schools.

Education strategy

In 2024–25, we commenced a review of our strategic direction for state schooling. The new strategy will reflect the Government's priorities and will be launched in 2025–26. Consultation occurred with over 1,800 school principals, regional and central office leaders on a draft strategy during the Term 2 2025 Business Days.

Back to basics

Developing student literacy and numeracy skills is essential for students to thrive during their schooling years and in post-school pathways.

In line with the Queensland reading commitment, we teach reading consistently across all state schools, using an evidence-informed approach, employing systematic synthetic phonics and word study to strengthen students' word reading skills.

From Term 3 2025, we are introducing new phonics checks in Year 1 to help lift results, while allowing for earlier intervention for students that need additional support. Numeracy checks will begin from 2026, providing quick, efficient and reliable methods to measure progress and deliver a quality education to students.

Alongside report cards, NAPLAN tells us how well students are learning and what schools need to do to support them to achieve their full potential. We are committed to seeing improvements in NAPLAN including increased participation, engagement and confidence of students to undertake the assessments.

To promote a more positive NAPLAN experience for students this year we prepared a range of resources to focus on 3 key areas:

• school readiness—to ensure confidence in technology and infrastructure in our schools to support NAPLAN testing
• staff readiness—to increase the confidence of our teachers and staff to administer and support students while participating in NAPLAN
• student readiness—to support student confidence and capability to take part and navigate through the online assessments.

In 2025, despite the challenges of flooding and cyclone, Queensland achieved its highest participation rate across all year levels since 2019 at 89.7%. This included an increase by 1.4 percentage points to Year 7 participation and 2.8 percentage points to Year 9 participation.

Student engagement and re-engagement

We are dedicated to increasing student engagement, lifting educational outcomes and ensuring every student successfully transitions, through school, on to further study or work.

In 2024–25, we delivered a range of initiatives to keep students positively learning, in school, and to re-engage students in positive pathways and strengthen transitions. The initiatives included:

• recruiting 78 intensive education case managers dedicated to keeping students who are suspended, or excluded, connected to educational opportunities. From commencement of case management delivery, the service has provided support to more than 2,000 students
• supporting 3,990 young people to re-enter the education system or seek pathways to jobs or further training through Regional Youth Engagement Services
• supporting vulnerable students and families to access multi-agency support to remain in education through Student, Child and Family Connect services in each region
• assisting 875 Year 12 completers to explore and select pathways, and supporting 774 participants to successfully transition into further education, training or employment through Link and Launch services
• onboarding an additional 58 FlexiSpaces, bringing the total to more than 100 FlexiSpaces statewide, providing tailored in-school support to re-engage students in learning
• engaging providers to deliver new First Nations and attendance programs to improve school attendance and engagement at Cherbourg State School, Murgon State High School and Beaudesert State High School
• providing alternative learning senior pathways through the Queensland Pathways State College with new campuses in Mount Isa and Moreton Bay
• offering bespoke educational assistance and alternative learning curriculum resources to tailor learning to individual student needs and fill crucial learning gaps.

Supporting education and positive futures for young people in youth justice

We know that young people involved with the youth justice system are disproportionately disengaged from learning and supporting them to a positive pathway is crucial to their outcomes in life. In 2024–25 we provided a range of initiatives for these students including:

• targeted support for young people involved with the justice system to re-engage with education and training through the Education Justice Initiative
• engaging with non-government partners to design and deliver specialised alternative learning programs in Ipswich, Mount Isa, Cairns and Townsville, to commence from 2025–26
• delivering education in education and training centres within youth detention centres, providing opportunities for students to access the Australian Curriculum and vocational education and training; as well as providing transition support for young people exiting detention to reconnect them with ongoing education, training and employment pathways
• providing tailored education to young people who are temporarily held in the Caboolture Watchhouse and Wacol Youth Remand Centre.

In the year ahead, the department will collaborate with the Department of Youth Justice and Victim Support in the rollout of 6 new or expanded youth justice and early intervention crime prevention schools.

Behaviour Boost resource

We know that fostering positive behaviour in classrooms creates a respectful and focused learning environment where all students can thrive academically and socially.

In 2025, schools were allocated additional resourcing through the Behaviour Boost, marking a significant increase in the behaviour management resourcing to schools.

The $44 million increase in resourcing allowed schools to engage a range of professionals and specialists, such as behaviour teachers, social workers, guidance officers, therapists and family support coordinators, among others.

Preventing and responding to bullying

Bullying is a complex community issue that can significantly impact students. Children and young people that feel safe and have a sense of belonging are more likely to engage in learning, be happier at school and confidently seek help when required.

In 2024–25, we introduced a nation-leading plan and new initiatives to strengthen our anti-bullying stance, including:

• launching Rapid Support Squads to work closely with school leaders, staff and families to provide on-the-ground support and expertise in response to bullying incidents
• establishing an Anti-Bullying Stakeholder Reference Group to provide critical advice and guide future initiatives
• expanding chaplaincy and student wellbeing officer services in schools
• expanding Parentline services, offering a dedicated crisis support hotline to offer free, confidential, and immediate support to concerned parents and carers
• developing new and updated professional development resources to upskill teachers, teacher aides and support staff.

Schools are also supported to prevent and respond to bullying through:

• access to evidence-informed resources and activities through the Bullying, No Way! initiative, led by Queensland on behalf of all Australian jurisdictions and education sectors
• the Classroom Management Hub providing teachers with an overview of the practices that make the biggest difference to learning, wellbeing and behaviour
• the provision of Positive Behaviour for Learning resources and regional coaches to support schools to implement evidence-based, whole-school practices regarding student behaviour​
  
• Lesbian, gay, bisexual, transgender, intersex, queer and other identities (LGBTIQ+) Student Inclusion workshops, Communities of Practice for schools, advisory services and online resources to support educators to create inclusive and safe environments for LGBTIQ+ students
  
• help to manage inappropriate online behaviour and misuse of digital technology, including assisting with online reporting and working with social media platforms to remove inappropriate and severe online content.

Respectful relationships education

Respectful relationships education (RRE) teaches students the skills to build healthy and safe relationships, and to challenge behaviours that excuse or condone disrespect and violence.

All Queensland schools are supported to access the Respect program, a suite of resources for teachers to deliver respectful relationships education in Prep to Year 12.

In April 2025, Queensland state schools received RRE Teacher Relief Scheme funding to allow staff time for professional development and school planning to strengthen the delivery of RRE.

Regional Advisors delivered professional learning to teachers from 692 state schools, building awareness of the importance of RRE as a primary prevention approach, as well as building capability to deliver RRE through the curriculum.

A suite of self-directed online training materials is also available on the Respectful Relationships Education Professional Development (RRE PD) Hub for state schools' staff to build curriculum teaching and learning expertise of RRE.

The RRE PD Hub is a one-stop website for secondary students, parents and schools with information and advice on domestic, family and sexual violence, how to access support and report violence or abuse.

School-to-work transitions

Schools play an important role in the career education and development of students. Authentic career-related learning can improve student engagement and support meaningful post-school transitions.

The Regional School Industry Partnership (RSIP) program has built and sustained school-industry partnerships, responding to local skills and industry needs in priority areas. The $5.04 million investment over 4-years has strengthened positive school-to-work transitions for students and is supporting school leaders to partner with industry and build the capability of school-based officers. As a result, students were offered a broader range of tailored industry immersion experiences, providing them with opportunities to explore the world of work and access work-ready training across various industries.

The Enhancing career education in Queensland state schools initiative delivered two programs in 2024–25. The Career Education: Pathways Program supports schools to deliver high-quality, intentional career education for students in Years 7–10 to learn about themselves and inform decisions about study and post-schooling pathways. The Career Education: Pathways Program for Educators increases the confidence and capability of educators to deliver high-quality, meaningful and personalised careers learning experiences for their students. Both programs are evidence-informed and designed to be delivered flexibly, alongside a school's existing career-related activities.

Expanding support services for students with learning needs

The department's Inclusive education policy sets out a commitment to support all Queensland children to attend their local state school, access and participate in high-quality education, and fully engage in the curriculum alongside their similar-aged peers, supported by reasonable adjustments. Our therapist workforce supports schools to meet the needs of students by identifying barriers to attendance, participation and learning and putting in place strategies and adjustments to support students to achieve their potential.

In 2025, over 59 full-time equivalent additional positions were established across speech language pathology, physiotherapy and occupational therapy to support students with specific learning needs. Including these additional positions, there are now over 560 centrally funded therapies positions across the state.

School food programs

School food programs are becoming a regular feature in many schools. They help to improve student health and learning outcomes, socialisation and encourage increased attendance and performance.

Healthy eating, along with physical activity, is essential in maintaining good health and wellbeing and can improve behaviours critical to educational success and participation at school.

In 2024–25, $10.9 million was provided directly to state schools to support school food programs by funding healthy meals and snacks, School Food Coordinators, and equipment to deliver these programs.

Disability Service Plan 2025–2028

The diversity of our staff, students and school communities is our greatest strength. By valuing culture and creating inclusive teaching and learning environments, we are driving equity and excellence.

In 2025, we released the department's disability service plan 2025–2028 to support children, students, young people and staff with disability to realise their potential. The plan was developed through a co-design process with staff and stakeholders with lived experience, departmental stakeholders and subject matter experts.

The plan helps to meaningfully impact the lives of students by setting a clear commitment to create and deliver inclusive, supportive and empowering services and spaces.

A range of actions are being delivered under the plan,​ including:

• distributing Specialist Disability Support in Schools grants
• improving collection, analysis and reporting of outcome data for students with disability
• strengthening support for students who are geographically isolated or living in rural or remote communities or enrolled in small schools
• opportunities to deepen cultural capability for all staff to support and foster positive relationships with children and students with disability from Aboriginal backgrounds and Torres Strait Islander backgrounds
• supporting strong and confident transitions to kindergarten and Prep for children with additional needs or disability
• consulting and co-designing with the disability sector to plan for and implement actions that strengthen inclusive education in response to Disability Royal Commission recommendations
• opportunities for school and regional staff to build their awareness and capability of inclusive education practices and how to provide differentiated support to students with disability and their families.

Specialist disability support in schools (SDSS) program

In 2025, the department provided a total of $13.5 million to 23 specialist organisations under the SDSS program to support Queensland students with disability from the 3 schooling sectors—state, Catholic and independent schools.

Indigenous education grant payment

In 2024–25, we continued to deliver the Indigenous education grant payment to support Indigenous students with enrolment, engagement, achievement, and progression at the same rate as non-Indigenous students.

The program had an annual budget of $26 million, which was provided to schools on a needs-basis, taking into consideration the socio-educational advantage of a school as well as a school's Indigenous student enrolments.

Aboriginal and Torres Strait Islander Aspirations Program (ATSIAP)

In 2024–25, we delivered ATSIAP to support high achieving students in Years 7–12 to realise their potential.

The program provided culturally responsive teaching and learning opportunities for Aboriginal students and Torres Strait Islander students, encouraging them to complete senior schooling, as well as supporting aspirations for tertiary education.

In 2024, 559 students from 82 schools engaged in ATSIAP, with 409 students from 62 schools fully participating in either the Senior or Junior Regional Challenge. Students further developed their creativity and critical thinking skills by investigating solutions for real-world challenges, centred around the theme 'Caring for Country'.

In 2025, 170 senior secondary students from 34 schools engaged in the ATSIAP regional challenge, with 55 senior students from 15 schools fully participating in the state final challenge. This year's cohort focused on business concepts and entrepreneurship.

Vocational Education and Training (VET) pathways program

VET pathways delivers nationally recognised qualifications to Aboriginal students and Torres Strait Islander students from Queensland state schools.

The program, delivered by Tallebudgera Outdoor Environmental and Education Centre, provides students with opportunities to gain foundation skills in literacy and numeracy and increases employment prospects for students by facilitating Queensland Certificate of Education attainment, learning in real-world contexts, enriching cultural knowledge and increasing connections to the community.

The program currently delivers three key qualifications:

• Certificate II in Skills for Work and Vocational Pathways (FSK20119).
• Certificate III in Conservation and Ecosystem Management (AHC210204).
• Certificate III in On Country Management (AHC31522).

In 2024, a total of 347 Aboriginal students and Torres Strait Islander students received a qualification.

Solid Pathways—STEM program

Our Solid Pathways—STEM program continued throughout 2024–25, giving Aboriginal students and Torres Strait Islander students in Years 4–6 the opportunity to experience enriching and challenging science, technology, engineering and mathematics (STEM) learning.

The program increased access to STEM for students in rural and remote locations, developed collaborative partnerships with universities, industry and like-minded organisations, and allowed students to participate in interactive university experience days.

During 2024–25, a total of 6,109 students registered in the program, bringing the total number of student registrations since 2020 to 17,670 across the 4 rounds offered annually.

Student Technology Equity Partnership initiative

Digital technology is essential to responding and adapting to a changing world. Difficulty accessing these technologies should never be a barrier to learning.

In 2024–25, we launched the Student Technology Equity Partnership initiative to fund up to 140,000 digital devices over the next 4 years for students from financially disadvantaged backgrounds. This will add to the more than 42,300 devices already deployed since 2020 through the Devices for financially disadvantaged students scheme.

Artificial intelligence

Utilising Artificial Intelligence (AI) delivers powerful tools that create dynamic, responsive, and effective teaching and learning environments.

During 2024–25, we made generative AI technology (Cerego) available in all state schools following a successful trial in select schools during 2023–24. The technology uses teacher input, machine learning and generative AI, to create personalised learning experiences for students. More than 140 schools have undertaken training to support their adoption of Cerego as part of the QLearn digital learning platform.

In 2024–25, we also delivered workshops to introduce the Australian Framework for Generative Artificial Intelligence within educational settings and leveraging AI tools in a way that enhances teaching and learning. Topics covered included understanding generative AI, including limitations and biases, connecting generative AI to the Australian Curriculum and the appropriate use of generative AI in teaching and learning.

The department is currently trialling different generative AI applications to determine which solutions are best suited to support teaching and learning in the Queensland context. This includes Corella, a generative AI tool developed by the department in partnership with the Department of Customer Services, Open Data and Small and Family Business.

Corella is designed to provide teachers and students aged 13 and above with age-appropriate responses grounded in the Australian Curriculum. In 2024–25, Corella was trialled with teachers and students from 15 secondary schools, and with teachers from a further 11 primary schools and 1 special school, ensuring representation from all regions and a range of school contexts.

Queensland Virtual Academy

We are committed to providing equitable access to education opportunities, regardless of where students live and attend school.

The Queensland Virtual Academy (QVA) is a statewide, cohesive approach to increasing equity in student access to curriculum pathways, learning opportunities and teaching expertise. The QVA enhances access to learning opportunities for students regardless of where they live by leveraging digital and virtual learning.

In 2024–25, the QVA connected students with the opportunity to realise their potential through:

• live virtual learning sessions in difficult-to-staff subjects
• on-demand learning materials that assist teachers to deliver the curriculum more confidently
• shared teacher programs where schools work together to deliver curriculum and learning opportunities
• specialist virtual programs for targeted students.

As of June 2025, 365 schools and 4,189 students received QVA services.

Vaping, alcohol and drug program for secondary schools

During 2024–25, we encouraged all state and private secondary schools to partner with the Blurred Minds Academy to deliver evidence-based education programs, tackling topics such as vaping, alcohol and drugs.

Academy modules are designed to be convenient and require minimal preparatory work while providing curriculum-aligned lessons that blend compelling online interactions with classroom activities. With accurate information, students are better equipped to make informed decisions about their health and wellbeing.

Student protection

When students feel safe, they have a strong foundation for learning. Protecting them from harm is vital to both their personal wellbeing and their success at school.

The department has 5 key documents about child protection:

• child and student protection policy
• student protection procedure
  
• student protection guidelines (internal DOE document only)
  
• allegations against employees in the area of student protection procedure
• Aware. Protective. Safe strategy.​
  

These documents, together with a suite of supporting resources and training, guided educators to implement strategies to prevent harm to students, ensured employees and school visitors respond and report appropriately when they suspect harm, and ensured employees and visitors act in accordance with their legal obligations.

All departmental employees and visitors to state schools are required to complete annual mandatory student protection training relevant to their role. Schools are supported to meet their obligations by our regional Principal Advisors, Student Protection, who provide training and advice regarding student protection matters.

In September 2024, the Child Safe Organisations Act 2024 (Qld) was passed in Parliament, establishing an integrated child safe organisations system in Queensland comprised of:

• 10 mandatory Child Safe Standards and a Universal Principle providing for cultural safety for Aboriginal children and Torres Strait Islander children
• a nationally consistent Reportable Conduct Scheme.

The Queensland Family and Child Commission (QFCC) is the oversight body responsible for supporting implementation and enforcing compliance by prescribed organisations. The department is working with QFCC to implement and strengthen child safe practices in Queensland state schools in preparation for 1 January 2026.

Esports

Esports is a rapidly growing global industry focused on competitive video gaming. It features various game genres, such as simulated/virtual sports, racing and real-time strategy, with each requiring unique skills and abilities.

The department supports schools to embed digital innovation in teaching and learning to respond and adapt to future-focused practices. The implementation of esports programs in schools helps students to engage and thrive in a digital world.

When integrated as a supervised curricular or extra-curricular activity, structured esports programs provide enhanced learning opportunities and promote healthy digital habits and responsible gaming behaviours.

Minecraft Education by Microsoft is available to all students in Queensland state schools and is supported for use in esports programs. Minecraft Education is a game-based learning platform that facilitates exposure to STEM skills and environmental, mechanical and narrative elements to stimulate learning.

In 2024, we began developing a technical solution and supporting business processes for a wider range of esports program configurations. We will continue to consult with schools, stakeholders and partners to inform the design.

Non-state schools accreditation framework review taskforce

The department is continuing to progress key reforms in response to the independent review of the Non-state schools accreditation framework and subsequent Queensland Government response in March 2024.

In 2024–25, a dedicated departmental taskforce oversaw implementation of the recommendations to ensure a contemporary Non-state schools accreditation framework. This includes an increasing collaborative culture between the Non-State Schools Accreditation Board and non-state schools, providing greater clarity on and consistency of legislative requirements on non-state schools, streamlining compliance monitoring through a risk-based regulatory approach, and maintaining community confidence in non-state schools and regulation.​

Service area performance

Objective: Queensland students engaged in learning, achieving and successfully transitioning to further education, training and work.

Description: Delivering Prep to Year 12 in Queensland state schools to prepare young people for successful transitions into further education, training and work and administering funding to Queensland non-state schools.

Table 5: School education performance measures

Additional performance information

The following data is also available.

• Attendance rates (Aboriginal students and Torres Strait Islander students and all Queensland students)
• School disciplinary absences
• Apparent retention rates of students
• Proportion of young Queenslanders aged 15–24 years participating in full-time education and/or work
• School Opinion Survey
• Next Step post-school destination surveys—proportion of all Queensland students (Aboriginal students and Torres Strait Islander students and all Queensland students) who, 6 months after completing Year 12, are participating in education, training or employment
• Year 12 outcomes—proportion of Year 12 students (Aboriginal students and Torres Strait Islander students and all Queensland students) who are completing or have completed a school-based apprenticeship or traineeship or were awarded 1 or more of Queensland Certificate of: Education, International Baccalaureate Diploma or Vocational Education and Training qualification
• Year 12 certification and qualifications—proportion of Year 12 students (Aboriginal students and To​rres Strait Islander ​students and all Queensland students) awarded a Queensland Certificate of Education or Queensland Certificate of Individual Achievement