A new analysis spanning 10 years of NAPLAN data shows the writing skills of Australian children are at an all-time low, with most Australian Year 9 students writing at a Year 4 level.
Strathcona Girls Grammar Principal, Lorna Beegan, the national slump in writing skills reflects a convergence of factors, but at its core lies “a diminishing appreciation for writing as a cognitively demanding and deeply human process.”
“Writing draws on an array of complex skills such as planning, organising, evaluating, and synthesising ideas,” Beegan told The Educator. “It thus requires sustained higher-order thinking to communicate meaning with clarity and purpose.”
In a world increasingly driven by speed and superficial engagement, the time, effort, and discipline required for writing are often undervalued, says Beegan.
“Our fast-paced digital culture privileges immediacy over substance, encouraging short-form responses and multitasking rather than reflection and coherence,” she said. “In this environment, writing becomes reduced to a functional task rather than a process of concentrated thinking and learning.”
However, as Beegan points out, writing is much more than a skill.
“Writing is a vital act of intentionality, intellectual rigour, and self-expression,” she said. “It requires us to slow down, think with nuance, and shape our thoughts with precision.”
Beegan said one could argue that writing and reading mark “a fundamental leap in human cognition”.
“Writing and reading signal a movement from the reactive instincts of the mammalian brain to the reflective, abstract reasoning of the human mind,” she said. “It is this shift that allows us to communicate complex ideas across time and space.”
How schools and parents can turn the tables
Beegan said that when writing is deprioritised in crowded curricula or treated as the sole responsibility of English teachers, it is a missed opportunity to cultivate this essential form of thinking across disciplines and year levels.
“To reverse the decline in writing skills, writing should be re-centred as a cornerstone of learning and thinking,” she said. “It should be explicitly taught, consistently practised, and appreciated with a whole-school approach.”
Beegan said the crowded curriculum may have incrementally diminished the time and attention that educators had once devoted to teaching writing explicitly.
“The shift to online learning and assessments, including NAPLAN, has likely further altered how students are taught to write, often prioritising digital formatting over foundational skills or quicker, immediate responses with feedback, such as through online quizzes, she said.
“All have a place in learning, including AI agents; however, balance, purpose, and the scientific foundations behind learning must be maintained.”
Beegan said reclaiming writing as a deliberate, cognitive practice is essential if educators are to equip students with the capacity to think critically, express themselves clearly, and engage meaningfully in an increasingly complex world.
“Writing is a multifaceted cognitive task that develops through modelling, feedback, and sustained practice,” she said. “When we assume it will emerge on its own, we do students a disservice.”
Beegan added that strong writing underpins critical thinking, reflection, and the ability to communicate ideas with precision and purpose.
“In addition, writing with a pen confers distinct cognitive advantages over typing, as the complex interplay of cognitive and motor skills has been found to create optimal conditions for learning,” she said.
A ‘whole-school approach’ to writing
At Strathcona, teachers take a whole-school approach to writing, embedding it purposefully across all subject areas. This includes the use of consistent frameworks, subject-specific scaffolding, and a strong emphasis on formative feedback.
“Our Junior School lays critical foundations through targeted literacy programs, while our Learning Enhancement team supports both intervention and extension at every stage of learning,” Beegan explained. “Ongoing professional learning equips staff with evidence-informed strategies to teach writing explicitly.”
Under these programs, the school has been seeing improved fluency, confidence, and engagement.
“This is especially the case when students feel ownership of their voice and understand the purpose behind what they’re writing,” she said, adding that schools should seek to teach writing in every subject that students learn.
“Writing is one of the most powerful tools we have for thinking and learning. When students are given structured opportunities to write across all subjects, they deepen their understanding, organise their ideas, and practise discipline-specific forms of communication.”
Beegan said this is not about turning every teacher into an English teacher, but about “recognising that writing is how we make meaning, not just how we present it.”
“Embedding writing across the curriculum also builds coherence and supports long-term literacy. It helps students retain information, reflect on their learning, and express themselves with clarity and confidence.”
How parents can help
Beegan said parents can play a powerful role by encouraging children to see writing as a way to explore their own ideas and express themselves authentically.
“Rather than focusing on correctness, it’s important to celebrate creativity, risk-taking, and the process of discovery through the written word,” she said. “Talking about thoughts openly and inviting children to write about what matters to them helps build agency and motivation.”
Beegan said this kind of encouragement can lay the groundwork for deeper, more lasting engagement with writing.
“When writing becomes a meaningful tool for personal expression, children develop confidence, persistence, and a stronger sense of ownership over their learning.”