If 2025 felt turbulent, 2026 has turned the dial up again. School leaders are now navigating a perfect storm of rising student mental health needs, relentless generative AI disruption, tighter compliance demands and reform agendas tied firmly to funding strings.
In recent years, there have been calls for schools to adopt evidence-based practices to help them navigate these complexities more smoothly. Experts have cautioned that it is not enough for teachers to simply know about effective practices, pointing out that the ‘how’ of implementation is just as important as the ‘what’.
Recognising this, the Australian Education Research Organisation (AERO) developed an approach that supports schools with embedding evidence-based practices. Now, a new report shows schools have heeded the call.
AERO’s 2025 annual report reveals a growing uptake of its evidence-based guidance and resources by educators. The organisation’s flagship model of learning and teaching, published more than two years ago, has not only been shared with more than 118,000 teachers and school leaders but has been widely adapted by jurisdictions in their own teaching and learning models.
Complexity is growing
To find out how schools are using AERO’s research and what they find most valuable about it, the organisation recently ran a survey involving more than 1,000 early childhood teachers.
“The findings suggested that educators are navigating increasing complexity as they manage students’ diverse behavioural needs as well as emotional and wellbeing challenges,” AERO CEO, Dr Jenny Donovan, told The Educator.
“As a result, they are looking for evidence based, practical and immediately applicable resources that save time and improve learning.”
Dr Donovan said AERO’s guidance is grounded in practical, actionable research that resonates with educators across multiple contexts.
“By translating complex findings into clear, classroom-ready strategies, AERO is supporting teachers to implement changes that are both measurable and meaningful,” she said.
“Continuous collaboration with school leaders and educators enables us to build the evidence base together, adapt and provide new insights and guidance, resulting in sustained improvements in teaching and learning.”
With AERO’s guidance now embedded across jurisdictions, the organisation is looking to deepen its impact.
“In the coming years, AERO will continue to partner with schools and education systems across Australia,” Dr Donovan said.
“The organisation will focus on building capacity for conducting, interpreting, and applying research, supporting effective adoption and implementation of evidence-based practices, and developing resources tailored to local contexts.”
Dr Donovan said the organisation’s focus is firmly on turning research into practical impact in classrooms.
“By prioritising equity and measurable outcomes, AERO aims to support educators to make evidence-informed decisions that drive student achievement nationwide.”
Closing the Gap in First Nations education
Dr Donovan said that AERO was also proud to be leading the way in embedding First Nations perspectives across all aspects of its work, thanks to the establishment of a First Nations Expert Reference Group (ERG)— a first of its kind in Australian education.
“The significant efforts of our First Nations team culminated in 2025 with the launch of our First Nations Charter and establishment of our First Nations ERG, which comprises approximately 250 members from urban, regional and remote communities,” she said.
“This group brings expertise and experience across teaching, curriculum, research and more and now plays a central role in ensuring all AERO projects are informed by First Nations knowledge, lived experience and priorities.”
AERO Board chair Dr Lisa O’Brien said the Board was encouraged by emerging signs of impact.
“AERO has developed strong partnerships with education systems and the ECEC sector, resulting in the widespread use of our research and insights in government initiatives,” she said.
“Similarly, widespread engagement with key AERO resources, in both ECEC and schools, reflects AERO’s commitment to work that is not only rigorous, but genuinely practical and relevant for educators.”
O’Brien said these achievements underscore how AERO has become an important part of Australia’s education landscape, a reliable partner to governments, and a respected contributor to system improvement.
“The Board is proud of the role we play in advancing excellence and equity through evidence.”
Dr O’Brien acknowledged ministers and system and sector partners for their contributions to establishing a robust foundation for AERO’s next chapter.
“The Board looks forward to supporting continued growth and impact in the years ahead.”