By Correna Haythorpe
Australia’s public schools are more than just buildings, they are the heart of communities, the place where children discover their talents and strengths, and the foundation of a fair and prosperous society.
But if we want to deliver for the next generation, we must think long-term about the spaces where learning happens.
That is why the Australian Education Union has launched Australia’s first national inquiry into public school infrastructure.
Chaired by former AEU and ACTU President Sharan Burrow AC, this inquiry will examine the current state of public school infrastructure, assess future needs, and recommend practical reforms to ensure every child learns in a safe, inclusive and future-ready environment.
Sharan is a globally respected leader who has spent her life advocating for equity, opportunity and strong public institutions and brings a deep belief in the transformative power of public education and a clear understanding that infrastructure is not a side issue, it is central to educational success.
Under her leadership, the inquiry will consult widely with principals, teachers, education support staff, families, governments and community organisations. It will also engage with groups representing Aboriginal communities and Torres Strait Islander communities, students with disability, and rural and remote Australians.
This inquiry is about making a positive difference and ensuring every child, no matter their postcode, has access to high-quality learning environments that support their success.
More than 2.6 million students attend Australia’s public schools. Enrolments have grown significantly over the past decade and population projections point to continued growth in school-age children. Student needs are becoming more complex, with rising numbers of students requiring additional learning, wellbeing and disability supports.
These are the students who benefit most from well-designed spaces from sensory rooms and therapy areas, to science labs, vocational workshops and community hubs.
Across Australia, there are world-class public schools leading innovation in design and pedagogy. But there is also growing inequity in access to high-quality facilities.
We know that facilities matter. Research shows a strong connection between the quality of school environments and student attendance, engagement and achievement. Modern, flexible and inclusive learning spaces support high-quality teaching. They allow teachers to collaborate, to personalise learning, and to respond to the diverse needs of their students.
International evidence shows that capital investment can significantly reduce achievement gaps, particularly in disadvantaged communities . Upgraded facilities are not cosmetic improvements; they are equity measures. They can lift engagement and create pathways that keep young people connected to school through to Year 12 and beyond.
At the same time, Australia faces clear demographic and social trends that demand forward planning. Public school enrolments have grown substantially over the past decade, and future population projections show further growth in school-age children. Student needs are becoming more complex, with a significant increase in students with disability and rising mental health and wellbeing demands.
Meeting these challenges requires more than recurrent funding alone. Schools need physical spaces that support inclusion: breakout areas, counselling rooms, flexible learning environments and facilities that allow a full curriculum to flourish.
And as climate change intensifies, investment in sustainable, energy-efficient and climate-resilient buildings will protect students and staff while reducing long-term costs. Forward-thinking capital works can deliver both educational and environmental dividends.
Despite these challenges, there is currently no national strategy for public school infrastructure and there has been no permanent Commonwealth funding stream since it was abandoned by the Turnbull Government in 2017. States and territories have simply been left to carry the burden of capital works funding.
This national inquiry will investigate the unmet need across the nation and look at what investment is necessary to ensure that we are planning not just for the next budget cycle, but for the next generation. We want to make sure that a child’s access to high-quality learning spaces does not depend on their postcode and that teachers have the state of the art environments they need to deliver high quality teaching and learning programs.
With smart, strategic investment, improved capital works for public schools can make a profound and positive difference not just for students and teachers today, but it will strengthen public education for generations to come.
Through this inquiry, Australia has an opportunity to take a long-term view to move beyond short-term fixes and build the future-ready public schools our nation deserves.
Correna Haythorpe is the Australian Education Union Federal President.