Nearly one in three Australian students are falling short of national expectations in literacy and numeracy according to the latest NAPLAN data, prompting calls for “bold, sustained action”.
The data, from the Australian Curriculum, Assessment and Reporting Authority found 39.2% of students failed to meet grammar and punctuation benchmarks, while one in three students “developing” or needing “additional support” in reading, spelling, writing and numeracy.
CQUniversity education expert Professor Ken Purnell says the results should be “a wake-up” call to schools and education policymakers.
“These aren’t just numbers – they’re real students being left behind,” Professor Purnell said. “We’ve been having the same conversation for over a decade. Now we need bold, sustained action that puts trust in teachers and delivers targeted support where it’s needed most.”
This year’s NAPLAN data also revealed deepening equity gaps, with students in remote communities, Indigenous students, and those from disadvantaged backgrounds continuing to trail well behind their peers.
‘Short-term fixes won’t cut it’
Another concerning finding from the report was that education outcomes remain tied to income and location, with ACT, NSW and Victoria leading, and the NT lagging. By gender, girls still outperform boys in literacy, while boys hold a slight edge in numeracy outcomes.
Professor Purnell is urging greater trust in teachers’ professional judgement over prescriptive programs, praising faster NAPLAN results for enabling timely intervention — but warns lasting change needs sustained, system-wide commitment.
“Short-term fixes or token efforts won’t cut it,” he said. “We need to build consistent, evidence-based systems that support teachers and students every day, not just in response to NAPLAN headlines.”
‘This isn’t just a school issue. It’s a national priority’
Professor Purnell called for stronger family and community involvement, from daily reading to talking through new words.
He says teachers should use quick check-ins — discussions, observations, short quizzes — to guide next steps and personalise learning. His message amid testing debates is clear: empower the professionals who know students best.
“Teachers can drive change – but only if we trust them, support them, and give them the freedom to respond to their students’ needs,” he said. “This isn’t just a school issue. It’s a national priority.”