We recently provided a summary of Part One of the NAB Education Insights Special Report (July 2024) in which we discussed the balancing act that students were dealing with when it came to their wellbeing. Continuing from that, Part Two of the report was recently released last week and sheds light on how Australian high school students feel about life at school itself.
During one of the most exciting, challenging, and transformative periods of life, we are provided with valuable insight into their achievements, their concerns, and what matters most to them on campus. These findings are instrumental in helping educators, parents, and policymakers understand what matters most to students and where they might need additional support in positioning them for success.
One of the key insights from the report is the importance of school enjoyment, as students who enjoy school tend to have better academic performance, attendance, and engagement levels. The 2024 data shows a slight increase in school enjoyment among students, particularly among boys and those attending Catholic schools.
However, this rise isn’t evenly spread – LGBTQI+ and female students, especially those in single-gender schools, reported lower levels of enjoyment. The latter has a 9% rise from the previous year’s data.
These findings are a good reminder that schools have a big role in creating an environment where everyone can feel comfortable and accepted. The gaps presented highlight the need for schools to foster more inclusive and supportive environments, which can help every student feel comfortable and valued. Programs like student-led clubs, mentoring, and extra curricular activities can go a long way in making sure every student feels they belong. For educators and administrators, understanding and bridging these gaps may be one of the most impactful ways to support students’ overall wellbeing and success.
The high school years can be particularly challenging, with students balancing academic expectations alongside personal and social pressures. The report highlights some serious and significant issues that students face today. Sexual harassment has become a top concern, with over 40% of students citing it as a “very big problem,” a 10% increase from the previous year. Bullying, both cyber and physical, also remains a major concern with increases from the 2023 data, with a noticeable rise in student worries about diversity, religious bias, and physical safety.
The report further segregates the data based on school type, which reveals a deeper understanding of what students are experiencing. Students at independent schools were more likely to feel pressure around issues like substance use, fitting in, and physical safety. Those at girls-only schools expressed heightened concerns about sexual harassment, while boys-only schools reported cyberbullying as a larger issue.
Given the importance placed on student wellbeing, as highlighted in previous blogs from a parent and a student standpoint, these concerns are something that should be addressed meaningfully and head-on.
The report really shows the importance of implementing policies and programs to support students’ wellbeing and safety, such as anti-bullying initiatives and diversity training. The Australian Institute for Teaching and School Leadership supports this in their own 2022 report, quoting multiple sources on how student wellbeing is directly correlated to academic achievement, fewer at-risk behaviours, and better physical health in adulthood. Schools are encouraged to prioritise creating an environment where students feel safe, supported, and accepted. This could mean offering workshops on consent, respect, and kindness to educate students about healthy social interactions. Tackling these challenges head-on, with preventive and responsive resources, is critical to fostering a safer, more welcoming school experience.
Schools also have a myriad of online support mechanisms available that can aid in informing students through this complex time, with organisations like ReachOut, Kids Helpline, and Beyond Blue having school-specific based resources. Alternatively, the Australian Department of Education developed the Student Wellbeing Hub, underpinned by the Australian Student Wellbeing Framework of 2018, which also provides resources and webinars for guidance and support.
One of the shining lights of the report is the confidence that students are feeling with their academic self-assessment in core subjects. Many students feel confident in their core subjects, particularly math and spelling, where scores have improved from the data in the previous year. The report indicates that students also feel relatively strong in sciences, reading, and physical education. However, areas like the arts have seen a dip in student confidence, possibly reflecting a gap in focus.
Furthermore, the report again segments further to include the origin of the data as per the type of school or year in which the respondents are from. The findings reveal that students’ learning experiences and needs vary widely, depending on factors like gender, LGBTQI+ identity, and year level.
We see gendered trends in which boys-only schools scored themselves significantly higher in maths and technology, with girls-only schools doing the same for languages and the arts. LGBTQI+ students consistently rated their academic confidence lower than their peers, especially in physical education and math, perhaps leaning into the previous concerns of their enjoyment of school but also the concerns discussed in our previous report summary on the wellbeing of students, in which the general trend was the LGBTQI+ students struggled more with their own mental health.
The challenges faced by schools and educators are providing these varied and diverse learning styles and fostering environments where all students feel recognition and value without compromising the outcomes of education itself.
The practice of academic streaming, in which students are grouped by their ability, is a common approach within Australian schools, with as many as 60% of students being placed into relevant streams. Unsurprisingly, this method has elicited some positive and negative feelings among students, usually correlated based on where in the “stream” they perceive they fit. Students in advanced streams generally have a positive view of streaming, seeing it as a way to stay engaged and challenged. However, those in streams designed for extra support report fewer benefits and sometimes feel stigmatised, suggesting that streaming may need to be more inclusive and supportive for all students or at least better communicated in how the stream will benefit them academically.
Private tutoring is another growing trend, with nearly 30% of students utilising tutoring services outside school. Tutoring expenditure averages $114 weekly, with students from Catholic and public schools spending the most. This reliance on tutoring suggests that students feel the need for academic support beyond the classroom, perhaps in response to not feeling supported by schools or perhaps as a response to the growing pressure to perform academically. This obviously creates an uneven playing field when it comes to performance, given the extra financial burden may be too much for some families to handle.
The findings around streaming and tutoring really draw focus on the perceived inequality from students regarding the outcomes of their learning opportunities. Students ideally are looking for a more balanced approach both in and out of school, but will that reflect well on their performance?
The report makes it clear that students value teachers who make learning interesting and engaging. Traits like humour, creativity, and a hands-on approach go a long way in making students feel excited about school. Around half of the students said that engaging, interactive teachers—who don’t just lecture—make all the difference.
Students across school types shared similar views, although those from independent schools were more likely to value teachers who connected course material to real-world applications. LGBTQI+ students expressed a preference for teachers who treated them as individuals and understood the unique challenges they might face. These insights highlight what students are looking for in a positive role model, and someone they can engage with and learn from.
The teaching shortage in Australia is something that’s constantly being raised as the projected demand is far exceeding supply in 2025, further calling attention to the challenges faced by schools who want to provide these positive environments for students. After all, if teachers are burned out and dealing with their own wellbeing, it will be much more difficult to create that positive environment for their students.
Part Two of the NAB Education Insights Report gives a meaningful look into what today’s high school students are experiencing and what they need to feel supported and motivated. From increasing school enjoyment and addressing big issues like harassment and bullying to supporting diverse learning needs and promoting teacher engagement, there’s a lot that schools can do to improve student experiences.
It seems like an obvious thing to say, but students who feel safe, included, and respected are likely to perform better academically and engage more with their school environment. The findings really emphasise the importance of addressing students’ emotional and social needs, as these can have a direct impact on their academic success. After all, high school isn’t just about academics—it’s about growing up, finding your strengths, and preparing for what’s next. By investing in student well-being, schools help shape a brighter future for young Australians.