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This explainer provides an introduction to the multi-tiered system of supports framework (MTSS) for secondary school leaders and teachers looking to support students in improving their literacy and numeracy skills.

What can be done to create more effective transitions from birth to Year 12, to support greater continuity of learning and better student outcomes?

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.

The evidence-based practices presented in this guide can be used to support children with disability or developmental delay as they transition to their first year of school. It's designed to help services and schools work together to achieve more successful transitions.

In this article, Adam Inder shares findings from AERO’s Implementing Effective Tiered Interventions in Secondary Schools' project.

The Australian Council for Educational Research (ACER) conducted an online survey and a series of interviews as part of a project commissioned by the AERO. The survey and interviews were focused on students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum.

This guide aims to help secondary school leaders and teachers assist students in Years 7 to 9 who have significant gaps in foundational literacy and numeracy skills.

This review aimed to identify gaps in knowledge about supporting students behind their peers in Years 7 and 9.

This resource details strategies for engaging with families of children in out-of-home care (OOHC) to support children’s learning and development outcomes.

This discussion paper outlines 3 constructs that can be measured to determine the effectiveness of transitions and children and families’ sense of belonging.

This research summary explains the methodology for a data analysis of students' backgrounds and their influence on literacy and numeracy achievement.