The need for a system approach to tackle inequality
Systemic inadequacies prevent schools from functioning consistently as safe, growth-oriented spaces, leaving vulnerable students – especially from First Nations communities, low-income families, and those dealing with mental health challenges, trauma, or homelessness – without the support they need to finish school well.
Finishing school well is fundamental not only for individual wellbeing but also for Australia’s wellbeing and productivity as a nation. A strong educational foundation equips young people with the necessary skills and confidence to navigate the complexities of modern careers, fostering resilience, critical thinking, and adaptability.
These qualities are not just critical for personal success – they are the building blocks of a robust and innovative workforce. As individuals thrive, so too does the country; a well-educated population drives economic growth, enhances social cohesion, and strengthens national productivity.
While various reform efforts and intervention programs exist, they have yet to significantly improve learner outcomes at scale or dismantle the underlying inequities. As a result, many young people are becoming disengaged from education, their wellbeing is suffering, and their potential remains untapped. To address this, we must move beyond superficial reforms and second-track alternatives and drive transformational change in education if we are to create truly equitable and inclusive learning environments that enable every young person, regardless of background, to thrive and achieve their full potential.
Unlocking potential: Why adolescence matters
Pathways out of poverty and disadvantage are shaped by interconnected factors that emerge at key life stages, with adolescence being one of the most critical. It’s a time of immense growth and potential, where the quality of a school environment can have a measurable impact on brain development.
When young people’s learning is well supported during this period, it can significantly impact their trajectory and enhance their ability to thrive. A good education opens doors to higher-paying jobs, better health outcomes, and increased social and civic engagement, all of which contribute to long-term personal and economic stability.
Who benefits most?
Young people experiencing economic instability or social exclusion will benefit most. It is important to note that young people may be represented across both cohorts, as disadvantage is inherently complex and can be compounded by a multitude of circumstances, including economic barriers, social exclusion, diverse needs, and systemic inequities that intersect and exacerbate their challenges.
Young people experiencing economic instability
This includes young individuals facing challenges related to financial resources and support, impacting their educational opportunities and outcomes.
Key groups include:
- Learners from low socio-economic status (SES) backgrounds.
- Learners in rural, regional, or urban low-SES areas, where location limits access to quality education.
- Those with diverse needs, such as neurodiversity, mental health challenges, disabilities, and trauma, where economic barriers further complicate their access to support services.
Young people experiencing social exclusion
This encompasses young individuals marginalised due to their backgrounds, identities, or circumstances, resulting in barriers to social participation and educational success.
Key groups include:
- Learners from culturally and linguistically diverse (CALD) backgrounds, including migrants and refugees.
- First Nations learners, who face systemic challenges stemming from colonisation and a lack of culturally safe educational environments.
- Learners in alternative or non-mainstream settings, such as out-of-home care or juvenile justice, where social exclusion compounds educational disadvantages.
“The system that we have now has been in place for hundreds of years. And you know, it’s not really doing a great job for a lot of people, particularly First Nations. So I don’t think we can expect to change it in a day. You know, if we want to do it properly, and if we want to have an education system that is empowering for all students and all learners.”
– Samara, First Nations Charter Project
How systems thinking unlocks the power of education
Changing the Australian education system is challenging, due to its decentralised structure and diverse priorities among stakeholders. With two levels of government, thousands of schools, various school systems, and seven jurisdictions each with unique priorities, curriculum and assessments, no single authority holds control over the system. Instead, it has evolved over time, shaped by shifting demands and politicised contexts rather than cohesive design. It is young people experiencing social exclusion and economic security who are most impacted by a system that does not first consider their needs or potential.
At Learning Creates Australia, we use systems thinking to guide our approach because it enables us to address root causes rather than merely symptoms of this complex problem and to consider those who the system needs to work the hardest for. If there were a simple solution, it would have been implemented already. Systems thinking recognises that achieving meaningful change requires engaging at all levels – by addressing policies, narratives, practices and deeply held beliefs that collectively shape educational outcomes.
Through our work, we bring together over 3,000 young people, educators, school leaders, policymakers, and organisations from philanthropy to tertiary institutions. By aligning these diverse voices, we are catalysing shifts toward a more equitable and just Australian education system.
