A recent national survey involving over 370 educators has revealed that students are losing an average of 12 weeks of instructional time each year due to disruptions in the classroom. This alarming statistic aligns with findings from a Senate inquiry and international research indicating rising concerns about behavior in Australian schools.
Education experts are advocating for Australia to undertake a survey on student misbehavior, similar to one conducted in England, to gather essential data for addressing these challenges effectively. The survey highlights that one-third of lesson time is being lost as student misbehavior reaches what is described as “crisis” levels in Australian classrooms.
Blaise Joseph, a former educator and current education director at the Centre for Independent Studies (CIS), which conducted the survey, indicated that teachers reported losing, on average, nine minutes out of every 30-minute teaching session due to inappropriate behavior from students. “The term ‘crisis’ is not to be taken lightly,” Joseph stated, emphasizing that losing nearly a third of teaching time to such disruptions is significant enough to justify the term.
These findings emerge shortly after national NAPLAN testing revealed that one-third of Australian students are not meeting literacy and numeracy standards. “This equates to around 12 weeks of learning lost annually. In schools with particularly disruptive behavior, the losses could be even greater,” Joseph noted.
Joseph characterized the misbehavior as often being “low level,” which includes any actions that interrupt the learning process and hinder teachers from delivering lessons. He expressed concern that this ongoing disruption is exhausting for educators and adversely affects their mental health. “One in ten teachers reported that student misbehavior had a significant negative impact on their health and well-being in the past week,” he added.
The survey indicated that female teachers were more likely to report losing teaching time due to student misbehavior and were twice as likely to feel that it significantly affected their health and well-being. Joseph noted that there has been a growing body of anecdotal evidence suggesting that female educators are particularly targeted by misogynistic behavior from students. “While we cannot establish a direct correlation, this aligns with ongoing concerns,” he stated.
Although education departments restrict teachers from discussing these issues with the media, one male teacher, who chose to remain anonymous, supported these observations. “I believe there is an increase in misogyny,” he remarked, recalling experiences in high schools where he overheard students discussing female teachers and echoing harmful rhetoric.
The topic of misogyny in educational settings was also addressed in a recent survey conducted by Monash University, which found that 78 percent of teachers had witnessed or experienced sexism or misogyny at school, with one-third reporting such behavior occurring frequently.
In recent weeks, incidents involving male students from two private schools in Sydney charged with sexual assault against female classmates have further highlighted these concerns.
The findings from the CIS survey are consistent with data from the Programme for International Student Assessment (PISA), which is conducted every three years among 15-year-olds worldwide. In 2022, approximately 42 percent of Australian students reported experiencing noise and disorder in their math classes, surpassing the OECD average of 30 percent. Similar trends were noted in previous assessments in 2015 and 2018.
Moreover, data from the Australian Institute for Teaching and School Leadership (AITSL) reveals a significant increase in the number of teachers considering leaving the profession due to student behavior, rising from 25 percent in 2020 to 47 percent in 2024. A Senate inquiry conducted in 2024 also identified classroom disruption as a significant and escalating issue that negatively impacts learning and the teaching workforce.
In response to the report released earlier this year, the government acknowledged the findings and expressed commitment to addressing the nine recommendations proposed.
Joseph has called for prioritizing student misbehavior as an urgent national education issue, advocating for a curriculum focused on teaching better classroom conduct, as well as a national survey of teachers akin to the one in England conducted in 2021. The English survey successfully quantified the problem and led to the implementation of solutions, including establishing a behavior hub where high-performing schools could mentor those facing challenges, alongside comprehensive behavior frameworks to alleviate pressure on teachers.
According to the English survey, an average of seven minutes were lost per half hour of teaching, which is slightly lower than the nine minutes reported in the CIS survey. “Regardless of the perspective taken, it appears that misbehavior is particularly problematic in Australian schools,” Joseph concluded.
Federal Education Minister Jason Clare acknowledged that disruptive behavior is a significant issue hindering student learning. “This report reinforces what many teachers have conveyed to me; managing disruptive behavior is one of the most daunting aspects of their roles,” Clare stated. He emphasized the importance of instilling respect among students for their teachers and peers, as well as fostering a classroom environment conducive to learning.
Clare noted that the government has initiated various reforms, including banning mobile phones in classrooms, enhancing teacher training, and providing additional resources for educators. “The agreements we’ve established with each state and territory aim to address public school funding and include initiatives to boost student engagement,” he added.
