John Chappell: School’s only ‘broken’ if you’re indigenous, poor, or remote

The release of the 2025 NAPLAN results has reignited public debate over the health of our schools, with headlines declaring a “broad failure” of Australia’s education system. While it’s true that roughly one-in-three students either need additional support or are still developing their skills in numeracy and literacy, the real story lies beneath the surface. When we dig into the data, a clear pattern emerges. Students who are struggling are more likely to be Indigenous, live outside of a major city, or come from a lower socio-economic background. The gap between Indigenous students and non-Indigenous students’ results is especially alarming. In WA, 44 per cent of Indigenous Year 3 students need additional support in maths, compared to 8.8 per cent of their non-Indigenous peers. Less than 1 per cent of Indigenous kids are exceeding in Year 3 maths. Where you live in WA also matters, with regional and remote students more likely to struggle than those in Perth and major cities. The data shows that students from lower socio-economic backgrounds are less likely to excel. Just 2.9 per cent of Australian children with an unemployed parent are exceeding in Year 3 maths, compared to 17.1 per cent of children who have a parent with a degree. Meanwhile, students in higher-income urban schools are performing well and, in many cases, are improving year on year. Australia-wide we have seen improved results for numeracy and reading, compared to 2024 results. And in WA, Year 9s scored above the national average in all areas. This isn’t a system-wide failure. It’s a failure to address entrenched social inequity. Our teachers and schools are doing extraordinary work, often under immense pressure. Will teachers benefit from additional professional development? Absolutely. We should invest in this. We all need extra development, no matter what our job is. However, schools alone cannot close the gap when broader structural issues persist. Educational outcomes are shaped long before a child steps into a classroom. They are influenced daily by housing, income, health, and community support. Research shows that disadvantaged schools are more likely to experience issues with student behaviour such as missing classes, as well as teacher shortages and a lack of teaching resources. Used well, NAPLAN can highlight where targeted interventions are most needed. However, sweeping statements that our system is “broken” risk undermining trust in public education and demoralising the very professionals working to make a difference. If we are serious about lifting outcomes, we must go beyond test scores and invest in a more equitable future that recognises that a child’s postcode should not determine their potential. When we invest in social equity, through better housing, accessible health care, community support services, and stable family incomes, the benefits extend far beyond the classroom. Education outcomes improve, but so do health indicators, employment prospects and community safety. Addressing disadvantage and building social capital is not just the right thing to do, but a long-term investment in the future wellbeing and productivity of our entire community. Dr John Chappell is the chief executive officer at Scitech

John Chappell: School’s only ‘broken’ if you’re indigenous, poor, or remote

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