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On 28 August 2025, AERO hosted a public webinar exploring findings from its recent report into how long it takes to learn English while learning the curriculum.

Since publishing our guidance on a multi-tiered system of supports (MTSS) for lower secondary schools in mid-2024, we've received many questions from primary school teachers and leaders seeking clarity on how MTSS applies to younger students. This article addresses those questions, bridging the gap between our existing secondary-focused resources and the needs of primary schools.

Our new research found it can take many years for students to develop the English language skills they need.

This project investigated how long it takes Australian students learning English as an additional language (EAL) to develop the level of English required to equitably participate in curriculum learning.

This research summary describes an AERO research project that explored how long it takes Australian students learning English as an additional language (EAL) to develop the English language skills necessary to participate equitably in curriculum learning.

This report presents research into how long it takes students in New South Wales government schools learning English as an additional language to develop the level of English required to equitably participate in curriculum learning.

This practice guide will help teachers understand their role in supporting a multi-tiered system of supports.

In this article, Adam Inder discusses a new suite of resources to help school leaders and teachers use a multi-tiered system of supports with students in Years 7 to 9 who are struggling with foundational literacy and numeracy skills.

Staff at Parramatta Marist High School (NSW), Como Secondary College (WA), Parafield Gardens High School (SA) and East Loddon P–12 College (Vic) discuss how they select staff and deliver training to support an MTSS framework aligned with AERO’s guidance.

This practice guide explains how to select and manage targeted reading interventions to support students struggling with foundational reading skills. It’s the fourth part of a series of guidance created in partnership with DSF.

This practice guide explains how to select and administer student reading assessments in an MTSS approach, including identifying important criteria when choosing reading assessments. It’s the third part of a series of guidance created in partnership with DSF.