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Members across the non-government sector would be familiar with the Nationally Consistent Collection of Data (NCCD) process, a national approach to gathering consistent information about school students with disability across Australia. At its core, the process is designed to build an accurate picture of how students with disability are supported in everyday classroom environments. It captures data on students who receive adjustments so they can access education on the same basis as their peers without disability.

Members consistently tell us that they understand the importance of the NCCD in securing the funding essential to supporting students with disability. There is broad recognition across the sector that accurate data plays a vital role in ensuring resources are directed where they are most needed. However, this understanding is increasingly overshadowed by concerns about workload.

Over time, the cumulative administrative demands associated with the process have become unsustainable, contributing to rising levels of teacher burnout.

Rather than strengthening inclusive education, these pressures risk undermining the very aims of the process by drawing teachers away from their core work — supporting students in the classroom.

Members will recall that throughout 2021 the IEU worked collaboratively with the Australian Government Department of Education to develop a NCCD Evidence Requirements Fact Sheet (the Fact Sheet) to address these concerns. The purpose of the Fact Sheet was twofold: to clearly articulate the evidence required for compliance, and to explicitly identify practices and documentation that were excessive, duplicative or unnecessary. Importantly, this guidance empowered teachers and school leaders to distinguish between what was genuinely required and what had emerged through local over-interpretation. In many schools across Australia, the Fact Sheet became a practical tool for reviewing existing practices and eliminating workload intensifiers that added little value to student support.

Despite the positive impact of this guidance, ongoing problems have persisted. During a regularly scheduled meeting with the Australian Government Department of Education last year, it was agreed that an updated version of the Fact Sheet was needed to respond to continuing misinterpretation of certain elements of the NCCD guidelines. These misinterpretations have too often resulted in unnecessary administrative work for teachers. Since that time, regular meetings have been held to collaboratively develop an updated Fact Sheet which retains the clarity and intent of the original, while also addressing specific and recurring issues such as:

• The application of the 10‑week rule,
• the imputation of disability, and,
• expectations around the frequency of monitoring and review of adjustments.

It is hoped that the updated Fact Sheet will be ready for release in Term 2.

Once published, the IEU will provide members with clear information and support to enable its effective use at school level. This will include guidance on reducing burdensome documentation and embedding sustainable practices that are aligned with official requirements. Ultimately, the goal is a restoration of time and professional focus — allowing teachers to return their energy to what they do best: supporting students throughout their learning journey and strengthening truly inclusive education.

If you have examples of where schools, systems or employers have increased requirements, please discuss with your colleagues, raise it at a Sub-Branch meeting and reach out to your IEU Organiser – 8410 0122 or enquiries@ieusa.org.au