What's needed to truly "Deliver for Queensland" schools and TAFE
Queensland Teachers' Journal, Vol 131 No 4, 26 June 2026, page no.5
Before the Crisafulli government delivered its second State Budget, the QTU asked it to consider some key asks aimed at improving the working conditions of state school teachers and school leaders and the learning environments of more than half a million state school students.
We made it clear that the Budget had to provide measures that improve the safety of our members’ workplaces, where learning is supposed to happen every day. We called for more consistent behaviour expectations, resourcing, and consequences so that learning can be maximised and disruptions can be minimised. Most of the initiatives we proposed align to broader government priorities and are low or minimal in cost. The QTU also advocated for a $100 million capital fund to invest in special education facilities and a $74 million state school scholarship fund to address critical vacancies.
The QTU’s broader Budget Submission addressed a wide range of initiatives and proposals, but here are the top five.
1. Amend the Criminal Code Act
Amending the definition of “public officer” under S340 of the Criminal Code Act (1899) to include principals, teachers and other front-line employees working in state schools and TAFE would provide additional legal protection. Perpetrators of violence and aggression in state schools and TAFE would then be subject to serious assault charges that carry higher criminal penalties than those currently available, providing a more appropriate deterrent. By making this simple amendment, the Crisafulli government would be signalling to the broader community that violence in state schools and TAFE will not be tolerated.
2. Developing a statewide charter of expectations
School leaders need clearer guidance on what unacceptable behaviour looks like. They also need to have their service obligations defined, so this can become the foundation of all school disciplinary decisions. Creating consistent standards across all schools will lead to better educational outcomes for students, safer work for teachers, and increased public confidence in the important role state schools play.
3. Safety first assessments
The QTU believes that decision-makers overturning a suspension or exclusion must include a justification on safety grounds, including compliance with employer obligations under the Work Health and Safety Act (2011). This would provide confidence in the decisions made and ensure safe learning environments for all students as the primary obligation of the Department of Education.
4. Provision of specialist special education facilities via a capital fund
A new special education capital fund should be used to redesign and retool the physical learning environment to meet the needs of all students. The QTU congratulates the Crisafulli government on its commitment and delivery of new co-located special schools. A special education capital fund would build upon this commitment and allow schools to consider how specialist infrastructure can be embedded as part of their ongoing master planning processes. Developing flexible and safe learning environments is essential if we are to ensure that the needs of all students can be met. The roll-out of this infrastructure investment would also present a critical opportunity to co-develop, with the profession, a clear framework for reviewing, designing and implementing contemporary special education programs that aligns physical environments with evidence-based practice, workforce capability, and student need. This work should be complemented by a review and modernisation of the department’s Inclusion Policy, to ensure it provides clear, practical guidance that supports improved student outcomes and safe, sustainable learning environments.
5. Development of a Queensland state schools scholarship program
During previous teacher shortages, the Department of Education has offered bonded scholarships to increase the graduate employment pool. The Crisafulli government could complement other teacher attraction incentives by funding 500 free undergraduate education positions with bonded employment for five years post-graduation. The beneficiaries would need to be liable for repaying their tuition fees if they leave state school employment before the five years is up. These positions could be targeted at specific workplaces with ongoing critical teacher shortages.
The recent QTU Safe to Teach – Safe to Learn survey demonstrated the level of concern QTU members have about the challenges they face. These top five Budget priorities directly addressed many of these concerns head on with practical, affordable and deliverable solutions.
The Premier and Education Minister have an opportunity to work in partnership with the QTU to "Deliver for Queensland" in the best way possible, with a well-resourced state school and TAFE system. Then the workers doing the heavy lifting will feel supported by their employer. When safety and resourcing come first, teachers and school leaders are able maximise student outcomes by using the legislative, policy and resourcing levers they have at their disposal to make public education the best it can be and the first choice for parents and carers.