A public school teacher, John Kermond, has stated that the increase in applications for special examination arrangements (SEAs) is not evidence of a “private school rort”, but rather a result of the lingering effects of the COVID-19 pandemic on students across the education system. More than half of the applications, totaling 5603, cited mental health impairments, which is more than two-and-a-half times higher than pre-pandemic levels. Kermond believes that the current Year-12s were in lower secondary school during the lockdowns and are still experiencing the detrimental effects, leading to an increase in SEAs.
The Victorian Curriculum and Assessment Authority (VCAA) has “streamlined” the evidence requirements for SEAs, attributing the surge in numbers to greater awareness among parents, teachers, and students that help is available during exam time. The VCAA also noted that improved understanding of mental health and other medical issues has resulted in more students applying for exemptions. Additionally, there is less stigma associated with students disclosing their health issues or personal circumstances, contributing to the rise in applications for SEAs. This data was outlined in the report on last year’s special arrangements figures.
Kermond, who has been critical of certain aspects of the VCE delivery, pointed out that SEAs have also increased in the public education sector, indicating that it is not solely a phenomenon in private schools. He emphasized the ongoing impact of school closures and pandemic lockdowns on students’ resilience and social skills. Kermond believes that the lack of these skills exhibited by many students could become the new normal that educational institutions have to adapt to in the coming years.
Another educator, O’Shannassy, highlighted that there is a growing awareness of mental health issues among schools, teachers, and parents, which could be driving the rise in SEAs. He suggested that in the independent sector, where schools are more likely to be focused on maximizing student performance and their ATAR profile, teachers may be more inclined to seek special examination arrangements for students in need of extra support. O’Shannassy also mentioned that private schools, especially in lower-socioeconomic areas, may prioritize ATAR scores more than government schools, potentially leading to a higher demand for SEAs in those institutions.
In conclusion, the surge in applications for special examination arrangements is attributed to various factors, including the lasting impact of the COVID-19 pandemic on students’ mental health and academic performance. There is a greater awareness of the availability of assistance during exams, as well as reduced stigma surrounding disclosing health issues or personal circumstances. Educators like John Kermond and O’Shannassy believe that the effects of lockdowns and school closures have created long-term challenges for students, impacting their resilience and social skills. It is important for schools and educational authorities to address these issues and provide necessary support to ensure students can perform to the best of their abilities.
