The experiences of regional and rural teachers supporting students on the autism spectrum in their classrooms often differ from those of their metropolitan counterparts. Interventions designed for metropolitan settings may not work the same way in regional and rural classrooms, and teachers outside major centres may encounter challenges in…

Prior research has established the potential for achievement gains from attending smaller classes. However, large statewide class-size reduction (CSR) policies have not been found to consistently realize such gains. A leading explanation for the disappointing performance of CSR policies is that schools are forced to hire additional teachers of…