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This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children (M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children's psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.

Vocational decisions made at school have significant long term impacts on young people's life chances, their opportunities for securing decent jobs and economic growth for themselves, their families and communities. In the short term, their aspirations dictate the decisions they make about educational pathways in post-compulsory years of schooling and vocational and higher education. For young people from already marginalised backgrounds, the quality of support they have in making these decisions is crucially important. This paper examines a rapidly expanding vocational education program specifically designed for students with refugee backgrounds that was codeveloped between a state education authority and a community service provider in Sydney, Australia. Through an ecological understanding of individuals as nested within interrelated networks, this paper explores the perspectives of stakeholders ranging from the educators, careers teachers, employers, civic partners, and, crucially, the young people themselves in order to determine whether and through what means key program elements meet the needs of students from a refugee background and where gaps in the program ecology need to be addressed.

Purpose: School climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy. Design/methodology/approach: The inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism. Findings: School climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy. Originality/value: This inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.

Understanding the school nurse's experience in human papillomavirus (HPV) vaccine promotion can reduce vaccine disparities. HPV vaccination is critical to cancer prevention. Despite the importance of the school nurse in vaccine promotion, there is a lack of understanding. This article aims to examine the knowledge, attitude, experience, and role of school nurses related to HPV vaccination and promotion in school settings. A systematic search for school nurses and their experiences related to HPV vaccination was conducted. A thematic synthesis was undertaken using the socioecological model. This review highlights the complexity of HPV vaccine promotion in schools over time. Multilevel factors impact nursing practice. Nurses have good vaccine knowledge and positive attitudes. Poor workflow processes, competing demands, and vaccine communication challenge school nurses. The themes that were synthesized informed the LEADS model. With the support of school nurses, reaching the goal of eliminating cervical cancer as a public health problem is possible.

Compelling international evidence illustrates the potential of reading for pleasure for enhancing student reading achievement along with other learning and wellbeing outcomes. Yet profound challenges exist for nations seeking to encompass attention to students' volitional reading. In this paper we critically review the growing research evidence in this area by drawing systematically on cognitive psychological studies of reading attainment and motivation, educational studies of classroom practice, and the work of literary scholars and medical professionals. We consider and critique the methodologies deployed and read between the lines, exposing contradictions and complexities across this interdisciplinary field before considering the demands of operationalising this agenda in education. Through a dual focus on England and Australia, where, exemplifying international trends, young people's voluntary reading continues to decline, we examine difficulties and dilemmas which play out in policy and practice contexts. Our points of commonality and comparison surface key issues for consideration in countries working to reconcile the push and pull of performativity and reading for pleasure agendas in order to nurture children's volitional reading. To conclude, we examine ways forward for research, policy and practice which deserve increased global attention, and offer future-focused recommendations to advance this significant social justice agenda.

International literature has recognised the importance of education research with Pacific learners. In an Australian context, the early years learning framework for Australia and the Australian curriculum emphasise that education sectors should work towards cultivating respect for cultural diversity and to develop intercultural understanding and intercultural capabilities. As such, the call to better understand the cultural complexities that underpins Pacific learners and their interactions with educational processes remains pertinent. This scoping review offers an important synthesis of empirical research on the educational successes and challenges of Pacific learners in Australian educational settings from 2010 to 2021. While this study offers critical insights for teacher education and research, the findings also revealed paucities in education research with Pacific learners. Thereby, propositions for future and ongoing education research with Pacific learners in Australia are offered in this article.

Driven by the focus on standardised assessment and performance-driven accountability, a considerable body of literature has documented differences in students' academic achievement across school sectors, both internationally and in Australia. However, few studies have to date explored the potential mechanisms underlying such differences, particularly through the lens of school climate and student engagement. And despite extensive literature on school climate and student engagement, including their relationships with achievement, the differences in these patterns across school sectors remain under-studied. In this paper, we leverage nationally representative data from a large-scale longitudinal survey in Australia with linked administrative data on student achievement to reveal different patterns of school climate and student engagement across government, Catholic and independent sectors. Employing multivariable regression analyses, we identify unique school climate and student engagement facets that are associated with improved achievement in each of these sectors, offering important pointers for educational policies.

Allied health new graduates are entering private practice in increasing numbers despite limited opportunity to experience this setting during training. Exploring strategies used to host students may provide insight into how students can be integrated into practice whilst minimizing disruption to staff, clients, and service delivery. This study aimed to explore actual and potential strategies to integrate students into private practice organizations from the perspective of practices who currently, have previously, and who have never hosted allied health students (n=26) and university clinical education coordinators (n=13). Four themes were generated that encompassed key strategies in hosting allied health students. Allied health private practices and clinical placement coordinators use a range of strategies to integrate students, centering on supporting involvement in client care and steps to minimize disruption to service delivery. Consideration of such strategies may provide avenues for future practice-university partnerships, thereby increasing placement capacity in this sector.

Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their practice and relationships and insight into alternate ways of responding. While recommendations in the trauma-informed education literature emphasise the need for schools to support teachers in this deeply reflective work, it is rarely included in implementation practices. This study trials a form of critical reflection, the Reflective Circle Education Model (RCEM), with a group of six teachers in a school in Victoria Australia over a school year. Teacher perspectives on the value of the RECM model to support trauma-informed practice are then discussed.

Young Aboriginal and Torres Strait Islander or Indigenous Australians experience pervasive marginalisation. Indigenous youth leadership programmes are often positioned as ameans of empowering such young people by encouraging and enabling their participation in their communities as well as, by extension, wider social and political contexts. This paper uses a social ecologies lens to highlight the inherent relationality of such programmes, drawing on the data emerging from the evaluation of one specific initiative. It suggests that local social ecologies play a key role in determining young people's relationship to their communities and wider political processes, but it also raises the question of whether "feeling" empowered to participate or lead is the same as "being" empowered. It highlights the ways in which educational efforts to foster Indigenous young people's participation and leadership are informed and constituted by interrelated, interwoven and interdependent factors that include historical and contemporary racialisation and racism.

A deeper understanding of how teachers bridge cultural differences in teacher-student relationships provides insights into the cultural, social and emotional capabilities needed in teachers. This phenomenographic study investigated the experiences and conceptions of Anglophonic Western trained teachers who worked in non-Western institutions with the aim of understanding how teachers working in cross-cultural contexts bridge cultural differences to engage students in learning. Findings show that teacher humility and compassion were antecedents to confidence in students. Further, findings reveal a need for systems administrators and teacher educators to make investments into teachers' and pre-service teachers' cultural, social and emotional capabilities for the sake of student confidence and engagement in learning. The study further revealed that student confidence is often evidence of a teacher's cultural capability.

Striking a balance between being a parent and being a student can place heavy demands on time and energy. Many students who are parents have employment obligations and financial concerns which create additional barriers to success. Despite these difficulties, institutional support for students who are parents is often limited. Common challenges include accessing adequate on-campus childcare and parenting rooms, and scheduling study around care commitments. A distinct recognition of student parents has been largely missing from the Australian student equity space. To address this gap, we captured the first-hand accounts of 578 student parents through a national survey of their motivations, challenges, and strengths. Findings are analysed within the four stages of the Critical Interventions Framework--pre-access, access, participation, and attainment/transition out. Our article recommends new avenues of intervention to foster the success of student parents.

Purpose: There is a significant volume of literature relating to the mentoring needs of new principals and vice/deputy principals, but little is known about the mentoring needs of recently appointed middle leaders in an educational setting. This study explored the mentoring needs of five female middle leaders at a K-12 case study school of 550 students in Perth, Australia. Design/methodology/approach: Each participant had three mentoring sessions, followed by a semi-structured interview using open-ended questions to provide data on the participants' mentoring needs. The research was framed within an interpretive phenomenology paradigm that focussed on the participants' perceived experiences and how they then interpreted these experiences. One of the researchers was active in this research, acting as the mentor (Neubauer "et al.," 2019; Smith and Osborn, 2021). Findings: The findings of this study revealed the importance of the mentor being a "critical friend". In addition, the participants referred to leadership identity, leadership from the middle, managing relationships and gender as other important mentoring needs. Originality/value: This empirical study contributes original findings on the mentoring needs of a previously neglected group of educational leaders who provide an essential bridge between classroom practitioners and senior leadership in Australian schools. This study is unique because it links these mentoring needs to the practice architectures, factors at the case study school that either constrained or enabled middle leading (Kemmis "et al.," 2014).

This paper reports on a study which focused on surveying children and young people (aged 4 to 17) regarding their experiences of childhood, schooling, family, and community. Participants focused on the importance of their connections to fellow children and young people, their families, and their educators. They identified ways for adults to care for them and to create connectedness and belonging whether at home or school. Participants also spoke to the value of their voices and views, and expressed a desire to be respected and recognised, whether on a personal level or with reference to broader systems such as government. Throughout the study, participants expressed appreciation regarding the opportunity to engage in research that explicitly focused on seeking and honouring their voices and views. For instance, one secondary-aged student stated, "Children can make a difference by sharing their perspective and expressing the way the world feels to them." Recommendations are posed which have heightened relevance for educators, school leaders, and parents/carers. These relate to school culture, learning and teaching, caring for children, and relating to children.

The importance of preparing teachers to support the cognitive, social, and emotional success of students with migrant, refugee and asylum seeker backgrounds cannot be overstated. It is a universal concern. The recommendation presented are based on evidence provided by teachers and executive staff of one school with a reputation for exemplary practices in supporting the students, parents and wider communities of migrants, refugees, and asylum seekers as part of a larger qualitative study. The information provided by the teacher participants illustrated the incorporation of a critical foundation of reflection and reflexivity. The specific content in professional learning includes knowledge of the neuroscience of trauma and its potential impact on learning, the importance of language for integration and criticality of retaining heritage culture and customs in identity formation, developing critical capacity and professional experiences are not discrete, but are interpolated into an overall perspective that reflects the deliberate, focused development of the capacity for radical empathy. Distinct from other types of empathy, radical empathy requires not only practice and purposefulness but a deep critical knowledge and acceptance of self. It demands judicious examination of the deeply held attitudes, values and beliefs that are held by individuals preparing to support these students.

Teacher mental health and wellbeing is neglected in policy relative to student mental health and wellbeing. Yet there are ongoing concerns around teachers' stress levels and their impact on students and teacher shortages. Through a desk-based literature review relevant literature, current reports and statistics were examined to ascertain definitions and understandings of wellbeing and mental health suitable for teachers. The study then examined the importance of teacher mental health and wellbeing, rates and causes of teacher stress and burnout and factors that could support enhancing teacher mental health and wellbeing. Mental health and wellbeing are both complex concepts to define, but the current state of teacher mental health and wellbeing in Australia is of concern. There are protective factors that can support teachers' mental health and wellbeing, especially whole school approaches that embed the mental health and wellbeing of students, staff and community.

In this conceptual paper, we explore the opportunities and challenges that translanguaging may provide for students from Australian Aboriginal backgrounds and their teachers. We use examples taken from Australian Aboriginal students who may speak Standard Australian English, Australian Aboriginal English, creoles (Kriol being the common one across the north of Australia) and traditional languages (e.g. Kija, Martu). We begin by examining the concept of translanguaging and show how Australian Aboriginal students can move fluidly between their various linguistic resources, dialects and repertoires to make meaning, express their thoughts, understandings and feelings, create their identities, and do so in often playful and creative ways. The principles of fair and valid assessment are explored and the role that translanguaging can fulfil for assessment purposes is considered. We also document some of the social, cultural and linguistic biases that underpin aspects of assessment, and make suggestions for improvement. In particular, we examine how teachers could approach assessment so that students with Aboriginal backgrounds are able to draw on their full linguistic repertoire and, in this way, address the issues surrounding discriminatory assessment practices that are founded on monolingual mindsets. We also take up the gauntlet to 'stop measuring black kids with a white stick' and seek positive and embracing ways for all students with Aboriginal backgrounds to engage in assessment practices.

Both government reports and academic literature concur in claiming that the low standing of vocational education and training (VET) and the occupations it serves in the community is a major problem for increasing the engagement in this educational sector in an era of high aspiration. An initial analysis from a project capturing school students, school teachers and parents' perspectives of what informs young people's post-school choices found parents and teachers were key. Yet they often lacked informed and impartial exposure to or advice about VET and the occupations it serves. To identify whether this lack of familiarity was a key basis for shaping decision-making away from VET, a further analysis was undertaken drawing on the perspectives of vocational educators. That analysis showed, however, that exposure to VET and the occupations it serves does not, of itself, mean that the person providing advice is any more informed about or inherently encouraging of young people to engage in VET. Instead, vocational educators' perspectives were more aligned with those of school teachers and parents of school-aged children than those of school students. The key finding here is that rather than relying upon the contributions that arise to engagement with familiars (i.e. parents and teachers), a process approach is required to provide impartial and comprehensive advice about and experiences with diverse post-school pathways and occupations to young people and to have mechanisms that allow their capacities, interests, and aspirations to be engaged with this advice.

This study explored Master of Teaching pre-service teachers' (PSTs') feelings of comfort and more broadly, their emotional experience as they prepare to work in classrooms with LGBTIQ students. Within the context of a broader mixed methods research project, PSTs were surveyed, and data were combined with a focus group (total participants n = 42). This paper reports on the qualitative data collected. Theoretically, Vygotsky's cultural-historical approach was used to elicit information about the PSTs' emotional experience (perezhivanie). Important findings indicate that PSTs' past experiences influence their understanding of LGBTIQ content and their willingness to transform their developing pedagogy. Systemic tensions around language and context contributed to challenging emotional experiences when PSTs were unable to mitigate the issues. It is argued that comfort is an initial starting point, but "perezhivanie" provides a lens to examine and support a broader understanding of the institutional structures which constrain PSTs when working with LGBTIQ students.

Children's right to participate, at least in rhetoric, is well recognised, but what this means and the associated benefits in schools are less clear. This article synthesises findings of a large mixed-methods Australian study comprising policy analysis, qualitative interviews with students, teachers and policymakers, and the development of a Student Participation Scale, which was then used in a student survey to explore associations between participation and wellbeing. The study found that particular elements of participation (choice, influence and working together -- but not 'voice') were strongly associated with greater wellbeing, both as a direct link and one mediated by intersubjective 'recognition' (relationships founded on reciprocal respect, valuing and care of others). The findings have considerable implications for both policy and practice in clarifying how participation is understood, practised and progressed in different 'spaces' in schools, as well as identifying the cultural conditions necessary for simultaneously fostering both participation "and" wellbeing.

This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

Aboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and young people to overcome their adversity and achieve their potential at school. This article reviews the literature and frameworks on school programs designed for Aboriginal and Torres Strait Islander students who have experienced trauma. The key aspects of trauma-informed programs in schools for Aboriginal and Torres Strait Islander students is explored and recommendations made for further research and greater acknowledgement of cultural and historical issues for Aboriginal and Torres Strait Islander students when implementing culturally informed and trauma-informed practices in schools.

Purpose: In a classroom, the teacher and other students play an important role in regulating individual and group learning. However, the sudden shift to remote and online learning, as a result of social isolation during COVID-19, has created a social disconnect, making these immediate regulatory supports less accessible. A need was identified for strategies to support collaborative learning regulation when learning remotely and online. Design/methodology/approach: Drawing on models of self-, co, and socially shared learning regulation, a series of resources were developed for students, teachers and parents to support effective online collaborative learning. These strategies embedded evidence-based principles of learning drawn from the learning sciences, including elaboration, retrieval, dual coding and concrete examples. Findings: A set of ten student resources have been developed, accompanied by supporting information and strategies for teachers and families. These resources have been shared with schools across Australia. Originality/value: These evidence-based strategies are valuable, as they are addressing an identified urgent community need. Based on the science of learning, these strategies are original in synthesising effective learning techniques with the three forms of learning regulation to encourage student connection and collaboration in online and remote learning.

How to create compassionate schools able to engage constructively with death, dying and bereavement in a rural Western educational context was the focus of this research. Grounded theory and a social constructionist lens were used to gain an in-depth exploration of people's experiences of bereavement, death and dying in the context of their school community. Reflexivity combined with critical social theory deepened participants' reflections on how their perceptions are influenced by their social and specific school experience and how they and others may influence these in turn. Twenty-three participants including principals, teachers, parents and students were interviewed. All participants resided in a primary school community setting at the time of the bereavement and had been bereaved of a close friend or a family member (post six months and up to six years). Interviews were semi-structured and included questions about the participants' experiences, unearthing their assumptions and ideas about engaging constructively with death, dying and bereavement. In accordance with grounded theory, analysis and interviews ran simultaneously so that as interviews were being conducted, analysis was occurring, and categories were emerging. New questions were prepared to further investigate participants' main concerns, ways of thinking and how society and culture may influence the understanding of death, dying and bereavement in a school community. Finally, we argue that school communities need to explicitly discuss community members' experiences and preferences for changes in attitudes as well as practical strategies. Empowered schools could then actively navigate the taboo nature of death, dying and bereavement.

This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy. (Contains 2 endnotes.)

There are well documented concerns with the imposition of high stakes testing into the fabric of school education, and there is now an increasing focus on how such tests impact children's "well-being." This can be witnessed in reports in the popular news media, where discussion of these impacts frequently refer to "stress" and "anxiety." Yet, there is no work that is able to tell us about what is happening in the bodies of the teachers and children who are living this schooling in the day-to-day; whether this is best considered through the languages of "stress"; or what the implications--emotional, educational, embodied--of these experiences might be. This paper develops a transdisciplinary approach that brings social and biological accounts together in order to address the "more-than-social" of the emotionality of childhood and schooling. We seek out opportunities for transdisciplinary connectivity and for new ways of seeing and knowing about learning. We consider what these ways of seeing and knowing might offer to education.

This article describes the application of Bakhtin's (1981, 1986a,b) theorisation of language as dialogue to the study of young students' struggle with discourses of ethnicity within the context of a Studies of Asia curriculum project (Hamston 2003). Bakhtin's rich conceptualisation of the productive and ethical nature of dialogue has operated at all levels in this study as a theoretical, pedagogical, methodological and analytic research construct. It is hoped that the description of the research provided here contributes to the field of discourse-based research in several key ways. First and foremost, the model of dialogic pedagogy central to the research was informed by Bakhtin's (1981, 1986a,b) belief in the moral responsibility of language and thus resonated with the need in complex and changing global and local conditions for education as "good work" (Carlson 1997a,b, 2002, Gardner et al. 1999, Luke & Carpenter 2003, Willinsky, 1998). As researcher/teacher in this study, I situated at the centre of the research the kinds of questions that relate to what Weis and Fine (2003) define as issues of power, privilege, standpoint, knowledge and difference. Secondly, the dialogic nature of the data collected over time allowed for a nuanced and complex portrait of the key research participants' "ideological becoming" (Bakhtin 1981) and brought to the fore the different social "voices" that they chose to speak through. Finally, the location of discourses in the students' spoken and embodied language through a fine-grained linguistic analysis resonated with Bakhtin's (1986a) call for a profound understanding of language. (Contains 3 endnotes.)

This paper examines reading achievement when the maternal/paternal language has become a de facto second language. The performance of a cohort of Greek-Australian high school students (N = 270) on a diagnostic Greek reading test was significantly below that of pupils in second to fourth grades in Greece. The mean item difficulty for Greek-Australian high school students was 0.35 compared with 0.51 for second grade, 0.69 for third grade and 0.80 for fourth grade pupils in Greece. The pattern of responding indicated that the Rasch model fitted the data. The effects of background factors were also examined. Students whose mother or father spoke Greek had statistically significant higher levels of ability than those who spoke Greek and English or English alone. It was also found that the length of the key words (correct responses) had a large effect on the difficulty of the questions; the longer the key word, the more difficult the question was. The implications of the results for assessment of reading in and the acquisition of an ethnic or second language are discussed. (Contains 3 tables and 4 figures.)

Recent media and policy focus in remote Aboriginal education has turned to boarding schools. The general rhetoric is that boarding schools will allow Indigenous Australian students to have access to quality education and to learn to "walk in two worlds". However, to date, there has been very little exploration of the lived experiences of Indigenous boarding schools, either from broader political and sociological perspectives, or from the schools themselves. Furthermore, understanding of how the residential side of boarding constructs the use of time and presents educational and social development opportunities is lacking. This paper aims to begin to address this, by presenting the goals and intended outcomes of a residential program for remote central Australian Aboriginal students. Through analysis of 17 semistructured interviews with residence staff, this paper identifies the two overarching goals of the program, as well as the more specific learning outcomes from which the program expects its students to benefit. The research presented is preliminary data that forms part of a broader PhD study of postboarding school expectations and outcomes for remote Aboriginal students, their families, and their communities.

Since 2009, all Australian states require young people to be "earning or learning" until age 17. Secondary schools and vocational colleges now accommodate students for whom the conventional academic pathways of the past were not designed. The paper reflects on a project designed to explore the moral orders in these institutional settings for managing such students in extended compulsory schooling. Originally designed as classroom ethnographies, the project involved observations over three to four weeks and interviews with teachers and students in five sites in towns experiencing high youth unemployment. The project aimed to support teachers to work productively in such classrooms with such students, under the assumption that teachers orchestrate classroom interactions. However, it became clear events in these classrooms were being shaped by relations and parties above and beyond the classroom, as much as by those present. Teachers and students were observed to both comply with, and push against, the layers of policy and institutional processes regulating their behaviours. This paper re-thinks the original project through the gaze and resources of institutional ethnography, to better account for the layers of accountabilities and documentation practices that impacted on both teacher and student behaviours. By tracing the extended webs of "ruling relations", it shows both how teachers and students could make trouble for the institutional moral order, and then be held accountable for this trouble.