Policy Context

Self-reported academic attainment reflects a student’s perception of doing “well or very well” in school and is a key indicator of their engagement in learning. In Australia, this subjective measure complements objective data such as NAPLAN results to provide a holistic view of student success.¹,³ This is important because a student’s belief in their own success often shapes their effort, attitudes and broader development.²

Emerging research highlights that students’ poorer perceptions of their school attainment can act as an early warning sign of disengagement, often appearing well before declines in actual attendance or academic performance.⁴ By measuring whether students feel they are doing well in school, teaching staff can identify cohorts at risk earlier and implement preventative action. Students’ motivation and engagement is strengthened when schools foster environments that supports both learning and emotional development.¹ Parental engagement also plays a key role in fostering children’s confidence and capability.¹ Therefore, fostering a sense of academic competence can be seen as a preventative strategy, helping ensure that students remain engaged in learning and supported well before educational risks emerge.