Australia’s reading and maths results are at an ‘all-time low’ – but there’s more to the story

Australia's latest results from the Programme for International Student Assessment (PISA) have drawn attention to concerns about the country's academic performance. While headlines suggest a "plunge" and "all-time low" in results, a closer examination reveals more nuanced insights.

PISA assesses 15-year-olds' skills in reading, mathematics, and science across 91 OECD countries every three years. Australia participated in the 2025 survey, with 766 schools and 14,658 students contributing to the data. Despite the alarmist headlines, Australian students continued to perform above the OECD average in all three domains.

In reading, Australian students scored an average of 491 points, compared to the OECD average of 461. In mathematics, Australian students scored 478, compared to the OECD average of 463. Their science scores remained stable at 509, surpassing the OECD average of 482. Australian students also excelled in problem-solving using technology, scoring 532, well above the OECD average of 500.

However, the report also reveals declines in Australian students' reading and mathematics scores since 2003. Despite this, it's important to note that these trends are not unique to Australia, with global scores declining across OECD countries as well.

One potential factor cited for these declines is excessive screen time in schools. Federal Education Minister Jason Clare attributes the drop to too much screen time. The OECD has also suggested that digital devices might have impacted global reading skills, though this remains a suggestion and requires further research.

Another concern is the noise and disorder in Australian classrooms, with 41% of students reporting noise as a disruption in science lessons compared to the OECD average of 31%. Additionally, 34% of Australian students indicated that their peers often didn't listen to the teacher during these lessons.

Despite these challenges, the PISA report highlights positive aspects of Australian schools. A majority of students find their teachers caring and supportive, with 79% reporting that their teacher shows interest in all students' learning in science lessons. Furthermore, 80% of students believe their teachers offer extra help when needed.

As Australia reflects on these results, it's crucial to remember that the numbers represent only a starting point. Further research and dialogue with students and teachers are essential to understand the full story, identify areas of success, and determine the necessary steps to improve learning and teaching.