With a little help from my school: stories of support for unqualified teachers in Australia

The increasing reliance on unqualified teachers to fill workforce gaps in education presents both challenges and opportunities. Positioned as boundary-crossing agents between universities and schools, these individuals occupy complex dual roles as both students and teachers. However, unlike graduate teachers, they often lack access to the support structures and working conditions necessary for success. This paper investigates the lived experiences of a cohort of unqualified teachers, highlighting the tensions they face and the critical need for tailored support mechanisms. Drawing on these insights, the paper advocates for a collaborative approach involving all stakeholders to ensure sustainable and effective support for these emerging professionals.