Sally Rippin on advocacy, change, and the future of reading

The Australian Children’s Laureate is a two-year role given to an Australian author or illustrator who is making a significant contribution to children’s literature. As the 2023-2025 Laureate, Sally Rippin is halfway through a term that has already seen some significant developments.

Changing attitudes toward neurodivergent students

Rippin explains that a particularly heartening development has been the increasing commitment to supporting neurodivergent students. “Things have really changed; before, people considered kids with special needs as a really specialised group and believed that someone else would deal with that, but now everyone understands we’re all responsible.”

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The significance of this cultural shift should not be underestimated.

“I’ve been delighted at how many people working with children and young people want to understand how to support our neurodivergent kids. The more people who talk about it, and discuss it, the better – and the more we are forced to create an environment where these kids thrive.” Sally Rippin

Another positive change is the diminishing stigma surrounding alternative ways of enjoying stories—such as audiobooks, and a growing recognition that experiencing stories through listening is just as valuable as reading visually.

“I feel like people are beginning to understand that if children are getting the benefit of hearing stories, then it doesn’t matter how they’re getting it,” Rippin said.

Listening to students

One of the most powerful experiences Sally had was attending a professional development session at a private school. The entire day was dedicated to showing teachers how they can support neurodivergent students. A standout moment was a presentation by a Year 8 student with ADHD who shared firsthand what it was like to navigate school with learning differences.

“Her insights were so profound that when it was my turn to speak, I simply said, ‘You don’t really need to hear from me because this is what you need to do – just listen to your students’.”

This experience reinforced one of Rippin’s key messages: students are the best experts on their own learning experiences, and schools should actively seek their input and create opportunities for them to share their lived experience.

“This was such an incredible experience for these teachers, but I imagine it’s something that could be replicated at all schools,” said Rippin. “If kids are in front of their friends, they don’t want to be put out or made to feel different, but if they’re being invited to educate the educators, then there’s a sense of pride in that.”

Broadening the reach

As a children’s author, Sally Rippin has always been about engaging young readers, but over the past year as Children’s Laureate, her role has expanded significantly.

“I’ve always wanted to reach our most struggling kids and make them feel good about themselves, and let them know they’re perfect as they are, but now I get to talk about that to others as well,” Rippin explained. “As Laureate, I can engage not just with my regular reading audience but also reach the change-makers who can make a lasting impact on the education system.”

A pivotal moment came when Rippin attended a major literacy conference last year, where Victoria’s Education Minister, Ben Carroll, was in attendance. Notably, he stayed for the entire conference, demonstrating a genuine commitment to understanding the challenges and opportunities in literacy education. Also present was American journalist Emily Hanford, known for her groundbreaking podcast Sold a Story, which explores the science of reading and the systemic failures in literacy instruction.

“He listened to the podcast and listened to the experts and that week, he announced a mandate to transition all Victorian schools to the science of reading, which is huge,” Rippins said. “For those who had been lobbying for this change for years, this was an emotional and vindicating moment.”

The challenges of transition

While the mandate is an essential step forward, the transition itself poses challenges. Victoria has historically lagged behind states like New South Wales and Western Australia in implementing phonics-based instruction. Now, as schools prepare for the shift, Rippin said, the focus must be on ensuring that teachers are adequately supported.

“I have been hearing and understanding the concerns of teachers, and this is a huge shift for many people. The question they will be asking — and it’s a valid question— is how are we going to support them in this transition? What resources will they be given so that all teachers feel fully supported?”

Pushback and Resistance

The response to the literacy mandate in Victorian schools has been mixed. While many educators, literacy advocates, and parents who had long pushed for a phonics-based approach saw it as a significant and positive step, there was also some resistance, particularly from the Australian Education Union.

The union expressed frustration, feeling blindsided by the decision and arguing that teachers had not been adequately consulted before the mandate was announced. Some educators also raised concerns about the practical challenges of implementing the changes, particularly regarding training, resources, and support during the transition.

However, for those who had been lobbying for years, the mandate was seen as a long-overdue validation of evidence-based reading instruction. The focus now is on ensuring that teachers receive the necessary professional development and classroom support to make the transition successful.

“There will be people resisting because when you spend your whole life doing things a certain way, it can be difficult to shift across, and I think that’s fair. When you peel back any pushback, there’s always a valid reason,’ said Rippin.

Message to teachers

Sally Rippin remains deeply inspired by the dedication of teachers, and acknowledges they have been through immense difficulties, particularly in Victoria, which endured some of the longest lockdowns in the world. Yet, they continue to show up for their students, adapting to new demands with resilience and commitment.

“Compared to other education systems around the world, I do feel we don’t support our educators enough,’ Rippin said. “One of the key areas I advocate for is lowering student-to-teacher ratios and increasing classroom support. Teachers are already stretched thin, even without all the extra work they take on alongside the actual teaching.”

Looking forward

As Rippin reflects on the past year, she is more determined than ever to continue advocating for literacy, inclusion, and teacher support. “When I first started this journey, I felt like I had to tread carefully—I was not an academic expert, just someone with lived experience. But with this shift in literacy education now underway, I feel validated and encouraged.”

The role of Laureate is a once-in-a-lifetime opportunity to reshape literacy education in Australia.

“I’d love teachers to see me as a figurehead in the sense that I am a portal between groups. I am your Laureate – what can I do to get your questions out there? What can I do to get your voice heard?”