My Say My Way Explained for Teachers: Amplifying Voices in NSW Schools

Understanding My Say My Way: A Game-Changer for Student Voice

In the evolving landscape of Australian education, particularly within New South Wales public schools, empowering every student to share their school experiences is paramount. My Say My Way (MSMW) emerges as a pivotal initiative designed specifically for students with disabilities and complex learning needs. This suite of accessible tools allows these students—who often face barriers in traditional surveys—to express their thoughts on wellbeing and educational experiences. Developed by the NSW Department of Education's Centre for Education Statistics and Evaluation (CESE) in collaboration with UNSW researchers and schools, MSMW bridges a critical equity gap, ensuring no voice is left unheard.

For teachers, MSMW isn't just another survey; it's a practical framework to tailor learning environments, foster inclusion, and align with the principles of the Disability Royal Commission. With one in four NSW public school students identified as having a disability, and support classes surging to nearly 4800, tools like this are essential for informed decision-making at classroom, school, and system levels.

The Urgent Need for Accessible Student Voice in NSW Schools

Nationally, 25.7% of school students receive educational adjustments due to disability, up from 24.2% the previous year, according to the Australian Curriculum, Assessment and Reporting Authority (ACARA). In NSW, this translates to over 36,000 school-aged students with moderate to high support needs, many in mainstream settings with support units or specialist schools for specific purposes.

Traditional student voice mechanisms, such as the NSW Public Schools Survey (NPSS) or Tell Them From Me, often exclude these students due to their length, complexity, and inaccessibility. This leaves teachers without vital insights into how these students perceive belonging, safety, learning engagement, or teaching practices. MSMW addresses this by providing customisable, inclusive methods, aligning with the Inclusive Education Statement's emphasis on student agency and self-determination.

The Disability Royal Commission's recommendations underscore the need for such innovations, highlighting how exclusion from feedback loops perpetuates inequities. Teachers using MSMW can now capture nuanced perspectives, leading to personalised adjustments that enhance outcomes.

From Trial to Triumph: Development and Key Insights

MSMW's origins trace back to a 2020-2021 trial involving 24 NSW schools, over 130 students, and partnerships with UNSW's Disability Innovation Institute. Co-designed with educators, researchers like Professor Iva Strnadová, and even self-advocates such as Julie Loblinzk, the toolkit proved transformative. Students with profound intellectual disabilities, autism spectrum conditions, and multiple impairments shared likes—such as physical activities and academic classes—and dislikes, including feeling bored or scared from yelling.

Trial data revealed positives: most students felt a sense of belonging and enjoyed learning new things, with teachers rated highly for support. Yet, only 57% knew their learning goals, and 49% helped set them, signaling opportunities for growth. Photovoice and body mapping yielded rich visuals, like drawings of playground joys or noise aversions, informing targeted interventions.

These findings, detailed in CESE research briefs, paved the way for refinement and a 2025 pilot, with full rollout to specialist and support unit schools in 2026, and all schools by 2027.

Breaking Down the Core Tools: What Teachers Need to Know

MSMW comprises three interconnected tools, each tailored for varying support levels:

• Student Accessible Survey (SAS): A digital platform with Boardmaker symbols, text-to-speech, adjustable fonts, high-contrast modes, and custom photos. Students select 'Like', 'I don't know', or 'Don't like' for statements like 'I feel I belong at school'.
• Guided Discussion Methods: For non-digital users, teachers facilitate using arts-based approaches—body mapping (drawing on life-size outlines), guided photovoice (photos of preferences), or 'in the picture' visuals—recording responses verbally or via AAC devices.
• Parent/Carer Insight Survey: Complements student data with family perspectives on experiences and wellbeing.

Teachers act as facilitators, customising tools to individual needs, ensuring ethical, trauma-informed processes.

Exploring the Survey Domains: A Structured Approach

MSMW organises feedback across two pillars: Wellbeing at School and Educational Experience, with an optional Post-School Pathways for Years 11-12.

Open-ended questions in guided methods allow deeper insights, like 'What makes you happy at school?' fostering self-advocacy.

Step-by-Step Guide: Implementing MSMW in Your Classroom

Teachers can roll out MSMW seamlessly:

1. Prepare: Access via school intranet (staff only), review privacy notices, select tools based on student profiles.
2. Customise: Upload photos/symbols, adjust visuals/audio for SAS; gather props for discussions.
3. Facilitate: Conduct in small groups or one-on-one, prompting gently (e.g., 'Do you like this or playground?'), record accurately.
4. Analyse: View individual/class data dashboards to set goals, like increasing goal-setting involvement.
5. Act & Review: Integrate feedback into IEPs, share de-identified insights school-wide.

For the 2025 pilot, schools align with Term 2 NPSS timing. Training via NESA-accredited UNSW workshops builds confidence. For full resources, explore the official MSMW page.

Accessibility at Its Core: Features Empowering Every Student

What sets MSMW apart are its embedded universal design principles. From text-to-speech for auditory processing to high-contrast for cortical visual impairment, every feature reduces barriers. Guided methods embrace diverse communication—gestures, vocalisations, low-tech AAC—ensuring even non-verbal students contribute.

Teachers report reduced workload compared to adapting commercial tools, with built-in customisation saving time. This aligns with Every Student Every School guidelines, promoting dignity of risk and authentic participation.

Real-World Impact: Benefits and Teacher Perspectives

Leonie Donaldson, a school leader, notes: "My Say My Way is supporting our school by really amplifying student voice... so important for every single one of our students." Trial schools adjusted practices: more challenging tasks to combat boredom, calmer tones to boost safety perceptions, and collaborative goal-setting.

Systemically, aggregated data drives policy, like enhancing support units. For teachers, it builds relationships, reveals hidden strengths (e.g., academic enjoyment), and complies with NCCD requirements. Long-term, it cultivates self-advocates ready for post-school life.

Check UNSW's insights in their Easy Read blog for co-design stories.

Navigating Challenges: Lessons from the Trial

Despite successes, trials highlighted hurdles: ensuring consistent teacher training, managing time for arts-based methods, and interpreting nuanced responses. About 37 students disliked yelling, prompting professional development on voice modulation.

Solutions include phased rollout with support, case studies previewed at SEPLA-CON 2026, and parent surveys for triangulation. Teachers mitigate by starting small, co-planning with inclusion teams, and celebrating student input publicly.

Policy Ties and the Road Ahead

MSMW embodies Our Plan for NSW Public Education and Disability Inclusion Action Plan 2021-2025 (extending influences). It responds to Royal Commission calls for inclusive feedback, positioning NSW as a leader.

2026 expansion targets 4800+ support classes; 2027 universal access. Ongoing validation in Term 2 collections ensures fitness. For deeper policy context, review CESE's research page.

Actionable Insights: Getting Started as a Teacher

Ready to implement? Prioritise high-needs students first, integrate with PDHPE for wellbeing links, and use data for NAPLAN prep via engagement boosts. Collaborate with SBLs for school-wide buy-in. Track progress quarterly, adjusting for cultural safety in diverse settings.

MSMW transforms teaching from assumption-based to evidence-driven, enhancing job satisfaction amid rising demands.

Resources, Training, and Support Networks

Key starting points: school intranet for tools, mysaymyway.cese@det.nsw.edu.au for queries, NESA workshops via UNSW. Parent notices ensure buy-in; privacy protections de-identify data post-collection.

Explore ACARA's disability data for benchmarking. Join networks like NSW Primary Principals' Association for shared experiences.

By embracing My Say My Way, teachers not only meet obligations but pioneer inclusive excellence.