In preparation for the 2026–27 State Budget, we wrote to a number of Ministers seeking consideration of projects, services and infrastructure identified by our electorate that remain unfunded or only partially funded. This included correspondence to the Minister for Education, where we sought updates on our advocacies and raised specific areas requiring further support for Noosa students, families and schools.
Sunshine Beach State High School Advanced Manufacturing Hub:
We have continued to advocate for the prioritisation of funding for the Advanced Manufacturing Hub at Sunshine Beach State High School, following the completion of design and planning work last year. This project would ensure Noosa electorate students can access industry-relevant training, while contributing to workforce development in the advanced manufacturing sector and helping address innovation demands and project backlogs.
The Minister advised:
We thank you for your advocacy on behalf of Sunshine Beach State High School. Your feedback regarding the Advanced Manufacturing Hub and tuckshop upgrade will be considered as part of the deliberative budget process.
We acknowledge that this project will be assessed alongside other priorities as part of the State Budget process. However, its inclusion is vital, particularly given the identified shortage of training facilities within Noosa and the importance of improving access to education pathways that support our youth and the growth of Queensland’s manufacturing workforce.
Specialist Disability Support in Schools (SDSS)
To assist families and students with disabilities to access and participate in curriculum, we requested an increase in funding for the Specialist Disability Support in Schools (SDSS) program, noting ongoing feedback regarding demand for support services and the importance of improving educational outcomes for students requiring additional assistance.
The Minister advised:
I note your request for increased funding for the SDSS program. I can advise that a review of the SDSS program was completed in early 2026, and Department of Education (DoE) is currently considering the review findings to inform future program design.
While it is positive that a review has been undertaken, no commitment has been made at this stage regarding increased funding or changes to the program. We will monitor the outcomes of this review closely and continue advocating for improvements to ensure students and families receive the support required.
Teacher retention
We sought information on measures to support teacher retention and workforce stability, particularly in the context of statewide shortages and the importance of maintaining consistent, high-quality teaching staff across all schools.
The Minister advised:
The Queensland Government acknowledges the importance of addressing workforce challenges in our schools and remains committed to ensuring that all Queensland students have access to high-quality education. I am pleased to learn there are currently no declared vacancies for schools in the Noosa electorate. The electorate is fortunate that all schools are able to meet their workforce needs due to the urban location. Staff retention in Noosa schools remains higher than the departmental average, and the high number of transfer applications from permanent employees seeking to work in the area reflects the strong demand for positions within the electorate.
Currently, no specific incentives are provided to teachers in the Noosa electorate, as DoE’s attraction and retention strategies are primarily targeted at hard-to-fill positions in rural, remote and regional locations. These strategies are designed to address the unique challenges faced by schools in these areas, where workforce shortages are more prevalent.
The Queensland Government is focused on enhancing and delivering existing initiatives to strengthen Queensland’s teacher workforce, which includes DoE implementing the recommendations from the Queensland Audit Office’s report, Attracting and retaining teachers in regional and remote Queensland and developing a new workforce strategy. These efforts aim to create supportive, safe and connected school communities, attract and retain a diverse and professional workforce in every school, and support staff in their professional growth.
Through these initiatives, DoE is working to ensure that all schools, regardless of their location, are supported in meeting their workforce needs and providing the best possible education for Queensland students.
While Noosa schools are currently well staffed, there continues to be reported issues including student behaviours and excessive administrative loads that lead to a loss of many teachers across Queensland. We will continue to monitor workforce trends, particularly these and any emerging pressures, and the implementation of the Queensland Audit Office recommendations and new workforce strategy to ensure schools and teachers remain well supported into the future.
Student engagement and alternative learning
We also raised the need for additional education pathways and reforms, including models such as Future Schools, to better support students at risk of disengagement or school avoidance.
The Minister advised:
The Queensland Government recognises the importance of offering tailored educational pathways for students who are at risk of disengaging, showing early signs of disengagement, or who have already disengaged from all learning. Through its Brighter futures: Delivering excellence in every state school, for every student education strategy, DoE is dedicated to ensuring that alternative learning options are available to meet the diverse needs of students.
Alternative learning options are offered along a continuum of supports, ranging from low-intensity, in-school interventions to more intensive, personalised, out-of-school programs. These options are designed to provide increased support and intervention, individual programs and attendance as required, ensuring that every student has access to the assistance they need to succeed.
Principals are empowered to identify and respond to early signs of disengagement, such as reduced attendance, wellbeing concerns, emerging concerning behavioural patterns, or learning gaps. By recognising these signs early, schools can implement timely and effective interventions to re-engage students and support their educational journey.
Schools are encouraged to adopt a localised approach to alternative learning. This involves tailoring programs and interventions to meet the unique needs of their students and communities while ensuring alignment with the broader departmental principles and guidelines.
We acknowledge the focus on early intervention and localised approaches; however, the fact remains that we have a waitlist for flexi schools and will continue to explore additional or alternative models that are required locally and have been in contact with Edmund Rice Flexible Schools and are currently waiting on the final Grandschools report.
Further information
For further information on the Specialist Disability Support in Schools Program, visit https://education.qld.gov.au/about-us/budgets-funding-grants/grants/other-organisations/sdss
For the Queensland Government’s education strategy, Brighter Futures: Delivering excellence in every state school, for every student, visit https://education.qld.gov.au/initiatives-and-strategies/strategies-and-programs/brighter-futures
For the Queensland Audit Office’s report, Attracting and retaining teachers in regional and remote Queensland, visit https://www.qao.qld.gov.au/reports-resources/reports-parliament/attracting-retaining-teachers-regional-remote-queensland
Updates on many local matters are available on Noosa 360 at www.sandybolton.com/noosa360. To receive information straight to your email inbox, please subscribe to our monthly newsletter via www.sandybolton.com/newsletters. This also ensures you receive any future Noosa related surveys or polls.