Students who have a language background other than English, are Indigenous, live outside the capital cities, or experience socioeconomic disadvantage tend to perform worse in writing, according to the Australian Education Research Organisation (AERO). Additionally, girls consistently outperform boys in writing. Messy and illegible handwriting has led to an increase in VCE students seeking special examination arrangements, such as typing exams. Learning disabilities, including dysgraphia, are among the top reasons for these special arrangements, reflecting a need for support in developing writing skills through proper handwriting techniques. To assist young people with handwriting, it is recommended to ensure good posture, proper pencil grip, and consistent practice with letter formations and spacing.
Independent schools accounted for nearly half of the applications citing learning disabilities, despite having fewer total students enrolled. Writing instruction is emphasized from prep through year 2, peaks in grades 3 to 6, is neglected in years 7 to 10, and then revived in years 11 and 12 to prepare for handwritten exams. A challenge for young people is being proficient in both typing and handwriting skills. Handwriting is considered important throughout all 13 years of schooling but may be declining due to less practice. Handwriting problems often emerge in grades 3 or 4 as students transition to more complex educational tasks and are expected to write fluently by year 7.
Deakin University’s Associate Professor Dr. Lucinda McKnight highlighted the importance of maintaining handwriting skills throughout schooling, as it is a skill that can decline with less practice. Handwriting fluency in secondary school is linked to academic achievement, and declines in handwriting ability can impact students’ overall learning outcomes. Susan Perks, the principal of St Margaret’s Primary School, emphasized the importance of developing fine and gross motor skills, pencil grip, and posture starting from prep to foster good handwriting habits. AERO’s report on writing recommends increasing time spent on writing instruction to at least one hour per day to support the development of writing skills.
The shift to online-only NAPLAN in 2022 raised concerns about the importance of handwriting, with some educators arguing that writing assessments should be done on paper to better assess students’ skills. The move to online assessments disadvantaged some students and sent a signal that handwriting was less important, potentially hindering efforts to support students struggling with writing. McKnight emphasized that it is never too late to improve handwriting skills, with parents also encouraged to practice and improve their own handwriting using resources readily available. The Victorian curriculum requires schools to teach handwriting and build skills for using clearly formed and consistent joined letters by the end of year 3, alongside digital literacy development using word-processing programs throughout schooling.
In conclusion, handwriting skills are essential for academic success and overall cognitive development, particularly in the context of declining practice and technological advancements. Efforts to support students in developing good handwriting habits, offering proper assessments, and integrating writing instruction throughout schooling are crucial to address disparities in writing performance. By focusing on posture, grip, letter formations, and spacing, young people can improve their handwriting skills and enhance their overall academic achievement. Collaborative efforts from educators, parents, and policymakers are needed to ensure that all students have the necessary support to develop strong writing skills and succeed in their academic pursuits.
