Anna Sullivan

Teaching Strengths

Research informed curriculum design
Connecting theory and practice
Innovative online learning environments

Prof Anna Sullivan

Dean Research, CADH

Office of Creative Arts, Design & Humanities

College of Creative Arts, Design and Humanities

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Available For Media Comment.

Professor Anna Sullivan is Interim Dean Research for the College of Creative Arts, Design and Humanities. She has held a number of leadership roles incluidng, co-Director of the Centre for Research in Educational and Social Inclusion (CRESI) and Professorial Lead (Research Performance and Evaluation) in UniSA Education Futures, and Acting Dean of Research in UniSA Creative for six months.
Professor Sullivan’s research contributes to a greater understanding of educational issues related to exclusion and inclusion. Her current program of research draws largely on critical policy studies to examine ways in which policies are developed and enacted at various levels of education. The ‘critical’ in these studies enables her to examine the ways in which this broad policy work includes and/or excludes people, particularly those whom are most vulnerable. Prof Sullivan’s interests centre on three major interrelated areas of investigation:

Early career teachers’ work. She investigates issues related to early career teachers. In particular, her work has sought to understand the ways in which teachers’ work can be restructured to enable their success and how school leaders can support early career teachers to stay in the profession.
School leadership and education policy. Much of Prof Sullivan’s research examines ways in which school leaders develop and enact policies in ways that make schools better places for teachers and students.
School discipline and student behaviour. Prof Sullivan is interested in ways in which policies and practices can support students and teachers to prevent behaviour issues emerging and then to intervene in ways that support re-engagement.

Prof Sullivan continually attracts research funding, totalling over $3 million. She has been a Chief Investigator on many research projects (including 5 ARC Linkage and 2 ARC Discovery Projects), most involving collaborations with partner organisations. Her research has informed education policy and practice internationally.
Prof Sullivan is a sought after supervisor of higher degree by research students in the areas of school leadership, teachers’ work, teacher retention, critical policy studies, school discipline and classroom management.
Prof Sullivan is a member of the editorial board for Teachers and Teaching: theory and practice. This journal provides an international focal point for the publication of research about teachers, teacher education and teaching in schools, colleges and universities.
Prof Sullivan is recognised as a leading Australian who is influencing the way in which education research is being reported in the media. She was the co-founder and inaugural Board Chair of the Media Centre for Educational Research Australia (MCERA). MCERA was committed to improving public understanding of key educational issues by providing the media with authoritative, independent and accessible insights from education research. MCERA was named South Australian finalist in the Social Change Maker Category of the 2019 Telstra Business Awards. This category is for organisations whose core purpose is to achieve a “positive social impact” and which are “applying innovative solutions to address social issues and better the world we live in.” MCERA was awarded the 2019 Australian Council for Educational Leaders SA Media Award, which is presented to a journalist/media organisation who has reported on educational matters in a published forum at a local or national level. This award recognises a significant contribution by an individual or media organisation towards creating or facilitating depth and balance in public debate or profiling on educational matters in the media. This award is one that acknowledges positive journalism in education.
Her belief in the importance of making education research accessible has led her to appear in numerous print, radio and television media on issues related to student behaviour, school discipline and early career teachers.
Prof Sullivan brings over 10 years school teaching experience to her research and lecturing having taught in the Primary, Middle and Secondary years of schooling across South Australia, New South Wales and England.
Her experience and achievements have been repeatedly recognised by others:

Prof Anna Sullivan bestowed the University of South Australia Education Futures Senior Career Researcher Award, 2024.
Awarded the 2019 Distinguished Contribution to Research in Educational Leadership Award by the Australian Council for Educational Leaders South Australia Branch. This Award is an acknowledgement of the significant contribution of a researcher in creating new work or use existing work in creative ways to generate tools in and encourage dialogue for critical thinking by practitioners, about, or related to the practice of leading in schooling or other educational contexts. This award recognises an outstanding body of research that is forward-thinking, innovative and representative of new ideas and perceptions in education.
Named as one of The Educator magazine’s top 50 educators for 2017 for her substantial contribution in raising the public profile of educational research in Australia and encouraging fellow researchers to engage with the media to inform and reach the general public about research projects and outcomes. This award recognises people at the forefront of innovation and leadership in the Australian education sector.
Additionally, Prof Sullivan was an Executive Member for the Australian Association for Research in Education in 2021-2022 and 2016, when she assumed the roles of Research Development and Policy Advocacy Executive Officer, and the Communications Coordinator.
Prof Sullivan (with Johnson, LeCornu and Peters) was awarded the Teachers and Teaching Theory and Practice Journal Outstanding Article Award, 2015 by the International Study Association on Teachers and Teaching. This award was for "Promoting Early Career Resilience: a framework for understanding and acting", published in Teachers and Teaching Theory and Practice, Vol 20, No 5, October 2014.
She was Co-Leader of the Leadership, Teaching and Learning Research Group, within the Centre for Research in Education, UniSA 2014-17.
In 2015, Prof Sullivan was awarded the Academic Excellence - Teaching Award (2014), Division of Education, Arts and Social Sciences, University of South Australia. This award recognises outstanding teaching performance which is supported by excellent Student Evaluation of Teaching and research informed teaching.
She was also awarded the 2014 High Achievement in Student Evaluation Attainment Award for Postgraduate Teaching, Division of Education, Arts and Social Sciences, University of South Australia.
Prof Sullivan (with Johnson, LeCornu and Peters) was presented with the Centre for Research in Education, University of South Australia, and Research Publication Award in 2014. This award was for the book "Early Career Teachers: Stories of Resilience." Springer.

Current research projects include:

Improving teacher induction: Supporting precariously employed early career teachers to manage student behaviour - ARC Discovery Grant 2023-2025

Team members: Professor Anna Sullivan, Associate Professor Stuart Woodcock, Dr Neil Tippett, Professor Andrea Reupert, Professor Simone White, Professor Michele Simons

This project aims to investigate the ways in which Australian induction policies support precariously employed early career teachers to effectively manage student classroom behaviour. This project expects to generate new knowledge of workforce development and induction experiences of early career teachers employed on casual and short-term contracts. Expected outcomes of this project include alternative policy and practice recommendations to support the transition of insecure replacement teachers within the profession. The benefits of this research include, improving teachers’ classroom management practices; the retention of new teachers; improving teacher workforce development; and building a healthier education system.

Fostering school attendance for students in Out-of-Home Care - ARC Linkage Project, 2023-2026

Team members: Professor Kitty Te Riele, Professor Sharon Bessell, Professor Anna Sullivan, Professor Daryl Higgins, Dr Michael Guerzoni, Mr Dale Murray, Dr Thomas Brunzell

This project aims to investigate why children and young people in Out-Of-Home-Care in Australia are absent from school far more than their peers. The project expects to generate new knowledge about the reasons for their absences and to develop solutions to improve attendance through: children’s own voices; detailed absence data; policy audit; and case studies of promising practice. Expected outcomes include a comprehensive conceptualisation of absences including those triggered by schools or the care context; and an evidence informed, child-centred framework to enable attendance and, thereby, improved educational outcomes. This should provide significant social and economic benefits both for children in care and for the community.

School Exclusionary Policies and Practices and their Impact - ARC Discovery Grant 2021-2024

Team members: Associate Professor Anna Sullivan, Emeritus Professor Bruce Johnson, Professor Barry Down, Dr Neil Tippett

This project aims to investigate how and why Australian schools use exclusionary practices to manage disorderly students. This project expects to generate new knowledge in the area of school discipline about the extent and impact of these practices. It will provide a detailed analysis of the political, legislative and policy frameworks that impact on exclusion rates. Expected outcomes of this project include alternative policy and practice recommendations for legislatures and education systems. This should provide significant benefits, such as reducing youth alienation from schooling; creating inclusive schools; reducing the financial burden of exclusion on individuals and governments; and improving the health and wellbeing of young people.

Year Citation
2025 Rowe, E., Sullivan, A., Tippett, N., Simons, M., Grist, E., Reupert, A., . . . White, S. (2025). Precariously employed early career teachers and induction policies: a critical policy study. Journal of Education Policy, online, 1-19.
DOI
2025 Tippett, N., Sullivan, A., Manolev, J., Johnson, B., & Down, B. (2025). How policies of school exclusion frame practice: a comparative analysis of Australian state education policies. The Australian Educational Researcher, 52(5), 3505-3523.
DOI
2024 Tippett, N., Baak, M., Johnson, B., & Sullivan, A. (2024). What is ‘fair’ and ‘just’ in refugee education? How teachers and school leaders negotiate competing discourses of ‘equity’ and ‘equality’ in Australia. International Journal of Inclusive Education, 28(14), 3454-3469.
DOI
2024 Down, B., Sullivan, A., Tippett, N., Johnson, B., Manolev, J., & Robinson, J. (2024). What is missing in policy discourses about school exclusions?. Critical Studies in Education, 65(5), 494-512.
DOI
2024 Manolev, J., Sullivan, A., & Tippett, N. (2024). Reshaping school discipline with metrics: an examination of teachers' disciplinary practices with ClassDojo. British Journal of Sociology of Education, 45(7-8), 1146-1160.
DOI
2023 Baak, M., Miller, E., Johnson, B., & Sullivan, A. (2023). Structure and agency in the development of education policies for refugee-background students. Australian Educational Researcher, 50(2), 561-579.
DOI Scopus3 WoS3
2023 Reupert, A., Sullivan, A., Tippett, N., White, S., Woodcock, S., Chen, L., & Simons, M. (2023). An Exploration of the Experiences of Substitute Teachers: A Systematic Review. Review of Educational Research, 93(6), 901-941.
DOI Scopus10 WoS7
2023 Baak, M., McDonald, S., Johnson, B., & Sullivan, A. (2023). Why school context matters in refugee education. Educational Research for Policy and Practice, 22(2), 283-299.
DOI Scopus6
2023 Baak, M., Miller, E., Johnson, B., & Sullivan, A. (2023). Correction to: Structure and agency in the development of education policies or refugee-background students. The Australian Educational Researcher, 50(4), 1273.
DOI
2022 Sullivan, A., Tippett, N., Manolev, J., Baak, M., & Johnson, B. (2022). Education department policy constructions within highly political contexts: a critical policy study of multiculturalism. Journal of Education Policy, 37(6), 883-903.
DOI
2021 Baak, M., Miller, E., Sullivan, A., & Heugh, K. (2021). Tensions between policy aspirations and enactment: assessment and inclusion for refugee background students. Journal of Education Policy, 36(6), 760-778.
DOI Scopus16 WoS14
2021 Sullivan, A., Johnson, B., Simons, M., & Tippett, N. (2021). When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers. Teachers and Teaching, 27(5), 388-403.
DOI
2019 Manolev, J., Sullivan, A., & Slee, R. (2019). The datafication of discipline: ClassDojo, surveillance and a performative classroom culture. Learning, media and technology, 44(1), 36-51.
DOI Scopus155
2014 Sullivan, A. M., & Morrison, C. (2014). Enacting policy: the capacity of school leaders to support early career teachers through policy work. The Australian educational researcher, 41(5), 603-620.
DOI Scopus22
2014 Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? Teachers' views of unproductive student behaviours in the classroom. Australian Journal of Teacher Education, 39(6), 43-56.
DOI Scopus153
2014 Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: a framework for understanding and acting. Teachers and teaching : theory and practice, 20(5), 530-546.
DOI Scopus190 WoS149
2012 Sullivan, A., & Johnson, B. (2012). Questionable practices?: Relying on individual teacher resilience in remote schools. Australian and international journal of rural education, 22(3), 101-116.
2009 Johnson, B., Sullivan, A. M., & Williams, D. (2009). A one-eyed look at classroom life: Using new technologies to enrich classroom-based research. Issues in Educational Research, 19(1), 34-47.
Scopus8
2009 Sullivan, A. M. (2009). How can teachers enable students to become empowered?. Curriculum perspectives, 29(1), 53-63.
Scopus4
- Sullivan, A. M. (1999). Establishing academic and social support groups for teacher education students. Australian Journal of Teacher Education, 24(2).
DOI

Year Citation
2024 te Riele, K., Sullivan, A., Rudling, E., Bessell, S., Higgins, D., & Guerzoni, M. A. (2024). Being at School: A Prerequisite for Educational Equity. In Education, Equity, Economy (pp. 89-112). Switzerland: Springer Nature Switzerland.
DOI
2022 Sullivan, A. M., Down, B., & Johnson, B. (2022). Early career teachers' work. In International Encyclopedia of Education Fourth Edition (pp. 134-143). Elsevier.
DOI
2022 Sullivan, A., Down, B., & Johnson, B. (2022). Early career teachers' work. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), Source details - Title: International Encyclopaedia of Education (4 ed., pp. 1-29). US: Elsevier.
DOI
2019 Down, B., & Sullivan, A. (2019). 'Classroom ready teachers': gaps, silences and contradictions in the Australian report into teacher education. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Source details - Title: Attracting and keeping the best teachers: issues and opportunities (pp. 39-61). Singapore: Springer.
DOI
2019 Sullivan, A., Johnson, B., & Simons, M. (2019). Introduction - Attracting and keeping the best teachers: issues and opportunities. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Source details - Title: Attracting and keeping the best teachers: issues and opportunities (pp. 1-11). Singapore: Springer.
DOI
2019 Sullivan, A., Johnson, B., & Simons, M. (2019). Introduction. In Professional Learning and Development in Schools and Higher Education (pp. 1-11). Springer Nature Singapore.
DOI
2019 Down, B., & Sullivan, A. (2019). “Classroom-Ready Teachers”. In Professional Learning and Development in Schools and Higher Education (pp. 39-61). Springer Nature Singapore.
DOI
2019 Johnson, B., Sullivan, A., & Simons, M. (2019). Teacher retention: some concluding thoughts. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Source details - Title: Attracting and keeping the best teachers: issues and opportunities (pp. 211-220). Singapore: Springer.
DOI
2019 Johnson, B., Sullivan, A., Simons, M., & Peters, J. (2019). How School Leaders Attract, Recruit, Develop and Retain the Early Career Teachers They Want. In Professional Learning and Development in Schools and Higher Education (pp. 101-122). Singapore: Springer Nature Singapore.
DOI
2016 Sullivan, A. (2016). Introduction: Why It Is Important to Answer Back. In Challenging Dominant Views on Student Behaviour at School (pp. 1-14). Singapore: Springer Singapore.
DOI
2016 Johnson, B., & Sullivan, A. (2016). Understanding and Challenging Dominant Discourses About Student Behaviour at School. In Challenging Dominant Views on Student Behaviour at School (pp. 27-43). Singapore: Springer Singapore.
DOI
2016 Hattam, R., & Sullivan, A. (2016). Promoting pedagogies of engagement in secondary schools: possibilities for pedagogical reform. In A. Sullivan, B. Johnson, & B. Lucas (Eds.), Source details - Title: Challenging Dominant Views on Student Behaviour at School (pp. 45-61). Singapore: Springer.
DOI
2016 Johnson, B., & Sullivan, A. (2016). Against the tide: enacting respectful student behaviour polices in 'zero tolerance' times. In A. Sullivan, B. Johnson, & B. Lucas (Eds.), Source details - Title: challenging dominant views on student behaviour at school: answering back (pp. 163-180). Singapore: Springer.
DOI
2016 Johnson, B., & Sullivan, A. (2016). 'Answering back' : some concluding thoughts. In A. Sullivan, B. Johnson, & B. Lucas (Eds.), Source details - Title: Challenging Dominant Views on Student Behaviour at School (pp. 181-189). Singapore: Springer.
DOI

Year Citation
2025 Pasenidou, F., Price, D., Sullivan, A., Green, D., & Pickering, E. J. (2025). Reimagining leadership for school inclusion: empowering opportunities provided by school leaders to staff to drive change. Australia: Centre for Research in Educational and Social Inclusion, University of South Australia.
DOI
2022 Yearsley, O., Buetefuer, A., Tippett, N., Sullivan, A., Down, B., & Johnson, B. (2022). The impact of school exclusions on families. Australia: University of South Australia.
DOI
2021 Baak, M., Tippett, N., Johnson, B., Brown, J., & Sullivan, A. (2021). Refugee education in Australian secondary schools: an overview of current practices. Australia: University of South Australia.
DOI
2020 Sullivan, A., Johnson, B., Tippett, N., & Manolev, J. (2020). Understanding legislation and school exclusions in Australia. Australia: University of South Australia.
DOI
2020 Manolev, J., Sullivan, A., Tippett, N., & Johnson, B. (2020). School exclusionary practices in Australia. Australia: University of South Australia.
DOI
2020 Sullivan, A., Tippett, N., Johnson, B., & Manolev, J. (2020). Understanding disproportionality and school exclusions. Australia: University of South Australia.
DOI
2020 Sullivan, A., Tippett, N., Johnson, B., & Manolev, J. (2020). Legislation and school exclusions in Australia - possibilities for reform. Australia: University of South Australia.
DOI
2020 Tippett, N., Sullivan, A., Manolev, J., & Johnson, B. (2020). Use of exclusionary practices in Australian government schools. Australia: University of South Australia.
DOI
2019 Baak, M., Johnson, B., Sullivan, A., Slee, R., Brown, J. L., & Miller, E. (2019). School practices to support students from refugee backgrounds. South Australia: University of South Australia.
DOI
2019 Baak, M., Johnson, B., Sullivan, A., Slee, R., & Miller, E. (2019). Who are refugee background young people?. South Australia: University of South Australia.
DOI
2019 Slee, R., Johnson, B., Sullivan, A., & Baak, M. (2019). What is inclusive education?. Australia: University of South Australia.
DOI
2019 Sullivan, A., Baak, M., Johnson, B., Slee, R., & Manolev, J. (2019). Understanding Australian multicultural policy. Australia: University of South Australia.
DOI
2019 Johnson, B., Sullivan, A., Slee, R., & Baak, M. (2019). What is resilience?. South Australia: University of South Australia.
DOI
2018 Baak, M., Miller, E., Sullivan, A., & Heugh, K. (2018). Improving educational outcomes for students from refugee backgrounds in the South Australian certificate of education project: a case study of two Catholic schools. Australia: University of South Australia.
2014 Sullivan, A., Johnson, B., Owens, L., Conway, R., & Taddeo, C. (2014). Punish them or engage them? Teacher's views on student behaviours around the school: Behaviour at school study: Technical report 2. Australia: University of South Australia.
2012 Sullivan, A. M., Johnson, B., Conway, R. N. F., Owens, L. D., & Taddeo, C. (2012). Punish Them or Engage Them? Teachers' views on student behaviours in the classroom, Behaviour at School Study: Technical Report 1. Australia: University of South Australia.

Year Citation
2022 Dawson, S., Sullivan, A., Dalgarno, B., & Pendergast, D. (2022). Yes, some students are dropping out of teaching degrees, but not at the rate you think. The Conversation.
2022 Riele, K. T., Sullivan, A., Higgins, D., King, J., McDowall, J., Guerzoni, M. A., . . . Rudling, E. (2022). Attending school every day counts - but kids in out-of-home care are missing out. The Conversation.
2022 Sullivan, A., Down, B., Johnson, B., Manolev, J., Robinson, J., & Tippett, N. (2022). If Australian schools want to improve student discipline, they need to address these 5 issues. The Conversation.
2021 Sullivan, A., Reupert, A., Simons, M., Tippett, N., White, S., & Woodcock, S. (2021). A good induction is important for all new jobs. So why are teachers being left behind?. The Conversation.
2019 Simons, M., Sullivan, A., & Johnson, B. (2019). Fewer casual positions and less out-of-hours work could help retain early career teachers. The Conversation.
2019 Manelov, J., Sullivan, A., & Slee, R. (2019). Digitally tracking student behaviour in the classroom encourages compliance, not learning.. The Conversation.
2017 Sullivan, A. (2017). Teachers shouldn't have to manage behaviour issues by themselves - schools need to support them. The Conversation.
2016 Sullivan, A. (2016). Schools' tough approach to bad behaviour isn't working - and may escalate problems. The Conversation.
2015 Sullivan, A. (2015). How teachers are taught to discipline in a classroom might not be the best way. The Conversation.

  • Early career teacher induction: Supporting precarious teachers, ARC - Discovery Projects, 01/01/2023 - 31/12/2026

  • Fostering school attendance for students in
Out-of-Home Care, ARC - Linkage Project, 16/12/2023 - 16/12/2026

  • Reimagining
leadership for school inclusion: school community members driving change, Holy Family Catholic School, 03/07/2024 - 31/12/2025

  • School Exclusionary Policies and Practices and their Impact, ARC - Discovery Projects, 01/02/2021 - 15/12/2025

  • How schools foster refugee student resilience, ARC - Linkage Project, 12/06/2018 - 31/12/2023

  • CCPY VIC - Exclusionary policies and practices in Australian Schools and the impact they have on vulnerable children, Commissioner for Children and Young People Victoria, 24/12/2018 - 31/05/2021

  • UNICEF - Exclusionary policies and practices in Australian Schools and the impact they have on vulnerable children, Australian Committee for UNICEF Ltd, 10/12/2018 - 31/05/2021

  • CCYP - Exclusionary policies and practices in Australian Schools and the impact they have on vulnerable children, Commissioner for Children and Young People South Australia, 10/12/2018 - 31/05/2021

  • CCYP WA - Exclusionary policies and practices in Australian Schools and the impact they have on vulnerable children, Commissioner for Children and Young People Western Australia, 24/12/2018 - 31/05/2021

  • Keeping the best: How school leaders engage and retain high quality early career teachers, ARC - Linkage Project, 06/09/2013 - 30/09/2019

  • Improving Educational Outcomes for Students from Refugee backgrounds in the South Australian Certificate of Education: a case study of two Catholic secondary schools, Catholic Education Office, 01/09/2016 - 30/04/2018

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Mr Graham Keith Forbes
2023 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Miss Emily Rowe
2023 Co-Supervisor - Doctor of Philosophy Doctorate Full Time Mrs Tamara Jade Wilson

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