Why Support Hands-On Learning – Our Chairman Explains
Ian Holden
Ian Holden, Chairman of We Support Hands-On Learning, has spent decades working across education leadership, advocacy, and policy. He has seen the highs and lows of the system: the promise of passionate teachers, the challenges of overloaded curricula, and the impact of technology—both good and bad. Today, he leads a movement dedicated to one powerful idea: students learn best by doing.
We sat down with Ian to hear his perspective on the vision, the challenges, and the opportunities ahead for Australian education.
Q: Ian, what is your vision for education in Australia?
Our vision is to see hands-on learning become the foundation of teaching and learning in this country. At the moment, it’s often treated as an occasional activity or something extra, but we believe it should be central to how every subject is taught.
Hands-on learning means students are actively involved—they’re manipulating, experimenting, discussing, and building knowledge themselves. When students are engaged this way, the results go far beyond test scores. They connect more deeply with their peers, they build confidence, and they develop the social and emotional skills that are essential for life.
“We want to see education in Australia move towards a future where learning is active, collaborative, and meaningful—because that’s how children truly thrive.”
Q: Why such a strong focus on hands-on learning?
Because it works. Every teacher knows the difference when a child is fully engaged—when they’re not just listening but doing. Active learning leads to stronger retention, greater curiosity, and higher achievement.
But it’s also about wellbeing. When students are physically involved in their learning, they feel part of a community, not just passive recipients of information. This approach also builds resilience and problem-solving.
“Life itself is hands-on—we rarely learn by reading instructions alone. We learn by trying, failing, adjusting, and trying again.”
That’s exactly what hands-on learning provides in a safe, structured environment.
Q: How do you see this vision shaping education in practice?
I think we’ll see a shift where hands-on learning influences not just classroom practice but the way schools are planned and how policies are written. At the moment, policy often leans towards efficiency—standardised testing, digital solutions, and data collection.
Those things have their place, but they don’t reflect the lived reality of how children learn. By embedding hands-on learning into the fabric of schools, we can make sure education is designed around what actually works: students actively constructing their own knowledge, rather than passively absorbing it.
Q: What do you see as the biggest challenges facing Australian education today?
There are a few, and they’re deeply connected. Student engagement and wellbeing are declining. Too many children feel disconnected from school, and passive, content-driven learning contributes to that.
We’ve also become too reliant on digital solutions. Technology has a place, but the pendulum has swung too far. Classrooms are now dominated by screens, and students are missing out on deep thinking, collaboration, and physical interaction.
Another major issue is teacher retention. Many teachers leave because they don’t feel empowered to use the methods they know work best. And of course, inequality continues to grow, with disadvantaged students most affected by rigid, one-size-fits-all approaches.
Hands-on learning addresses all of these issues. It re-engages students, supports teacher satisfaction, balances technology with real experiences, and creates inclusive classrooms where every child has a way in.
Q: How do you support educators on the ground?
First and foremost, we provide validation. Many teachers already know that hands-on approaches work, but they don’t always have the research or the collective voice to defend it. We give them that evidence base and put their expertise at the centre of the conversation.
We also connect them to a national network. Teaching can be isolating, especially for those who want to innovate. By linking educators across states and sectors, we create a community where they can share strategies, resources, and encouragement.
On a practical level, we provide campaign materials, professional development, and communication tools that help teachers engage parents, school leaders, and policymakers in the value of hands-on learning.
Ultimately, our role is to empower teachers to be change agents in their own profession. We don’t just support individual classrooms—we’re working to shift the system so that hands-on learning becomes the norm rather than the exception.
Closing Thoughts
If we want students who are curious, resilient, and connected, then we must give them classrooms that are hands-on. That’s not a luxury—it’s the foundation of great education. Every Australian child deserves the chance to learn this way, and our movement exists to make sure that becomes a reality.
At We Support Hands-On Learning, we believe the future of education depends on giving students meaningful, active learning experiences. If you share this vision, join our movement and help us make hands-on learning the standard for every Australian classroom.