This study of student experiences of NAPLAN accentuates the need to take trainee wellbeing into account in educational initiatives. While Australian educational policies do not clearly state all steps must remain in the very best interests of the children, they need to comply with the ethical practice of "doing no damage".
The lots of unintended consequences of NAPLAN come from the failure to take the interests of all trainees seriously. The inflexible and formal style of NAPLAN is not favorable to discovering and teaching approaches that emphasise deep knowing.
NAPLAN, which uses language and a style of testing that is often foreign to trainees, strays from the systems built in classrooms that promote learning.