Rate My Professor Pearl Subban

Associate Professor Pearl Subban serves in the Faculty of Education at Monash University, specifically within the School of Educational Psychology and Counselling. Her scholarly pursuits center on inclusive education, differentiated instruction, teacher attitudes and self-efficacy regarding inclusive practices, racial equity, and social justice. Pearl's research also encompasses attitudinal studies, scale design and development, accommodating diversity in the classroom, and positive behaviour support. She is committed to teaching in areas such as inclusive education and student diversity, including the unit EDF5761 Contemporary Issues in Education. As a member of the Faculty of Education's Senior Leadership Team, she contributes to graduate research oversight. Pearl is currently accepting PhD students and her work supports UN Sustainable Development Goals 3, 4, and 16.

Pearl Subban has maintained a productive research trajectory since 2005, producing numerous peer-reviewed articles and book chapters. Her seminal publication, "Differentiated instruction: A research basis" (Subban, 2006), has been cited 1181 times, establishing a cornerstone in the literature on tailoring instruction to diverse learners. Other highly influential works include "Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices" (Woodcock, Sharma, Subban, & Hitches, 2022; 484 citations), "Factors influencing teacher self-efficacy for inclusive education: A systematic literature review" (Wray, Sharma, & Subban, 2022; 423 citations), "Primary school teachers' perceptions of inclusive education in Victoria, Australia" (Subban & Sharma, 2006; 397 citations), and "In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: An international comparison of Australian and Italian teachers" (Sharma et al., 2018; 221 citations). Recent contributions feature "Epistemic exclusion in higher education: navigating racialised gatekeeping in Australia" (Chowdhury, Subban, & Chakma, 2026), reflections on racial injustice in South Africa (Subban, 2026), and explorations of teachers’ intentions in inclusive classrooms in China (Long, Sharma, & Subban, 2026). Through her publications and public engagement on Monash Lens, Pearl Subban significantly impacts educational research and practice, advocating for equity and inclusion.