Data from the OECD Programme for International Student Assessment (PISA) gives us some insights into the relationship between students and their teachers. Whilst overall the level of support and feedback provided to Australian students from teachers is good, the findings from this report that disadvantaged students perceive lower levels of support and feedback compared to advantaged students is very concerning.  The large achievement gaps (approximately three years of schooling) between students from advantaged and disadvantaged socioeconomic groups will only ever be breached if extra support is provided to those who really need it. With disruptions to the 2020 school year likely to have a stronger negative impact on disadvantaged students, providing increased support for these students is more critical than ever before.