We recently reviewed the report from The National Trend of School Refusal and Related Matters inquiry, conducted by the Australian Senate’s Education and Employment References Committee, chaired by Senator Matt O’Sullivan. Launched in October 2022, this inquiry explored the rising trend of school refusal and its impacts on students, families, schools, and the broader educational landscape.
Stakeholders were invited to provide input to clarify the complex drivers of this issue, including its implications for educational outcomes and mental health. MissingSchool participated by providing a written submission and presenting in person at the Senate Committee’s invitation. The final report, released in August 2023 on the Australian Parliament House website, contains six chapters that offer a comprehensive analysis of this important topic.
To help you quickly familiarise yourself with the report, we’ve summarised Chapters 2 to 6 in this blog series (Chapter 1 covers the inquiry’s purpose and scope). We hope these summaries will help guide you to the chapters and sections you may wish to explore in more detail on the report’s webpage sidebar. At the end of our chapter summary below, we have included the full references used from the original report for Chapter 2.
Chapter 2 – School Refusal in Australia
2.1 This Chapter provides a detailed overview of school refusal, its prevalence—including the impact of COVID-19—and key drivers.
What Is School Refusal?
2.2 Australia lacks an agreed definition of school refusal; terminology varies widely. Alternative terms used include ‘school can’t’, ‘school phobia’, ‘school avoidance’, ‘attendance anxiety’, and ’emotionally based school avoidance’.
2.3 Concepts differ:
- Symptom of underlying mental illness or disorder.
- Signal that something is wrong in the young person’s world.
- Characterised by motivations driven by negative or positive reinforcement, or both.
2.4 – 6 Most descriptions centre on the inability to attend school due to a severe negative emotional reaction
2.7 - 8 Experiences range from mild to severe:
- Mild: reluctance, feeling unwell, anxiety before school, persistent lateness, missing days.
- Severe: inability to leave room or house, atypical sleep patterns, signs of self-harm, clinical depression, severe anxiety.
2.9 -10 Signs of school refusal include:
- Expressed reluctance to attend school;
- Sleep disturbances;
- Frequent absences or lateness;
- Psychosomatic complaints (headaches, nausea);
- Emotional distress (anger, crying, meltdowns) when facing school;
- Avoidance behaviours (refusing to get up, hiding, refusing to leave home or car);
- Hiding at school or running home;
- Declining academic performance, avoiding work;
- Inability to talk or move physically (flight, fight, freeze, shutdown).
- In severe cases, signs escalate to threats or instances of self-harm, suicidal ideation, and suicide attempts.
What Makes School Refusal Different?
2.11 Differs from truancy and school withdrawal.
- Students do not hide their reluctance to attend school;
- Parents are aware of the absence;
- Parents have made multiple attempts to address non-attendance;
- Absence of antisocial behaviour.
2.12 Parents attempt to get children to school through bargaining, distractions, or force, with most seeking help from health services.
2.13 School refusal is not a deliberate choice; it’s more accurate to say a student can’t, not won’t, go to school.
2.14 Many prefer terms like ‘school can’t’ or ‘attendance anxiety’ over ‘school refusal’ reflecting students’ inability rather than choice
2.15 Parents report their child wants to attend school but is simply unable due to intense emotional distress.
2.16 Associate Professor Glenn Melvin provides Dr. Ian Berg’s definition, differentiating school attendance problems which includes:
- Severe difficulty attending school;
- Severe emotional upset (fear, depression, anxiety) at thought of attending school;
- Parents aware of the absence (unlike truancy);
- Parents make reasonable attempts to secure attendance (unlike school withdrawal);
- Absence of severe antisocial behaviour (unlike truancy).
The Prevalence of School Refusal in Australia
2.17 Determining prevalence is hampered by lack of data ; ACARA collects attendance data but this but doesn’t differentiate school refusal from other absences , or capture part-day attendance or reasons for absence like school refusal
2.18 Variation exists in how absences are recorded across states, systems, and schools; school refusal often isn’t listed as a reason.
2.19 Not all state and territory departments of education or independent and Catholic education bodies publish data or collect it.
2.20 Even where data is available, it’s not comprehensive; e.g., only one Catholic school system in NSW collects detailed attendance data.
2.21 Accuracy of available data is questionable; school refusal may be misclassified as ‘medical’, ‘truancy’, or ‘unexplained’.
2.22 Barriers to accurate reporting include lack of knowledge about school refusal and parents’ feelings of shame and embarrassment.
2.23 School Can’t Australia highlights inconsistent recording of absences and parents’ lack of awareness about how absences are recorded.
2.24 Due to unreliable data, participants estimate prevalence using national and international research; estimates vary from 1–5% to over 8%.
2.25 Many believe prevalence is on the rise in Australia. Evidence from schools and service providers indicates increases; e.g., a specialist school grew from 128 to 1,200 students over five years, all experiencing school refusal.
2.26 Family support providers report more parents struggling with school refusal.
2.27 The Tasmanian Office of the Education Registrar noted school refusal as a contributing factor in non-attendance increased from 13% in 2019 to 23% in 2021.
2.28 Virtual Schools Victoria reported an increase in students with school refusal presentations from 386 in 2018 to 895 in 2022.
2.29 Membership to organisations supporting families are increasing, indicating increased prevalence. School Can’t Australia memberships doubled annually.
Prevalence Within Specific Cohorts
2.30 Lack of reliable data makes it difficult to determine variations across student cohorts, year levels, and school types.
2.31 Evidence is mixed:
- Victorian data shows higher prevalence in secondary and specialist schools, disadvantaged schools, rural and regional areas.
- Triple P International Research shows it’s most common in 5–6 and 10–11-year-olds.
- Independent Schools Australia (ISA) reports it’s now occurring in more younger children than previously observed.
2.32 Consistent evidence indicates increased prevalence around key transitions—starting school and moving to high school.
2.33 Participants identify transitions as times of increased risk for school refusal.
2.40 School refusal is most prevalent among students with disability (especially neurodivergent students) and those with mental health challenges (for instance among autistic students, school refusal accounts for 43% of absences.
Impact of COVID-19 on Prevalence
2.34 General consensus that COVID-19 has increased school refusal prevalence.
2.35 Estimates vary:
- Rates in Victoria increased by 50% between 2018 and 2021.
- Some suggest rates have tripled since COVID-19.
- Online resources see increased usage related to school refusal.
2.36 Participants describe the effect as ‘school refusal on steroids’.
2.37 – 38 COVID-19 intensified existing trends rather than being the sole cause; rates were rising before the pandemic.
2.39 Complex link between the pandemic and pre-existing issues like illness, disability, and rising anxiety and mental health challenges among youth.
2.40 COVID-19 disrupted routines and school connections, contributing to increased school refusal, especially among students with existing mental health conditions.
2.41 Lockdowns hindered preparation for school transitions, affecting students’ feelings of safety in new environments.
2.42 Increased anxiety among students and parents during the pandemic was noted.
2.43 – 44 Mental health issues were rising before COVID-19; the pandemic exacerbated these trends.
2.45-46 Some suggest home schooling during lockdowns led young people to prefer learning from home.
Drivers of School Refusal
2.47 Drivers are complex and multifactorial, and associated with risk factors that include ‘individual traits, socio-economic conditions, family structure, the school environment and society more broadly’
2.48 Drivers align with research grouping school absence risk factors into four domains:
- Individual factors: psychological problems, developmental disorders (autism, ADHD), physical health issues, substance abuse, learning disabilities.
- Family factors: family structure, functioning, parenting style, socio-economic disadvantage, parental health issues, low parental involvement, overprotective parenting.
- School factors: transitions, pedagogical changes, poor classroom management, bullying, social isolation, unpredictability.
- Community factors: academic pressure, perceived threats, neighborhood characteristics, structural barriers like poverty and remoteness.
2.49 Without agreed definitions and clear data, it’s hard to determine how strongly each factor correlates with school refusal.
2.50 Individual risk factors most highlighted are disability (autism, ADHD, learning disorders) and mental health challenges (anxiety, depression).
2.51 Some feel that focusing solely on disability risks overlooking failures in school inclusion; it’s an inclusion issue where students with disability experience disproportionate stress due to school environments.
2.52 Medical models of disability locate the problem within individuals, reinforcing negative stereotypes.
2.53 The social model challenges society to address barriers to equal participation.
2.54 Parents report that school-based factors heavily contribute to school refusal, including feelings of being unsafe, lack of disability support and inclusivity, sensory overload, inadequate support, bullying, routine changes, boredom from unengaging work, a sense of not belonging, and unmet individual needs.
2.55 School refusal arises largely as a stress response from young people whose underlying symptoms or difficulties put them at risk.
2.56 Attendance issues often indicate students aren’t receiving necessary adjustments at school.
2.57 The way schools respond can either further isolate students or provide needed support.
Other Contributing Factors
Access to Appropriate Health System Supports
2.58 Most feedback to the inquiry focused on young people’s experiences with school refusal.
2.59 Health system plays a crucial role. Schools cannot address this alone; support is needed from both education and health systems.
2.60 Participants report significant challenges in accessing health supports, including provider shortages, long waiting lists, a lack of providers knowledgeable about school refusal, system navigation difficulties, high service costs, and insufficient collaboration between health and education sectors.
The Role of Technology
2.61 View on role of technology mixed: some ascribed it a causal role, while others saw it as an indicator of, or response to, underlying issues.
2.62 Several submissions noted that unrestricted technology use, gaming addiction, and excessive internet use contribute to school refusal.
2.63 Others view technology use as a response to underlying issues, allowing withdrawal from emotional stressors and anxiety-inducing social environments.
2.64: This chapter covered definitions, drivers, and prevalence of school refusal. The next will explore its impact on young people, families, and service providers.
The National Trend of School Refusal and Related Matters
We recently reviewed the full report from The National Trend of School Refusal and Related Matters inquiry, conducted by the Australian Senate’s Education and Employment References Committee, and chaired by Senator Matt O’Sullivan. To help you quickly familiarise yourself with the report, we’ve summarised Chapters 2 to 6 in this blog series (Chapter 1 covers the inquiry’s purpose and scope).
Introduction: Parliamentary Library Article on School Refusal
Chapter 2 – School refusal in Australia
Chapter 3 – The impact of school refusal
Chapter 4 – Addressing school refusal: the need for a national approach
Chapter 5 – Addressing school refusal: other barriers and opportunities
Chapter 6 – Committee view
References used in the full report for Chapter 2 summarised above are:
[1]See, for example, Associate Professor Glenn Melvin, Submission 34, [p. 1]; Dr Stephen Stathis, Clinical Advisor, Mental Health, Alcohol and Other Drugs Branch, Clinical Excellence Queensland, Queensland Health, Proof Committee Hansard, 20 April 2023, p. 25; Associate Professor LisaMcKay‑Brown, Chair, Melbourne Graduate School of Education Disability Research Collaboration (MGSE DRC), University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 6; Centre for Multicultural Youth (CMY), Submission 16, [p. 2]; The Autistic Realm Australia (TARA), Submission 55, p.9; Yellow Ladybugs, Submission59, p. 6; School Can’t (School Phobia, School Refusal) Australia (School Can’t Australia), Submission76, pp. 27–28; Catholic Education Western Australia, answers to questions on notice, 27 June 2023 (received 20 July 2023).
[2]See, for example, School Can’t Australia, Submission 76, p. 19; Name Withheld, Submission 156, [p.1]; Name Withheld, Submission 153, [p. 4]; ACT Council of Parents & Citizens Associations (ACT Council of PCA), Submission 8, [p. 4]; Name Withheld, Submission 125, [p. 5]; Name Withheld, Submission 72, p. 2.
[3]Roisin Devenney and Catriona O’Toole, ‘What Kind of Education System are We Offering’: The Views of Education Professionals on School Refusal’, International Journal of Educational Psychology, Vol. 10 No.1, February 2021, pp. 22–47 (provided as an answer to a question taken on notice by Associate Professor Lisa McKay-Brown and Dr Matthew Harrison at a public hearing in Melbourne on 23 February 2023).
[4]Dr Shannon Clark, School Refusal, Research Paper, Parliamentary Library, 19 April 2023, p. 11. Negative reinforcement occurs when students seek to avoid situations that cause unpleasant or anxious feelings (e.g., separation from caregiver, social interactions, academic requirements), or aversive situations (e.g., bullying). Positive reinforcement occurs when a student is motivated to stay home to get attention from parents or to do activities at home that they find more enjoyable.
[5]See, for example: MCSE DRC, Submission 15, [p. 1]; Save the Children and 54 reasons, Submission20, p. 2; Catholic School Parents Western Australia (CSPWA), Submission 22, [p. 3]; Victorian Government, Submission 25, p. 1; ReachOut, Submission 27, p. 3; Independent Schools Australia (ISA), Submission 29, p.2; Australian Parents Council, Submission 40, [p. 2]; Name Withheld, Submission 105, [p. 1]; NameWithheld, Submission 115, p. 2; Name Withheld, Submission 117, [p. 1]; Name Withheld, Submission127, p. 2; Triple P International, Submission 140, p. 4; Name Withheld, Submission 165, [p.1].
[6]Centre for Excellence in Child and Family Welfare, Submission 32, p. 1.
[7]Western Australian Council of State School Organisations (WACSSO), Submission 7, p. 2.
[8]CMY, Submission 16, [p. 1].
[9]Victorian Government, Submission 25, p. 1.
[10]School Can’t Australia, Submission 76, p. 30.
[11]School Can’t Australia, Submission 76.
[12]See, for example, Peter Underwood Centre, Submission 24, p. 8; ReachOut, Submission 27, [p. 3]; Victorian Government, Submission 25, p. 1; School Can’t Australia, Submission 76, p. 20. See also, Name Withheld, Submission 150, [p.3]; Name Withheld, Submission 80, [pp.1–2]; Name Withheld, Submission 91, [p. 2]; Name Withheld, Submission 93, [pp. 8 and 11]; Name Withheld, Submission 112, [p. 2].
[13]See, for example, Home Education Network (HEN), Supplementary Submission19.1, pp. 9, 42–44, 49 and 53; Djerriwarrh Community College, Submission 41, p. 12; School Can’t Australia, Submission 76, p. 20; School Refusal Clinic, Submission 17, [p. 2]; ReachOut, Submission 27, [p. 3]; Name Withheld, Submission 110, [pp. 1 and 2]; Name Withheld, Submission 112, [p. 2]; Name Withheld, Submission 117, [p. 1]; Name Withheld, Submission 97, p. 2; Aspergers Victoria, Submission 37, [p. 3].
[14]See, for example, ReachOut, Submission 27, [p. 3]; School Can’t Australia, Submission 76, p.20; Peter Underwood Centre, Submission 24, p. 4; Name Withheld, Submission 165, [p.4]; Associate Professor Glenn Melvin, Submission 34, [p. 2]; Name Withheld, Submission 92, [p. 1]; Name Withheld, Submission 116, [p.7].
[15]See, for example, School Refusal Clinic, Submission 17, [p. 4]; HEN, Supplementary Submission19.1, p. 52; ISA, Submission 29, p. 3; Aspergers Victoria, Submission 37, [p.3]; School Can’t Australia, Submission 76, p. 20; Name Withheld, Submission 165, [p. 4]; Name Withheld, Submission 63, [p. 1]; Name Withheld, Submission 83, p. 1; Name Withheld, Submission 156, [p. 2].
[16]See, for example, Aspergers Victoria, Submission 37, [p. 3]; ReachOut, Submission 27, [p. 3]; Name Withheld, Submission 115, p. 4; Name Withheld, Submission 112, [p. 1]; Name Withheld, Submission 165, [p. 4]; Tasmanian Association for the Gifted Inc., Submission 42, p. 3; Name Withheld, Submission 80, [p. 2]; Associate Professor Glenn Melvin, Submission 34, [p. 2]; Meg & Tara, Submission 149, p. 5.
[17]See, for example, School Can’t Australia, Submission 76, p. 20; ReachOut, Submission 27, [p. 3]; Name Withheld, Submission 112, [p. 1]; Name Withheld, Submission 165, [p.4]; Meg & Tara, Submission 149, p. 5; Ms Tracey Taylor, Director, Education Policy, ISA, Proof Committee Hansard, 22 February 2023,p. 3; CSPWA, Submission 22, [p. 3]; Name Withheld, Submission 92, [p.1]; Name Withheld, Submission 81, p. 2; Name Withheld, Submission 93, [p. 11]; Ms Melissa Gayler, Co-Leader, Parents for Change, Proof Committee Hansard, 22 February 2023, p. 33; Ms Katie Koullas, Chief Executive Officer (CEO), Yellow Ladybugs, Proof Committee Hansard, 23 February 2023, p.24.
[18]See, for example, ReachOut, Submission 27, [p. 3]; School Can’t Australia, Submission 76, p. 20; Meg&Tara, Submission 149, p. 5; Name Withheld, Submission 99, p.3; Name Withheld, Submission 112 [p. 1].
[19]See, for example, School Can’t Australia, Submission 76, p.20; Name Withheld, Submission 165, [p.4]; Name Withheld, Submission 123, p. 2; Name Withheld, Submission 154, p. 6.
[20]See, for example, Yellow Ladybugs, Submission 59, p. 3; Meg & Tara, Submission 149, p. 5; Name Withheld, Submission 66, [p. 1]; School Can’t Australia, Submission 76, p. 20. See also, Name Withheld, Submission 114, [p. 2]; Name Withheld, Submission 125, [p. 1].
[21]See for example, Name Withheld, Submission 83, p. 2; Name Withheld, Submission 85, p. 1; Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 91, [p. 2]; Name Withheld, Submission 94, p.3; Name Withheld, Submission 98, [p. 1]; Name Withheld, Submission 99, pp. 2 and 5; Name Withheld, Submission 103, p. 5; Name Withheld, Submission 104, [pp. 1 and 2]; Name Withheld, Submission 112 [p. 1]; Name Withheld, Submission 80, [p. 3]; Name Withheld, Submission 127, p. 3.
[22]See, for example, WACSSO, Submission 7, p. 2; CMY, Submission 16, [p. 1]; CSPWA, Submission 22, [p. 3]; ReachOut, Submission 27, [p. 3]; ISA, Submission 29, p. 2; MissingSchool, Submission 44, p. 3; TARA, Submission 55, p. 5.
[23]See, for example, TARA, Submission 55, p. 5; MCSE DRC, Submission 15, [p. 1]; CMY, Submission 16, [p. 2].
[24]See, for example, TARA, Submission 55, p. 5; MCSE DRC, Submission 15, [p.1]; Associate Professor Glenn Melvin, Submission 34, [p. 2]; School Can’t Australia, Submission 76, p. 19; CMY, Submission 16, [p. 2].
[25]See, for example, MCSE DRC, Submission 15, [p. 1]; Associate Professor Glenn Melvin, Submission 34, [p. 2]; Queensland Independent Schools Parents Network (QISPN), Submission 10, [p. 2].
[26]See, for example, MCSE DRC, Submission 15, [p. 1]; Associate Professor Glenn Melvin, Submission 34, [p. 2].
[27]See, for example, Name Withheld, Submission 113, p. 3; Name Withheld, Submission 66, [p. 1]; Name Withheld, Submission 86, p. 2; Name Withheld, Submission 93,[p. 11]; Name Withheld, Submission 117, [pp. 2 and 5]; Name Withheld, Submission 81, p. 1; Name Withheld, Submission 85, p. 1; Name Withheld, Submission 80, [p. 3].
[28]See, for example, Name Withheld, Submission 104, [p. 2]; Name Withheld, Submission 102, p.3; Name Withheld, Submission 112, [p. 3]; Name Withheld, Submission 113, p. 5; Name Withheld, Submission 117, [p. 4]; Name Withheld, Submission 101, [p. 3]; Name Withheld, Submission 123, pp. 1 and 2; Name Withheld, Submission 124, pp. 2, 3 and 4; Name Withheld, Submission 116, [p.8]; Name Withheld, Submission 121, [pp. 1–2]; Name Withheld, Submission 127, pp. 3 and 4; Name Withheld, Submission 128, pp. 2 and 3; Name Withheld, Submission 80, [pp. 3 and 4]; Name Withheld, Submission 81, p. 3; Name Withheld, Submission 85, p. 1; Name Withheld, Submission 87, [pp. 2–3]; Name Withheld, Submission 90, [p. 3]; Name Withheld, Submission 94, pp. 1 and 2; Name Withheld, Submission 96, [p.1].
[29]WACSSO, Submission 7, p. 2. See also, Yellow Ladybugs, Submission 59, pp. 2–3; Meg & Tara, Submission 149, pp. 4–5; School Can’t Australia, Submission 76, p. 66.
[30]See, for example, Name Withheld, Submission 72, [p. 2]; ACT Council of PCA, Submission 8, [p. 4]; Name Withheld, Submission 125, [p. 5]; Name Withheld, Submission 153, [p. 4]; Yellow Ladybugs, Submission 59, p. 1.
[31]See, for example, Name Withheld, Submission 81, p. 3; Name Withheld, Submission 102, p. 2; Name Withheld, Submission 115, p. 2. See also, Yellow Ladybugs, Submission 59, p. 3.
[32]Associate Professor Glenn Melvin, Submission 43, [p. 2].
[33]See, for example, Dr Greg Elliott Director, Wellbeing, Catholic Schools Parramatta Diocese, Proof Committee Hansard, 22 February 2023, p. 8; Associate Professor Glenn Melvin, School of Psychology, Deakin University, Proof Committee Hansard, 23 February 2023, p. 44; Brotherhood of St Laurence, Submission 57, p. 18.
[34]Australian Government Department of Education, answers to written questions on notice, 27 June 2023 (received 24 July 2023) and Queensland Catholic Education Commission (QCEC), Submission 13, p.2. See also, the Australian Curriculum, Assessment and Reporting Authority, answers to written questions on notice, 27 June 2023 (received 10 July 2023). The National Student Attendance dataset supports the Key Performance Measures in the National Measurement Framework for Schooling in Australia, as agreed by Education Ministers.
[35]QCEC, Submission 13, p. 2.
[36]Queensland Department of Education answers to written questions on notice, 27 June 2023 (received 21 July 2023); Northern Territory Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023); Catholic Education Tasmania, answers to written questions on notice, 27 June 2023 (received 27 July 2023); Catholic Education Northern Territory, answers to written questions on notice, 27 June 2023 (received 27 July 2023); New South Wales Department of Education, answers to written questions on notice, 27 June 2023 (received 28 July 2023).
[37]Queensland Department of Education answers to written questions on notice, 27 June 2023 (received 21 July 2023).
[38]Independent Schools Australia, answers to written questions on notice, 27 June 2023 (received 6July 2023); Catholic Education Western Australia, answers to written questions on notice, 27 June 2023 (received 20 July 2023); Queensland Catholic Education Commission, answers to written questions on notice, 27 June 2023 (received 21 July 2023).
[39]Catholic Education Diocese of Parramatta, Submission 2, p. 2.
[40]Victorian Government, Submission 25, p. 2.
[41]Associate Professor Glenn Melvin, Submission 34, [p. 1].
[42]School Can’t Australia, Submission 76, p. 28.
[43]Triple P International, Submission 140, p. 4.
[44]Australian Association for the Education of the Gifted and Talented (AAEGT), Submission 21, p. 5.
[45]See, for example, Victorian Government, Submission 25, p. 2; ReachOut, Submission 27, [p. 3]; ISA, Submission 29, pp.1 and 2; Triple P International, Submission 140, p. 2; UNICEF Australia, Submission 141, p. 1; CatholicCare Diocese of Broken Bay, Submission 160, p. 1.
[46]Ms Lisa Coles, parent and independent school principal, QISPN, Proof Committee Hansard, 20April2023, p. 13.
[47]CatholicCare Diocese of Broken Bay, Submission 160, p. 1.
[48]Schools across the Tasmanian educational sector (public, private, and Catholic) can refer families to the OER for conferencing, where the child’s non-attendance has not been able to be resolved by the school and remains concerning; in most cases, after a minimum of 20 days of missed school in a year. See Tasmanian Office of the Education Registrar (Tasmanian OER), Submission 31, p. 1.
[49]Tasmanian OER, Submission 31, p. 3.
[50]Virtual Schools Victoria, Submission 62, p. 2.
[51]School Can’t Australia, Submission 76, p. 94.
[52]Victorian Government, Submission 25, p. 2.
[53]Triple P International, Submission 140, p. 4.
[54]ISA, Submission 29, p. 3.
[55]ACT Council of PCA, Submission 8, [p. 9]; Save the Children and 54 reasons, Submission 20, p. 4; Tasmanian OER, Submission31, p. 3. See also, Djerriwarrh Community College, Submission 41, p. 9.
[56]Victorian Government, Submission 25, p. 2.
[57]See, for example, Association of Parents & Friends of ACT Schools, Submission 14, [p. 2]; MGSE DRC, Submission 15, [p. 1]; ISA, Submission 29, p. 8; Yellow Ladybugs, Submission 59, p. 1; MrsElizabeth Robinson, Submission 75, [p. 1]; Ms Amanda Watt, Executive Officer, QISPN, Proof Committee Hansard, 20 April 2023, p. 13; Professor Jennie Hudson, Director, Research, Black DogInstitute, Proof Committee Hansard, 22 February 2023, p. 44; Centre for Community Child Health, Submission 145, [pp. 3–4]; Autism Aspergers Advocacy Australia, Submission 33, p. 1; PeterUnderwood Centre, Submission 24, p. 9.
[58]Triple P International, Submission 140, p. 4.
[59]See, for example, Name Withheld, Submission 101, [p. 1]; Name Withheld, Submission 102, p.1; Name Withheld, Submission 104, [p.1]; Name Withheld, Submission 113, p. 2; Name Withheld, Submission 116, [p. 4]; Name Withheld, Submission 117, [p. 1]; Name Withheld, Submission 133, [p.1]; Name Withheld, Submission 153, [pp.1–2]; Name Withheld, Submission 165, [p. 2]; Name Withheld, Submission 78, [p. 1]; Name Withheld, Submission 79, [p. 1]; Name Withheld, Submission 83, p.1; Name Withheld, Submission 85, p. 1; Name Withheld, Submission 100, [p. 1]; Name Withheld, Submission 103, p. 1; Name Withheld, Submission 107, [pp. 1, 2 and 3]; Name Withheld, Submission 111, p. 2; Name Withheld, Submission 114, [p. 1]; Name Withheld, Submission 118, [p. 1]; Name Withheld, Submission 127, p. 3; Name Withheld, Submission 128, p. 1; Name Withheld, Submission 154, p. 1; Name Withheld, Submission 63, [p. 1]; Name Withheld, Submission 80, [p. 3]; Name Withheld, Submission 82, [p. 1]; Name Withheld, Submission 86, p. 2; Name Withheld, Submission 87, [p.1]; Name Withheld, Submission 88, p. 2; Name Withheld, Submission 93, [p. 2]; Name Withheld, Submission 97, p. 2; Name Withheld, Submission 98, [p. 1]; Name Withheld, Submission 99, p. 3.
[60]See, for example, Professor Jim Watterston, Dean, Melbourne Graduate School of Education, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 45; Ms Megan Gilmour, CEO and Co-founder, Missing School, Proof Committee Hansard, 22 February 2023, pp. 23–24; Australian Secondary Principals’ Association (ASPA), Submission 4, p. 2; Beyond Blue, Submission 6, p. 2; WACSSO, Submission 7, p. 3; Name Withheld, Submission 105, [p. 1]; Association of Independent Schools South Australia (AISSA), Submission 11, [p. 1]; Triple P International, Submission 140, p. 4.
[61]UNICEF Australia, Submission 141, p. 1.
[62]Triple P International, Submission 140, p. 4.
[63]ReachOut, Submission 27, [p. 5].
[64]Mr Andrew Pierpoint, President, ASPA, Proof Committee Hansard, 20 April 2023, p. 1.
[65]See, for example, Ms Kamla Brisbane, Manager, Policy and Advocacy, Carers ACT, Proof Committee Hansard, 22 February 2023, p. 39; Name Withheld, Submission 105, [p. 1]; AISSA, Submission 11, [p.1]; Save the Children and 54 reasons, Submission 20, p. 2; AAEGT, Submission 21, p. 5; AssociateProfessor Glenn Melvin, Submission 34, [p. 1]; Name Withheld, Submission 152, [p. 1]; Catholic School Parents Australia (CSPA), Submission 30, p. 2.
[66]Ms Lisa Coles, parent and independent school principal, QISPN, Proof Committee Hansard, 20April2023, p. 13.
[67]Yellow Ladybugs, Submission 59, p. 3.
[68]See, for example, ASPA, Submission 4, pp. 2–3; Triple P International, Submission 140, p.4; CatholicCare Diocese of Broken Bay, Submission 160, [p. 1]; Name Withheld, Submission 165, [p. 4]; Council of Catholic School Parents NSW/ACT (CCSP NSW/ACT), Submission 23, [p. 3]; ISA, Submission 29, p. 4; Name Withheld, Submission 64, p. 2; School Can’t Australia, Submission 76, p. 80.
[69]ISA, Submission 29, p. 4.
[70]See, for example, Ms Veronica Elliott, Executive Officer, ACSSO, Proof Committee Hansard, 22February 2023, p. 15; School Refusal Clinic, Submission 17, [p. 3]; Whitelion Youth, Submission 58, p. 2.
[71]Ms Veronica Elliott, Executive Officer, ACT Council of PCA, Proof Committee Hansard, 22February2023, p. 15.
[72]Mrs Dianne Giblin, AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, p. 16.
[73]Mrs Dianne Giblin, AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, p. 15.
[74]Dr Stephen Stathis, Clinical Advisor, Mental Health, Alcohol and Other Drugs Branch, Clinical Excellence Queensland, Queensland Health, Proof Committee Hansard, 20 April 2023, p. 22.
[75]Ms Megan Gilmour, CEO and Co-founder, MissingSchool, Proof Committee Hansard, 22February2023, p. 24.
[76]Aspergers Victoria, Submission 37, p. 1. See also, Mr Mark Breckenridge, Vice-President, ASPA, Proof Committee Hansard, 20 April 2023, p. 3 and Mallee District Aboriginal Services, Submission 43, p. 7.
[77]Mrs Kirsty James, Assistant Coordinator, HEN, Proof Committee Hansard, 23February 2023, p. 28.
[78]Dr Shannon Clark, School Refusal, Research Paper, Parliamentary Library, 19 April 2023, p. 10.
[79]Dr Shannon Clark, School Refusal, Research Paper, Parliamentary Library, 19 April 2023, p. 12.
[80]Professor Jim Watterston, Submission 3, Attachment A, p. 14.
[81]See, for example, Name Withheld, Submission 118, [p. 1]; MGSE DRC, Submission 15, [p. 1]; MsTiffany Westphal, Coordinator, School Can’t Australia, Proof Committee Hansard, 23February 2023, p. 38; Australian Parents Council, Submission 40, [p. 4]; Virtual Schools Victoria, Submission62, p. 3.
[82]See, for example, Name Withheld, Submission 165, [p. 3]; School Refusal Clinic, Submission 17, [p. 3]; MGSE DRC, Submission 15, [p. 1]; ReachOut, Submission 27, [p. 3]; Peter Underwood Centre, Submission 24, p. 9; CatholicCare Diocese of Broken Bay, Submission 160, p. 3; Djerriwarrh Community College, Submission 41, p. 5.
[83]School Can’t Australia, Submission 76, p. 86. See also, Peter Underwood Centre, Submission 24, p. 9.
[84]Ms Tiffany Westphal, Coordinator, School Can’t Australia, Proof Committee Hansard, 23February2023, p. 38.
[85]Roisin Devenney and Catriona O’Toole, ‘What Kind of Education System are We Offering’: The Views of Education Professionals on School Refusal, International Journal of Educational Psychology, Vol. 10 No.1, February 2021, pp. 22–47 (provided as an answer to a question taken on notice by Associate Professor Lisa McKay-Brown and Dr Matthew Harrison at a public hearing in Melbourne on 23 February 2023). See also, TARA, Submission 55, p. 7; Parents for Change, Submission 61, p. 10.
[86]People With Disability Australia, Social model of disability, www.pwd.org.au/resources/models-of-disability/ (accessed 29 May 2023). See also, TARA, Submission 55, p. 7.
[87]Name Withheld, Submission 70, p. 4.
[88]ACT Council of PCA, Submission 8, pp. 4–5. The other reasons for school refusal identified by parents included friendship issues, mental health issues and family issues.
[89]School Can’t Australia, Submission 76, p. 21 and Yellow Ladybugs, Submission 59, p. 3. See also, Mrs Jennifer, CEO, Australian Parents Council, Proof Committee Hansard, 22February 2023, pp. 31–32.
[90]Dr Greg Elliott, Director, Wellbeing, Catholic Schools Parramatta Diocese, Proof Committee Hansard, 22 February 2023, p. 12. See also, HEN, Supplementary Submission 19.1, p. 64; Name Withheld, Submission 92, [p. 1].
[91]SA CCYP, Submission 56, p. 2.
[92]See, for example, WACSSO, Submission 7, [p. 7]; Name Withheld, Submission 115, p. 8; Name Withheld, Submission 118, [p. 2]; Centre for Community Child Health, Submission 145, [p. 5]; Name Withheld, Submission 150, [pp. 9–10]; Name Withheld, Submission 87, [pp. 2 and 3]; Name Withheld, Submission 102, [p. 4].
[93]Peter Underwood Centre, Submission 24, p. 9.
[94]See, for example, Name Withheld, Submission 123, pp. 4–5; CSPA, Submission 30, p. 4; Tasmanian OER, Submission 31, p. 4; SA CCYP, Submission 56, p. 17; Brotherhood of St Laurence, Submission 57, p.9; Name Withheld, Submission 80, [p. 10]; Name Withheld, Submission 86, p. 5; Name Withheld, Submission 91, [p. 3].
[95]ASPA, Submission 4, p. 3.
[96]AISSA, Submission 11, p. 1; School Refusal Clinic, Submission 17, [p. 3]; Tasmanian OER, Submission 31, p. 3. See also, Dr Judith Locke and Dr Danielle Einstein, Submission 36, [p. 2]; QCEC, Submission 13, pp. 3 and 6.
[97]The Therapy Place, Submission 12, p. 2. A view of technology use as associated with school refusal, rather than a root cause, was also expressed by Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20 April 2023, p. 14.
