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 are summarising 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 the summary below, we have included the full references used from the original report for Chapter 5
Chapter 5: Addressing school refusal: other barriers and opportunities.
Overview
5.1 Key barriers to addressing school refusal include limited awareness, lack of wellbeing focus, need for early intervention, insufficient cross-sector collaboration, and inadequate parent resources.
5.2 These barriers provide opportunities to improve support for school refusal.
Improved Awareness and Understanding of School Refusal
5.3 Widespread lack of awareness and understanding of school refusal exists across sectors and communities.
5.4 Misconceptions link school refusal to bad parenting or misbehaviour, affecting responses (Professor Jennie Hudson of the Black Dog Institute (BDI))
5.5 Focusing solely on students/families ignores school-related factors contributing to school refusal (Ms. Lisa Coles).
5.6 Misunderstanding risk factors, like giftedness, worsens misconceptions (Tasmanian Association for the Gifted).
5.7 Lack of understanding leads to negative experiences with schools and health providers, straining relationships.
5.8 This lack isolates parents, creating stigma and limiting support access (Carers ACT).
5.9 – 12 School Can’t Australia suggests framing school refusal as a stress response, not a behavioural issue, which promotes collaborative, supportive approaches over blame.
5.13 School Can’t Australia recommended practices to improve understanding of school refusal
5.14 Participants called for professional training and awareness campaigns to reduce stigma and improve understanding.
Training for Education Professionals
5.15 Teachers and schools greatly influence students experiencing school refusal.
5.16 Supportive teachers who understand student challenges create a safer environment for learning.
5.17 Supportive leadership, acknowledging parental efforts and commitment, can profoundly affect how schools respond to struggling children.
5.18 Principals sensitive to student needs, like noise sensitivity, help create supportive settings.
5.19 Many parents reported being blamed due to limited school understanding of school refusal.
5.20 Parents received outdated, punitive advice to enforce attendance, which proved unhelpful.
5.21 Parents noted limited understanding hindered schools’ ability to make needed adjustments for students.
5.22 Inadequate support and adjustments from schools contributed to the onset or worsening of school refusal.
5.23 Early awareness by schools could prevent chronic disengagement (Assoc. Prof. McKay Brown).
5.24 Teacher workload and resources limit schools’ ability to address school refusal; parents often provide key info.
5.25 Participants recommended more training on school refusal, disability, mental health, and masking (School Can’t Australia)..
5.26 Educators themselves seek training in areas like gifted education and early warning signs (AAEGT, Assoc. Prof. McKay-Brown).
5.27 Suggested training includes early identification, trauma-informed practices, disability, mental health, and family engagement.
5.28 Department of Education supports adding school refusal to teacher training, with funding for resources.
5.29 Avoiding teacher overburdening is key; specialised support should assist teachers (Mrs. Kristie de Brenni, QLD Pathways).
5.30 Schools need specialised staff to support teachers, not to assume counselling roles (Ms. Carolyn Grantskalns, ISA).
5.31 Shortage of support staff like guidance officers limits student support (Mrs. de Brennie, Ipswich High).
5.32 -33 The Therapy Place recommends essential, concise training for general staff and detailed training for support roles (Mrs. Stephanie Hodge, Mrs. Fiona Berry).
Training for Health Professionals
5.34 Parents reported mixed experiences with health providers; some found supportive psychologists.
5.35 Difficulty finding knowledgeable providers and long waitlists hindered appropriate care access.
5.36 Negative experiences often arose from health professionals attributing school refusal to parenting.
5.37 Some health providers misattributed children’s anxiety to overindulgence, overlooking factors like giftedness.
5.38 Participants advocated for better health professional training on assessing and addressing school refusal (Carers ACT, Assoc. Prof. Glenn Melvin).
5.39 Western Australian Council of State School Organisations (WACSSO) recommended training health professionals to understand school refusal as a stress-based response supported by neuroscience.
A Stronger Focus on Student Wellbeing in Schools
5.40 – 42 Student wellbeing strongly links to engagement and academic success; poor wellbeing harms learning (Ms. Julie Birmingham, ISA, Save the Children, 54 Reasons, SA Commissioner for Young People).
5.42 Balance between academics and wellbeing is essential; academic focus alone is harmful.
5.43 Emphasis on testing (e.g., NAPLAN, PISA, ATAR) skews education towards results over growth (Ms. Lisa Coles).
5.44 Focus on testing also affects funding for alternative schools that serve at-risk students (Prof. Jim Watterston).
5.45 Governments urged to prioritise wellbeing and engagement as key education outcomes (Save the Children, 54 Reasons).
5.46 The Centre for Community Child Health (CCCH) proposed a vision of schools emphasising learning, wellbeing, and health through:
- Whole-student focus
- Health as a 21st-century skill
- Personalised learning and wellbeing
- Education-health culture
5.47 Productivity Commission review supports focusing on student wellbeing in the next school reform agreement (CCCH, Ms. Birmingham).
Box 5.2 The Productivity Commission’s review of the National School Reform Agreement noted that poor wellbeing harms learning and may worsen due to school responses; it recommended prioritising student wellbeing in the next reform, with annual reporting and comprehensive school strategies.
5.48 Participants suggested greater focus on wellbeing, recommending less emphasis on academics, wellbeing teams, and targeted programs
Non-Punitive Approaches to School Attendance
5.49 – 50 Parents reported punitive attendance measures, such as negative comments, lack of support, and threats of legal action for non-attendance.
5.51 – 52 School Can’t Australia survey found punitive measures included warnings, legal threats, enrolment termination, child protection referrals, and privilege loss for students.
5.53 One parent reported emotional strain and fear of court action, wishing focus had been on their child’s wellbeing.
5.54 SA Commissioner noted punitive practices harm students’ education, emotional health, relationships, and future.
5.55 BDI noted the focus on unwilling, not unable, students worsens school refusal; some parents withdrew children to avoid court.
5.56 Parents felt schools prioritised attendance over wellbeing, with some facing blame while their children’s needs went unmet
5.57 Participants urged removing punitive measures, suggesting a shift from compliance to wellbeing, focused on students’ “felt safety.”
5.58 School Can’t Australia recommended ending fines and threats; Peter Underwood Centre advocated banning punitive policies that cause fear.
5.59 Northern Territory Department of Education moved from a punitive truancy model to a partnership-focused approach on attendance barriers.
Nuanced Messages About the Importance of School Attendance
5.60 Parents suggested more sensitive messaging, as phrases like “Every Day Counts” heighten anxiety for families facing school refusal.
5.61 Messaging that “attendance matters” can cause stress; adding school refusal education could offer support.
5.62 School Can’t Australia recommended prioritising wellbeing over attendance compliance in messaging, encouraging parents to focus on wellbeing.
Trauma-Informed Approaches to School Refusal
5.63 Strong support exists for trauma-informed practices in schools, including the Collaborative Proactive Solutions model.
5.64 School Can’t Australia noted trauma-informed education addresses trauma’s impact on student wellbeing, with schools sometimes causing trauma.
5.65 A School Can’t Australia survey found 62% identified lack of trauma-informed staff as a key factor in school refusal.
5.66 – 68 Participants favoured trauma-informed practices over behaviorist methods, noting:
• Behaviorist methods ignore distress underlying behaviours (Mrs. Louise Rogers, School Can’t Australia).
• Reward-punishment systems harm students struggling to conform, increasing shame and worsening school refusal (Meg & Tara).
• Attendance-based rewards heightened children’s anxiety and lowered self-esteem when they couldn’t meet expectations.
5.69 Ms. Kamya Foster of HEN reported punitive approaches worsened outcomes for her neurodivergent children.
5.70 Participants called for widespread trauma-informed practices and training for professionals.
Stronger Family-School Engagement
5.71 Early, genuine family engagement builds trust and facilitates wellbeing discussions (ACSSO, QISPN).
5.72 Education authorities highlighted family engagement, though Ms. Lynne Gaal (APC) noted its inconsistent application.
5.73 School Can’t Australia survey found poor communication contributed to school refusal, with issues like limited teacher access and lack of support.
5.74 APC emphasised authentic parent engagement beyond standard meetings to help reintegrate students.
5.75 Participants recommended home outreach to address school refusal, with ASPA highlighting community outreach’s value, and Ms. Coles reporting a 100% success rate through home visits.
5.76 Brotherhood of St Laurence (BSL) noted early learning programs like HIPPY can foster parent-school relationships and reduce refusal.
5.77 Schools should value family insights on student strengths and triggers (APC, Mrs. Giblin AM).
5.78 Participants acknowledged the need for engagement but noted challenges due to school pressures and limited teacher training (School Can’t Australia).
5.79 – 80 Participants called for teacher training in family engagement, including it in programs and ongoing development.
5.81 Parents Victoria recommended family engagement officers to reduce teacher workloads, supported by Ms. Elliott (ACT Council of PCA). School Can’t Australia also suggested case management to mediate between families, schools, and services.
5.82 The Queensland Independent Schools Parents Network (QISPN) with Griffith University and Independent Schools Queensland, is researching practical parent engagement strategies.
More Flexible Delivery of Education
5.83 Traditional education doesn’t suit everyone; flexibility is especially needed for students at risk of school refusal.
5.84 COVID-19 showed the potential for more flexible education delivery.
5.85 ASPA suggested COVID-19 and school refusal highlight the need to rethink standard structures, like six-hour attendance.
5.86 Participants supported greater flexibility across mainstream, alternative settings, and access to distance education and homeschooling.
5.87 Support was expressed for varied pathways, allowing flexible or shared enrolments in in-person, distance, and homeschooling (School Can’t Australia).
Flexibility Within Mainstream School Settings
5.88 Schools need flexibility and consistent adjustments per the Disability Standards for Education 2005 to better meet student needs (ACT Council of PCA).
5.89 – 91 Suggested areas of flexibility:
• Adjusting learning spaces, work types, and online access (Carers ACT).
• Flexibility in curriculum delivery and assessment for personalisation (AAEGT, SJFLC).
• Class sizes, teacher ratios, attendance hours, and timetables.
• Interest-based and project-based learning options to support school refusal students.
5.92 SA Commissioner recommended mainstream schools use alternative school practices, including community ties, individualised learning, smaller classes, wellbeing focus, and project-based learning.
5.93 – 94 Flexible learning options are essential to meet students “where they are” and build on existing knowledge (Parents for Change).
Disability Standards for Education 2005
5.95 Some schools struggle to provide reasonable adjustments for students.
5.96 Submitters recommended staff training on students’ rights to adjustments under the Disability Standards for Education; Carers Australia cited limited resources.
Alternative Education Settings
5.97 – 98 There’s a need for alternative education, but options are limited with long waiting lists (School Can’t Australia, School Refusal Clinic).
5.99 -100 Parents seek more community schools with small classes and trauma-informed, neuro-affirming environments (School Can’t Australia, Yellow Ladybugs).
5.101-102 Community School Startup Support Australia (CSSSA) noted new community schools take 3-5 years to open and face high attrition due to financial/regulatory challenges, recommending exemptions to ease this process.5.103 The QISPN noted that demand for small school places strains resources, forcing one principal to provide one-on-one support for students and families facing school refusal.
5.103 QISPN noted demand for small school spots strains resources, with one principal providing one-on-one support to school refusal families.
5.104 Submitters noted alternative settings are resource-intensive due to low student-staff ratios; Ms. Coles’ school has one adult per five students.
5.105 BSL noted that while David Scott School’s low student-staff ratio is costly, it’s essential for some students and more cost-effective than dropout costs.
5.106 Prof. Jim Watterson noted alternative schools’ effectiveness but called for better oversight to ensure quality and visibility.
Distance Education and Homeschooling
5.107 – 108 Participants supported expanding distance education and homeschooling for school refusal students, with Mrs. Rogers noting positive COVID-19 experiences.
5.108-110 Participants stressed expanding distance education due to barriers like long wait times and applications that require restarting assessments without prior school information.
5.111 Some parents found homeschooling beneficial but noted its challenges, requiring significant commitment and sacrifice.
5.112 WACSSO noted that homeschooling is particularly challenging if a child has a disability, as school funding often doesn’t transfer.
5.113 Financial support for homeschooling falls short of mainstream costs, prompting a suggested review for parents homeschooling due to disability or school refusal.
Early identification and a framework for evidence-based interventions
Early Identification of School Refusal
5.114 Interventions are often delayed until crisis, likened to waiting for “unconsciousness” before providing first aid (Dr. Long, BSL).
5.115 Strict criteria delay alternative school enrolment until conditions worsen significantly.
5.116 Attendance thresholds for support, like Victoria’s 70% Navigator threshold, exceed generally accepted 10% problematic attendance.
5.117 BSL suggested support should be based on risk rather than absence thresholds.
5.118 Early identification and intervention in school refusal are necessary to prevent escalation (ACT Council of PCA).
5.119 School Can’t Australia proposed a mechanism for parents to request support reviews at early distress signs.
5.120 Melbourne Graduate School of Education Disability Research Collaboration (MGSE DRC) recommended attendance teams in schools to detect early signs of school refusal.
5.121 Protocols for immediate response upon identifying school refusal should be implemented.
5.122 Early intervention saves resources and time; the zero to five cohort is very, very important (Mr. Pierpoint, ASPA).
5.123 CCCH advocated combining strategies from ages 0-8 to enhance child wellbeing
5.124 The “Heckman curve” supports early interventions for better long-term economic returns.
5.125 Early neurodivergence identification may reduce severe school refusal cases.
5.126 Late disability identification risks funding loss for at-risk students (Mrs. de Brenni, Queensland Pathways State College).
Evidence-Based Interventions
5.127 Australia lacks a comprehensive evidence base and framework to guide effective responses; funding is limited.
5.128 Without a framework, resources tend to be allocated to severe cases, neglecting preventative measures (Assoc. Prof. Melvin, Deakin University).
5.129 – 5.131 A multi-tiered system of support could guide approaches, providing structured interventions at universal, targeted, and intensive levels (MGSE DRC, Associate Professor Melvin).
Table 5.1 Multi-tiered systems of support
5.132 Tier 1 emphasise a positive school climate, safety, healthy habits, social-emotional learning, parental involvement, and transition supports to identify students at risk of non-attendance.
5.133 Multi-tiered support systems help match resources to each student’s needs, as highlighted by Catholic Schools Parramatta Diocese and AAEGT (Dr. Greg Elliott, Mrs. Gindy). The Victorian Government’s Map of Key Mental Health Support uses a multi-tiered system, with an online menu to filter interventions by tier, type, evidence, and cost.
5.134 Professor Watterson outlined plans for a pilot of multi-tiered support systems with Associate Professor McKay-Brown to evaluate and implement the approach in Australia.
Figure 5.1 Victorian Department of Education – snapshot of the Schools Mental Health Menu showing a selection of interventions by tier.
5.135 Effective Tier 1 supports prevent issues for students, especially autistic students (Dr. Harrison, MGSE DRC).
5.136 Multi-tiered systems reduce high-intensity support needs (Prof. Watterson).
5.137 Scalable strategies in early intervention reduce resource demand later (Dr. Elliott).
Better Cross-Sector Collaboration
5.138-5.139 Cross-sector collaboration beyond education is needed, involving health, justice, and housing (ASPA).
5.140 System silos limit education partnerships’ potential in student engagement (Save the Children, 54 Reasons).
5.141 In addition to inter-government collaboration, health and education collaboration is critical for early support.
5.142 Examples include Queensland’s Student Wellbeing and GPs in Schools programs (Dr. Stathis, QLD Health)
5.143 The NT Department of Education focuses on relationships with families and communities and is developing a case management framework for chronically disengaged youth.
5.144 Private, fee-based health models limit school collaborations (Virtual Schools Victoria (VSV))
5.145 VSV acknowledged public health services as invaluable partners but noted their high workload often limits time for school engagement.
5.146 Parents often bridge gaps between schools and private providers (Ms. Brisbane, Carers ACT).
5.147 Suggestion that school attendance should be a cross-disciplinary field with specialised training (Assoc. Prof. Melvin).
5.148 Multi-disciplinary teams should bridge school and health services (CCCH)
5.149 Proposal for family engagement officers for interagency collaboration (Mrs. Giblin AM) and integrated support connecting families, health professionals, and schools (Meg & Tara).
5.150 – 5.151 Co-located services in schools and embedded clinical teams are ideal but require more resources (Mrs. Hodge, APC).
More Support for Parents and Carers
5.152 School refusal impacts parental wellbeing, social ties, and finances, highlighting the need for support.
Navigating School Refusal Information and Supports
5.153 Parents struggle navigating education and health systems, often unsure where to find support, information, or advocacy (School Can’t Australia).
5.154 Submitters called for more evidence-based information on school refusal, support options, alternative education, and health system navigation.
5.155 Despite growing online resources, a centralised, accessible source of information for parents is needed (Ms. Amanda Watt, QISPN).
5.156 Survey respondents suggested a helpline to guide parents on initial steps (School Can’t Australia).
5.157 The MGSE DRC highlighted the lack of a national resource for credible information on school refusal as a gap in systemic support.
Financial Assistance
5.158 Parents experience financial challenges due to school refusal; many are unaware of available financial support like Carer Payments, NDIS, and other assistance
5.159 Not all parents qualify for these supports; those without a disability diagnosis may be ineligible.
5.160 Lack of awareness of – and access to – financial assistance. A School Can’t Australia survey showed only 14% of respondents accessed Carers Payment and 29% Carers Allowance.
5.161 Participants suggested increasing financial support, with one parent recommending a comprehensive review.
5.162 Parents suggested reviewing the $4000/year Assistance for Isolated Children payment to better cover homeschooling costs and extending disability funding to home schoolers due to school refusal.
5.163 Parents requested more than the current ten subsidised mental health care visits per year.
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 5 summarised above are:
[1]See, for example, Western Australian Council of State School Organisations (WACSSO), Submission 7, p. 2; Name Withheld, Submission 134, [p. 3]; Melbourne Graduate School of Education Disability Research Collaboration (MGSE DRC), Submission 15, [p. 2]; Catholic School Parents Australia, Submission 30, p. 4; Carers ACT, Submission 26, p. 8; Australian Parents Council (APC), Submission 40, [p.4]; Name Withheld, Submission 67, p. 2; Name Withheld, Submission 85, p. 2; Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 93, [p. 3]; Name Withheld, Submission 95, [p.2].
[2]See, for example, Ms Amanda Watt, Executive Officer, Queensland Independent Schools Parents Network (QISPN), Proof Committee Hansard, 20 April 2023, p. 17; Dr Matthew Harrison, Senior Lecturer, Learning Intervention, MGSE DRC, Proof Committee Hansard, 23 February 2023, p. 6; Name Withheld, Submission 80, p. 10; Name Withheld, Submission 92, [p. 4]; Carers ACT, Submission 26, p.8; Name Withheld, Submission 114, [p. 3]; Name Withheld, Submission 127, p. 2; Yellow Ladybugs, Submission 59, p. 11; Name Withheld, Submission 87, [p. 4]; Name Withheld, Submission 97, p. 4.
[3]Professor Jennie, Director, Research, Black Dog Institute (BDI), Proof Committee Hansard, 22February 2023, p.44.
[4]Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20April2023, p. 14.
[5]Tasmanian Association for the Gifted, Submission 42, p. 2.
[6]See, for example, Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 85, p. 2; Name Withheld, Submission 134, [p. 3]; Name Withheld, Submission 97, p. 7.
[7]Carers ACT, Submission 26, p. 8.
[8]School Can’t (School Phobia School Refusal) Australia (School Can’t Australia), Submission 76, pp.20–21. See also, Yellow Ladybugs, Submission 59, p.3 and Name Withheld, Submission 116, [p.13].
[9]School Can’t Australia, Submission 76, p. 21.
[10]School Can’t Australia, Submission 76, p. 21.
[11]School Can’t Australia, Submission 76, p. 21.
[12]School Can’t Australia, Submission 76, p. 21.
[13]School Can’t Australia, Submission 76, pp. 22–24. See also, Ms Katie Koullas, Chief Executive Officer (CEO), Yellow Ladybugs, Proof Committee Hansard, 23 February 2023, p. 20; Name Withheld, Submission 114, pp. 3–4; Name Withheld, Submission 125, [p. 4]; Meg & Tara, Submission 149, p. 14; Name Withheld, Submission 92, [p. 5]; Name Withheld, Submission 80, [p. 4]; Name Withheld, Submission 70, p. 7; Name Withheld, Submission 116, [p. 13]; Name Withheld, Submission 118, [p. 4]; Name Withheld, Submission 154, p.3.
[14]See, for example, Meg & Tara, Submission 149, pp. 6–7; MGSE DRC, Submission 15, [p. 1]; ACT Council PCA, Submission 8, [p. 3]; Catholic Education Diocese of Bathurst, Submission 60, [p. 8]; School Can’t Australia, Submission 76, pp. 57 and 123; Name Withheld, Submission 89, [p. 2]; Name Withheld, Submission 128, p. 3; Name Withheld, Submission 158, [p.1]; Home Education Network (HEN), Supplementary Submission 19.1, p. 82; Name Withheld, Submission 93, [p.7]; Name Withheld, Submission 87, [p. 4]; Name Withheld, Submission 111, p. 4, School Refusal Clinic, Submission 17, [p.6]; Mallee District Aboriginal Services, Submission 43, p. 10.
[15]Name Withheld, Submission 97, p. 8 and Name Withheld, Submission 67, p. 2.
[16]School Can’t Australia, Submission 76, p. 28.
[17]See, for example, Name Withheld, Submission 107, [p. 12]; Name Withheld, Submission 114, [p.1]; Name Withheld, Submission 154, pp. 4 and 5; Mrs Elizabeth Robinson, Submission 75, [p. 2]; Name Withheld, Submission 95, [p.3]; Meg & Tara, Submission 149, p. 10; The Autistic Realm Australia (TARA), Submission 55, pp. 19–20.
[18]Name Withheld, Submission 117, [p. 1].
[19]Name Withheld, Submission 154, p. 12.
[20]TARA, Submission 55, p. 22.
[21]See, for example, Name Withheld, Submission 154, p. 4; HEN, Supplementary Submission 19.1, p. 90; Name Withheld, Submission 84, p. 1; Name Withheld, Submission 103, pp. 4 and 5; Name Withheld, Submission 66, [p. 2]; Name Withheld, Submission 86, p. 2; Mrs Jennifer Rickard, CEO, APC, Proof Committee Hansard, 22 February 2023, p. 28.
[22]See, for example, Name Withheld, Submission 103, pp. 2, 3 and 5; Name Withheld, Submission 124, p. 4; Name Withheld, Submission 107, [pp. 9, 10 and 11]; Name Withheld, Submission 117, [pp. 2, 3 and 4].
[23]Name Withheld, Submission 120, [p. 2].
[24]See, for example, TARA, Submission 55, p. 20; Ms Tiffany Westphal, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p. 39; Name Withheld, Submission 154, p. 13; Name Withheld, Submission 117, [p. 3]; Name Withheld, Submission 133, [p. 2]; Name Withheld, Submission 63, [p. 2]; Name Withheld, Submission 93, [p. 3].
[25]Name Withheld, Submission 127, p. 6 and Name Withheld, Submission 117, [p. 4].
[26]See, for example, Name Withheld, Submission 116, [p. 8]; Name Withheld, Submission 124, p. 2; Name Withheld, Submission 103, pp. 5, 6 and 7; Name Withheld, Submission 105, [pp. 2 and 6]; Name Withheld, Submission 81, pp. 1–2; Name Withheld, Submission 115, p. 3; Name Withheld, Submission 103, pp. 1 and 2.
[27]Associate Professor Lisa McKay-Brown, Chair, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 3.
[28]See, for example, Ms Melissa Gayler, Co-Leader, Parents for Change, Proof Committee Hansard, 22February 2023, p.33; QISPN, Submission 10, [p.3]; Name Withheld, Submission 128, p.3; Triple P International, Submission 140, p.2; HEN, Supplementary Submission 19.1, pp.77and 85; Yellow Ladybugs, Submission 59, p.7; Australian Secondary Principals’ Association (ASPA), Submission 4, p. 4; Name Withheld, Submission 70, p.8.
[29]Name Withheld, Submission 114, [p. 1].
[30]See, for example, Name Withheld, Submission 67, p. 4; School Refusal Clinic, Submission 17, [p. 6]; Catholic Education Diocese of Bathurst, Submission 60, [p. 8]; Parents Victoria, Submission 68, p. 1; Beyond Blue, Submission 6, pp. 6 and 7; Name Withheld, Submission 111, p. 4; Mansfield Autism Statewide Services (MASS), Submission 131, [p. 1]; Mallee District Aboriginal Services, Submission 43, p. 10; TARA, Submission 55, pp. 10 and 26; Name Withheld, Submission 97, p. 7; Name Withheld, Submission 66, p. 2; The Therapy Place, Submission 12, p. 4; Name Withheld, Submission 65, p. 5; Centre for Excellence in Child and Family Welfare (Centre for Excellence CFW), Submission 32, p.4; Associate Professor Glenn Melvin, Submission 34, [p.3]; Name Withheld, Submission 95, [p. 3].
[31]School Can’t Australia, Submission 76, p. 123.
[32]Mrs Melinda Gindy, President, Australian Association for the Education of the Gifted and Talented (AAEGT), Proof Committee Hansard, 22 February 2023, p. 53.
[33]Associate Professor Lisa McKay Brown, Chair, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 2.
[34]See, for example, Name Withheld, Submission 116, [p. 13]; Name Withheld, Submission 125, [p. 6]; School Can’t Australia, Submission 76, p. 96; Name Withheld, Submission 154, p. 3; Name Withheld, Submission 155, [pp. 4 and 5].
[35]See, for example, AAEGT, Submission 21, p. 3; Name Withheld, Submission 154, p. 3; Yellow Ladybugs, Submission 59, p. 6; Mallee District Aboriginal Services, Submission 43, p. 10; Name Withheld, Submission 89, [p.2]; Name Withheld, Submission 158 [p. 1]; APC, Submission 40, [p.5]; Name Withheld, Submission 125, [p.6].
[36]See, for example, Ms Mahalah O’Malley, Co-Leader, Parents for Change, Proof Committee Hansard, 22 February 2023, p. 37; MASS, Submission 131, [p. 1]; TARA, Submission 55, p. 10; Mallee District Aboriginal Services, Submission 43, p. 10; AAEGT, Submission 21, p. 3; Dr Matthew Harrison, Senior Lecturer, Learning Intervention, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23February 2023, p. 3; Name Withheld Submission 125, [p. 6]; The Therapy Place, Submission 12, p.4; Name Withheld, Submission 152, [p. 3]; HEN, Supplementary Submission 19.1, p.78; APC, Submission 40, [p. 4]; Name Withheld, Submission 89, [p.2]; Name Withheld, Submission 91, [p. 3]; Name Withheld, Submission 92, p. 1; Name Withheld, Submission 98, [p. 5].
[37]See, for example, Interrelate, Submission 18, [p. 3]; Professor Jennie Hudson, Director, Research, BDI, Proof Committee Hansard, 22 February 2023, p. 45; Mallee District Aboriginal Services, Submission 43, p. 10; Centre for Community Child Health (CCCH), Submission 145, p. 8; Beyond Blue, Submission 6, [p. 6]; Name Withheld, Submission 117, [p. 6]; Name Withheld, Submission 89, [p.2].
[38]AAEGT, Submission 21, p. 3 and Name Withheld, Submission 82, [p. 4].
[39]See, for example, Name Withheld, Submission 116, [pp. 6 and 14]; ACT Council of PCA, Submission 8, p. 3; Name Withheld, Submission 66, [p. 2]; The Therapy Place, Submission 12, p. 3; Djerriwarrh Community College, Submission 41, p. 4; School Can’t Australia, Submission 76, p. 70.
[40]See, for example, Ms Amanda Watt, Executive Officer, QISPN, Proof Committee Hansard, 20April2023, p. 17; Mrs Dianne Giblin AM, CEO, Australian Council of State School Organisations (ACSSO), Proof Committee Hansard, 22 February 2023, p. 17; Beyond Blue, Submission 6, p. 2; ACT Council of PCA, Submission 8, [p. 3].
[41]See, for example, Ms Mahalah O’Malley, Co-Leader, Parents for Change, Proof Committee Hansard, 22 February 2023, p. 37; MASS, Submission 131, [p. 1]; Professor Jennie Hudson, Director, Research, BDI, Proof Committee Hansard, 22 February 2023, p.46; Mrs Fiona Berry, Occupational Therapist, Director, The Therapy Place Pty Ltd, Proof Committee Hansard, 23 February 2023, p. 11; Associate Professor Glenn Melvin, School of Psychology, Deakin University, Proof Committee Hansard, 23February 2023, p. 49; Name Withheld, Submission 91, [p. 3].
[42]Ms Julie Birmingham, Acting Deputy Secretary, Schools Group, Australian Government Department of Education, Proof Committee Hansard, 22 February 2023, p. 61.
[43]Mrs Kristie de Brenni, Principal, Queensland Pathways State College, Proof Committee Hansard, 20April 2023, p. 12.
[44]Ms Carolyn Grantskalns, CEO, Independent Schools Australia (ISA), Proof Committee Hansard, 22February 2023, pp. 2–3.
[45]Mrs Kristie de Brenni, Principal, Queensland Pathways State College, Proof Committee Hansard, 20April 2023, p. 11.
[46]Mrs Stephanie Hodge, Occupational Therapist, Director, The Therapy Place Pty Ltd, Proof Committee Hansard, 23 February 2023, p. 11.
[47]Mrs Fiona Berry, Occupational Therapist, Director, The Therapy Place Pty Ltd, Proof Committee Hansard, 23 February 2023, p. 11.
[48]See, for example, Name Withheld, Submission 115, p. 8; Yellow Ladybugs, Submission 59, p. 13; Name Withheld, Submission 83, p. 3; Name Withheld, Submission 113, pp. 2–3; Name Withheld, Submission 124, p. 3; Name Withheld, Submission 150, [pp. 7–8]; Name Withheld, Submission 156, [p.3]; Name Withheld, Submission 87, [p. 2].
[49]Name Withheld, Submission 143, [p. 5].
[50]Name Withheld, Submission 150, [p. 8].
[51]Name Withheld, Submission 116, [p. 13].
[52]Name Withheld, Submission 150, [p. 10].
[53]Parents Victoria, Submission 68, p. 2.
[54]Name Withheld, Submission 103, p. 2.
[55]See, for example, Name Withheld, Submission 66, [p. 2]; Missing School, Submission 44, p.5; Associate Professor Glenn Melvin, Submission 34, [p. 3]; School Refusal Clinic, Submission 17, [p.6]; UNICEF Australia, Submission 141, pp. 1–2; WACSSO, Submission 7, [p. 8]; Professor Jennie Hudson, Director, Research, BDI, Proof Committee Hansard, 22 February 2023, p. 45.
[56]Carers ACT, Submission 26, p. 4.
[57]Associate Professor Glenn Melvin, Submission 34, [p. 3].
[58]WACSSO, Submission 7, [p. 8].
[59]Catholic Education Western Australia, answers to written questions on notice, 27 June 2023 (received 20 July 2023); 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).
[60]Ms Julie Birmingham, Acting Deputy Secretary, Schools Group, Australian Government Department of Education, Proof Committee Hansard, 22 February 2023, p. 57.
[61]ISA, Submission 29, p. 3.
[62]Save the Children and 54 reasons, Submission 20, pp. 1–2. See also, Mrs Louise Rogers, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p.39; Mrs Dianne Giblin AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, p. 16; Ms Veronica Elliott, Executive Officer, ACT Council of PCA, Proof Committee Hansard, 22 February 2023, p. 16.
[63]South Australian Commissioner for Young People, Submission 56, p. 15. See also, Mrs Jennifer Rickard, CEO, APC, Proof Committee Hansard, 22February 2023, p. 32; Name Withheld, Submission 126, p. 2 and Name Withheld, Submission 67, p. 4; Name Withheld, Submission 8, p. 5.
[64]See, for example, Learning Creates Australia, Submission 161, p. 2; Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20 April 2023, p. 17; Name Withheld, Submission 128, p. 1. See also, Mrs Dianne Giblin AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, p. 14 and Dr Sophie Rudolph and Dr Archie Thomas, Submission 35, p.2.
[65]Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20April2023, p. 18.
[66]Professor Jim Watterson, Dean, Melbourne Graduate School of Education, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 47.
[67]Save the Children and 54 reasons, Submission 20, p. 3.
[68]CCCH, Submission 145, p. 11.
[69]CCCH, Submission 145, p. 12 and Ms Julie Birmingham, Acting Deputy Secretary, Schools Group, Australian Government Department of Education, Proof Committee Hansard, 22 February 2023, p.55.
[70]See, for example, Name Withheld, Submission 128, p. 1; Name Withheld, Submission 156, [p.4]; Name Withheld, Submission 94, p. 6; Learning Creates Australia, Submission 161, [p. 2]; Professor Jim Watterson, Dean, Melbourne Graduate School of Education, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 49; Mrs Kirsty James, Assistant Coordinator, HEN, Proof Committee Hansard, 23 February 2023, p. 30; Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20 April 2023, pp. 17 and 18; Mrs Dianne Giblin AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, pp. 16, 19–20. Seealso, Dr Sophie Rudolph and Dr Archie Thomas, Submission 35, p. 2 and Ms Melissa Gayler, Co-Leader, Parents for Change, Proof Committee Hansard, 22 February 2023, p. 33.
[71]See, for example, Dr Matthew Harrison, Senior Lecturer, Learning Intervention, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 6; Mrs Stephanie Hodge, Occupational Therapist, Director, The Therapy Place Pty Ltd, Proof Committee Hansard, 23 February 2023, pp. 11–12, Name Withheld, Submission 65, pp. 3–4.
[72]See, for example, WACSSO, Submission 7, p. 3; UNICEF Australia, Submission 141, p. 1; Beyond Blue, Submission 6, [p. 6]; Name Withheld, Submission 83, p.4; Name Withheld, Submission 94, p. 7.
[73]Name Withheld, Submission 115, p. 9.
[74]See, for example, Name Withheld, Submission 117, [pp. 1, 2 and 3]; Name Withheld, Submission 81, p.3; Name Withheld, Submission 122, [p. 2]; Name Withheld, Submission 128, p. 3; Name Withheld, Submission 124, p. 4. See also, TARA, Submission 55, p. 16 and Carers ACT, Submission 26, p. 8.
[75]School Can’t Australia, Submission 76, pp. 10 and 62.
[76]School Can’t Australia, Submission 76, p. 10 and 63.
[77]Name Withheld, Submission 117, [p. 2].
[78]South Australian Commissioner for Children and Young People, Submission 56, p. 5.
[79]BDI, Submission 5, pp. 1 and 8.
[80]Name Withheld, Submission 81, p. 3 and Name Withheld, Submission 117, [p.1].
[81]Name Withheld, Submission 122, [p. 2].
[82]Name Withheld, Submission 117, [p. 6].
[83]Name Withheld, Submission 116, [p. 14].
[84]School Can’t Australia, Submission 76, p. 10.
[85]Peter Underwood Centre, Submission 24, p. 14.
[86]Northern Territory Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023).
[87]Name Withheld, Submission 93, [pp. 2–3].
[88]Name Withheld, Submission 125, p. 3.
[89]Name Withheld, Submission 116, [p. 12].
[90]School Can’t Australia, Submission 76, p. 10.
[91]School Can’t Australia, Submission 76, p. 23.
[92]Mrs Jennifer Rickard, CEO, APC, Proof Committee Hansard, 22 February 2023, p.31.
[93]School Can’t Australia, Submission 76, pp. 67, 68, 92 and 93.
[94]See, for example, Meg & Tara, Submission 149, pp. 12–13; Yellow Ladybugs, Submission 59, p. 3; School Can’t Australia, Submission 76, pp.6,35 and 89; Name Withheld, Submission 114, [pp.3and4]; Name Withheld, Submission 70, p.7; Name Withheld, Submission 125, [p. 4]; Name Withheld, Submission 92, [p. 1].
[95]Mrs Louise Rogers, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p.39.
[96]Meg & Tara, Submission 149, pp. 5 and 12–13.
[97]Name Withheld, Submission 117, [p. 5].
[98]Ms Kamya Foster, Committee Member, HEN, Proof Committee Hansard, 23 February 2023, p. 31.
[99]See, for example, Name Withheld, Submission 118, [p. 4]; Name Withheld, Submission 154, p. 2; Name Withheld, Submission 156, [p. 4]; Aspergers Victoria, Submission 37, [p. 5]; APC, Submission 40, [p. 5]; TARA, Submission 55, p. 9; Brotherhood of St Laurence (BSL), Submission 57, p. 5; Name Withheld, Submission 89, [p. 1]; Ms Katie Koullas, CEO, Yellow Ladybugs, Proof Committee Hansard, 23 February 2023, p. 20.
[100]See, for example, Peter Underwood Centre, Submission 24, p 12; Carers Act, Submission 26, p. 6; Intersex Human Rights Australia, Submission 28, p. 13; Mallee District Aboriginal Services, Submission 43, p. 10; Djerriwarrh Community College, Submission 21, pp. 3 and 4; Yellow Ladybugs, Submission 59, p. 6; Name Withheld, Submission 63, p. 3; Name Withheld, Submission 70, p. 9; Name Withheld, Submission 80, [p. 1]; Name Withheld, Submission 125, pp. 3–4.
[101]ACSSO, Submission 1, p. 4.
[102]QISPN, Submission 10, [p. 1].
[103]Catholic Education Tasmania, answers to written questions on notice, 27 June 2023 (received 27July2023); Northern Territory Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023); Queensland Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023); New South Wales Department of Education, answers to written questions on notice, 27 June 2023 (received 28 July 2023); Catholic Education Western Australia, answers to written questions on notice, 27 June 2023 (received 20July2023); Catholic Education South Australia, answers to written questions on notice, 27June2023 (received 24 July 2023).
[104]Ms Lynne Gaal, Representative, APC, Proof Committee Hansard, 22 February 2023, pp. 30–31.
[105]School Can’t Australia, Submission 76, p. 62.
[106]APC, Submission 40, [p. 5].
[107]Ms Lynne Gaal, Representative, APC, Proof Committee Hansard, 22 February 2023, p. 31.
[108]See, for example, Ms Lynne Gaal, Representative, APC, Proof Committee Hansard, 22 February 2023, p. 31; St Joseph’s Flexible Learning Centre, Submission 143, [p. 2]; Catholic Care Diocese of Broken Bay, Submission 160, p. 4.
[109]Mr Andrew Pierpoint, President, ASPA, Proof Committee Hansard, 20 April 2023, p. 2.
[110]Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20April2023, p. 15.
[111]BSL, Submission 57, p. 3.
[112]APC, Submission 40, [p. 5].
[113]See, for example, Name Withheld, Submission 114, [p. 4]; Name Withheld, Submission 107, [p. 4]; Name Withheld, Submission 101, [p. 4]; HEN, Supplementary Submission 19.1, p. 19; School Can’t Australia, Submission 76, pp. 123 and 125.
[114]Mrs Dianne Giblin AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, p. 18.
[115]School Can’t Australia, Submission 76, p. 62. See also, Parents Victoria, Submission 68, p. 2.
[116]Mrs Dianne Giblin AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, p. 18.
[117]See, for example, ACSSO, Submission 1, p. 4; Beyond Blue, Submission 6, p. 2; ACT Council of PCA, Submission 8, [p. 3]; QISPN, Submission 10, [p. 4].
[118]Parents Victoria, Submission 68, p. 2.
[119]Ms Veronica Elliott, Executive Officer, ACT Council of PCA, Proof Committee Hansard, 22February2023, p. 18.
[120]School Can’t Australia, Submission 76, p. 62.
[121]QISPN, Submission 10, [p. 4].
[122]See, for example, Catholic Education Diocese of Parramatta, Submission 2, p. 3; Name Withheld, Submission 86, p. 3; Name Withheld, Submission 90, [pp. 3–4]; Name Withheld, Submission 101, [p.2]; Professor Jim Watterston, Submission 3, Attachment A, p. 21; Name Withheld, Submission 124, p. 5; HEN, Supplementary Submission 19.1, pp. 64, 84 and 85; Name Withheld, Submission 122, [p. 1]; Name Withheld, Submission 119, [p. 1]; Name Withheld, Submission 127, p. 7; Carers ACT, Submission 26, p. 6; Name Withheld, Submission 63, [p. 3]; Name Withheld, Submission 66, [p. 3]; AAEGT, Submission 21, p. 9.
[123]See, for example, Ms Kamla Brisbane, Manager, Policy and Advocacy, Carers ACT, Proof Committee Hansard, 22 February 2023, p. 41; Association of Parents and Friends of ACT Schools, Submission 14, [p.3]; Ms Katie Koullas, CEO, Yellow Ladybugs, Proof Committee Hansard, 23 February 2023, pp. 21 and 25; Mrs Louise Rogers, Coordinator, School Can’t Australia, Proof Committee Hansard, 23February 2023, p.42; ACT Council of PCA, Submission 8, [p. 4].
[124]Mr Mark Breckenridge, Vice-President, ASPA, Proof Committee Hansard, 20 April 2023, p. 4.
[125]See, for example, Ms Tiffany Westphal, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p.42; St Joseph’s Flexible Learning Centre, Submission 143, [p. 3]; HEN, Supplementary Submission 19.1, pp. 69, 75, 82 and 84; Name Withheld, Submission 93, [p. 7]; Mrs Kristie de Brenni, Principal, Queensland Pathways State College, Proof Committee Hansard, 20April 2023, p. 10; Parents for Change, Submission 61, p. 5.
[126]See, for example, Mrs Louise Rogers, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p.42; Ms Tiffany Westphal, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p.42; Dr Katrina, Survey Team Member, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p.42; Associate Professor Glenn Melvin, School of Psychology, Deakin University, Proof Committee Hansard, 23 February 2023, p. 49; Parents of Trans Youth Equity NSW and Parents of Gender Diverse Children, Submission 130, p. 4; Name Withheld, Submission 133, [p. 3].
[127]School Can’t Australia, Submission 76, p. 69.
[128]ACT Council of PCA, Submission 8, [p. 2]. See also, HEN, Supplementary Submission 19.1, p. 18; TARA, Submission 55, p. 9.
[129]Yellow Ladybugs, Submission 59, p. 7.
[130]Ms Kamla Brisbane, Manager, Policy and Advocacy, Carers ACT, Proof Committee Hansard, 22February 2023, p. 41.
[131]Mrs Melinda, President, AAEGT, Proof Committee Hansard, 22 February 2023, p. 53.
[132]St Joseph’s Flexible Learning Centre, Submission 143, [p. 3]. See also, Name Withheld, Submission 158, [p. 1].
[133]See, for example, Name Withheld, Submission 158, [p. 1]; Save the Children and 54 reasons, Submission 20, p. 6; Name Withheld, Submission 99, p. 6; Djerriwarrh Community College, Submission 41, p. 14; Name Withheld, Submission 105, [p. 6]; Name Withheld, Submission 107, [p.6]; School Can’t Australia, Submission 76, p. 14; Name Withheld, Submission 91, [p. 3]; Name Withheld, Submission 94, p. 6.
[134]See, for example, Name Withheld, Submission 113, p. 3; Name Withheld, Submission 133, [p.3]; School Can’t Australia, Submission 76, p. 124; Name Withheld, Submission 72, [p. 2]; Name Withheld, Submission 94, p. 6; Name Withheld, Submission 89, [p. 2].
[135]See, for example Joseph’s Flexible Learning Centre, Submission 143, [p. 3]; School Can’t Australia, Submission 76, p. 124; Name Withheld, Submission 99, p. 6; Djerriwarrh Community College, Submission 41, p. 14; Name Withheld, Submission 67, p. 4; School Can’t Australia, Submission 76, p.69.
[136]See, for example, Djerriwarrh Community College, Submission 41, p. 4; Ms Kamla Brisbane, Manager, Policy and Advocacy, Carers ACT, Proof Committee Hansard, 22 February 2023, p. 39; Name Withheld, Submission, 165, [p. 5]; Peter Underwood Centre, Submission 24, p. 11; Yellow Ladybugs, Submission 59, p. 6; Name Withheld, Submission 72, [p. 2]; School Can’t Australia, Submission 76, p. 126; Name Withheld, Submission 87, [p. 4].
[137]See, for example, Ms Katie Koullas, CEO, Yellow Ladybugs, Proof Committee Hansard, 23 February 2023, p. 25; Mrs Dianne Giblin AM, CEO, ACSSO, Proof Committee Hansard, 22February 2023, p. 20; Name Withheld, Submission 103, p. 7; South Australian Commissioner for Children and Young People, Submission 56, p. 16; School Can’t Australia, Submission 76, pp. 124 and 130; Name Withheld, Submission 98, [p.6].
[138]South Australian Commissioner for Children and Young People, Submission 56, p. 17.
[139]MissingSchool, Submission 44, p. 3 and Name Withheld, Submission 116, [p. 14].
[140]Name Withheld, Submission 70, p. 3.
[141]Parents for Change, Submission 61, p. 5.
[142]See, for example, MGSE DRC, Submission 15, [p. 2]; Name Withheld, Submission 119, [p. 1]; Name Withheld, Submission 93, [p. 4]; Name Withheld, Submission 135, [p. 2], Mrs Jennifer Rickard, CEO, APC, Proof Committee Hansard, 22 February 2023, p.28; Name Withheld, Submission 103, p. 5; Name Withheld, Submission 107, [p. 3]; Name Withheld, Submission 128, p. 1; Aspergers Victoria, Submission 37, [p. 1], Yellow Ladybugs, Submission 59, p.7.
[143]Name Withheld, Submission 128, pp. 2 and 3.
[144]HEN, Supplementary Submission 19.1, p. 86.
[145]See, for example, South Australian Commissioner for Children and Young People, Submission 56, p.8; Name Withheld, Submission 128, p. 1; Ms Megan Gilmour, CEO and Co-founder, MissingSchool, Proof Committee Hansard, 22 February 2023, pp. 24 and 25; Name Withheld, Submission 116, [p. 14]; School Can’t Australia, Submission 76, p. 79.
[146]Carers Australia, Submission 142, p. 4.
[147]See, for example, St Joseph’s Flexible Learning Centre, Submission 143, [p. 3]; Yellow Ladybugs, Submission 59, pp. 6–7; School Can’t Australia, Submission 76, p. 125; MASS, Submission 131, p. 1; HEN, Submission 19, [p. 2]; School Refusal Clinic, Submission 17, [p.6]; Name Withheld, Submission 106, [p. 2]; Meg & Tara, Submission 149, p. 15; Name Withheld, Submission 87, [p. 4]; Name Withheld, Submission 94, p. 7; Name Withheld, Submission 99, p.6.
[148]School Can’t Australia, Submission 76, p. 132 and Ms Kerry Milligan, Education Consultant, School Refusal Clinic, Proof Committee Hansard, 23 February 2023, p. 36.
[149]School Can’t Australia, Submission 76, p. 125. See also, HEN, Supplementary Submission 19.1, p. 72; Name Withheld, Submission 94, p. 7.
[150]Name Withheld, Submission 151, [p. 3].
[151]Ms Katie Koullas, CEO, Yellow Ladybugs, Proof Committee Hansard, 23 February 2023, p. 25.
[152]Community School Startup Support Australia, Submission 148, p. 1. Community schools are very small alternative schools that teach the Australian Curriculum in an accessible way to children who have detached from mainstream education. For example, Darlingia Forest School provides, small classrooms, takes account of students’ sensory needs, accommodates interest-based or self-directed learning, has no uniforms, employs shorter days and later start times, and provides low demand and low arousal environments in order to maintain student wellbeing and capacity for learning.
[153]Community School Startup Support Australia, Submission 148, p. 3.
[154]QISPN, Submission 10, [p. 3].
[155]Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20April2023, p. 16.
[156]Dr Jodie Long, Education Research Lead, BSL, Proof Committee Hansard, 23 February 2023, p. 15.
[157]Professor Jim Watterston, Dean, Melbourne Graduate School of Education, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 47.
[158]See, for example, School Can’t Australia, Submission 76, p. 12; Name Withheld, Submission 94, p. 7; Ms Katie Koullas, CEO, Yellow Ladybugs, Proof Committee Hansard, 23 February 2023, p. 21; Name Withheld, Submission 70, p. 5; Name Withheld, Submission 79, [p. 1].
[159]Mrs Louise Rogers, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p.42.
[160]Name Withheld, Submission 105, [p. 3].
[161]Name Withheld, Submission 127, p. 5.
[162]Catholic Education Diocese of Bathurst, Submission 60, [p. 9].
[163]Home Education Network, Supplementary Submission 19.2, pp. 8–27 and 60–114.
[164]Name Withheld, Submission 100, p. 2.
[165]WACSSO, Submission 7, p. 3.
[166]Name Withheld, Submission 116, [p. 15].
[167]See, for example, School Can’t Australia, Submission 76, [p. 124]; Ms Melissa Gayler, Co-Leader, Parents for Change, Proof Committee Hansard, 22 February 2023, p. 33; Associate Professor Lisa McKay Brown, Chair, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23February2023, p. 1; Name Withheld, Submission 99, p. 1; Mrs Fiona Berry, Occupational Therapist, Director, The Therapy Place Pty Ltd, Proof Committee Hansard, 23 February 2023, pp.8and 12; Name Withheld, Submission 112, [p. 6]; Interrelate, Submission 18, [p. 3]; Aspergers Victoria, Submission 37, [p.2].
[168]Dr Jodie Long, Education Research Lead, BSL, Proof Committee Hansard, 23February 2023, p. 14.
[169]Name Withheld, Submission 67, p. 4.
[170]See, for example, Centre for Multicultural Youth, Submission 16, p. MGSE DRC, Submission 15, [p.4]; Centre for Excellence CFW, Submission 32, p. 3.
[171]BSL, Submission 57, p. 4.
[172]See, for example, ACT Council PCA, Submission 8, [p. 8]; School Can’t Australia, Submission 76, p.6; Carers ACT, Submission 26, p. 8; Mrs Dianne Giblin AM, CEO, ACSSO, Proof Committee Hansard, 22February 2023, p. 16; Ms Melissa Gayler, Co-Leader, Parents for Change, Proof Committee Hansard, 22 February 2023, p. 33; Ms Kerry Milligan, Education Consultant, School Refusal Clinic, Proof Committee Hansard, 23 February 2023, p.37; Catholic Education Diocese of Parramatta, Submission 2, p. 4; Name Withheld, Submission 65, p.4; Parents for Change, Submission 61, p.6, Name Withheld, Submission 99, pp. 1, 3 and 4; Name Withheld, Submission 81, p. 3; Name Withheld, Submission 117, [p. 5]; Centre for Excellence CFW, Submission 32, p. 2.
[173]ACT Council of PCA, Submission 8, [p. 8]. See also, Name Withheld, Submission 115, p. 11.
[174]School Can’t Australia, Submission 76, p. 10.
[175]MGSE DRC, Submission 15, [p. 3].
[176]The Therapy Place, Submission 12, p. 3.
[177]Mr Andrew Pierpoint, President, ASPA, Proof Committee Hansard, 20 April 2023, p. 6.
[178]CCCH, Submission 145, [p. 4]. Evidence-based platforms and programs include antenatal care, sustained nurse home visiting, early childhood education and care, parenting programs, and the early years of school (defined as kindergarten to Year 3).
[179]Professor Jim Watterston, Submission 3, Attachment A, p. 17.
[180]See, for example, Name Withheld, Submission 88, p. 3; Name Withheld, Submission 99, p. 4; Name Withheld, Submission 116, [p. 11]; Name Withheld, Submission 82, [p. 4]; Name Withheld, Submission 80, [p. 1]; Name Withheld, Submission 94, p. 6.
[181]Name Withheld, Submission 93, p. 2.
[182]Mrs Kristie de Brenni, Principal, Queensland Pathways State College, Proof Committee Hansard, 20April 2023, p. 10.
[183]See, for example, The Therapy Place, Submission 12, p. 3; Mrs Robyn Thorpe, Board and Committee Member, ASPA; and President, Northern Territory Principals’ Association; Proof Committee Hansard, 20 April 2023, St Joseph’s Flexible Learning Centre, Submission 143, p. 1; [p. 4]; Interrelate, Submission 18, [p. 3]; Ms Kamla, Manager, Policy and Advocacy, Carers ACT and Ms Catherine Joseph, Mental Health Carers Policy Officer, Carers ACT, Proof Committee Hansard, 22 February 2023, p. 41; WACSSO, Submission 7, p. 3; School Can’t Australia, Submission 76, p. 131; Mr John Chellew, Director, School Refusal Clinic, Proof Committee Hansard, 23 February 2023, p. 35; Name Withheld, Submission 113, p. 5.
[184]Associate Professor Lisa McKay-Brown, Chair, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23 February 2023, p.2.
[185]Associate Professor Glenn Melvin, School of Psychology, Deakin University, Proof Committee Hansard, 23 February 2023, p. 49.
[186]MGSE DRC, Submission 15, [p. 3].
[187]Associate Professor Glenn Melvin, Submission 34, [p. 3].
[188]MGSE DRC, Submission 15, [p. 4].
[189]Mrs Melinda Gindy, President, AAEGT, Proof Committee Hansard, 22 February 2023, p. 50.
[190]Mrs Melinda Gindy, President, AAEGT, Proof Committee Hansard, 22 February 2023, p. 50 and Dr Gregory (Greg) Elliott, Director, Wellbeing, Catholic Schools Parramatta Diocese, Proof Committee Hansard, 22 February 2023, p. 8. See, also, Catholic Education Diocese of Parramatta, Submission 2, p. 4.; Name Withheld, Submission 70, p. 6; Name Withheld, Submission 116, [p. 11]; Victorian Government, Submission 25, p. 3; School Can’t Australia, Submission 76, p. 80.
[191]Victorian Government, Submission 25, p. 3.
[192]Victorian Department of Education, Schools Mental Health Menu, www.education.vic.gov.au/school/teachers/health/mentalhealth/mental-health-menu/Pages/Menu.aspx (accessed 5 June 2023).
[193]Professor Jim Watterston, Dean, Melbourne Graduate School of Education, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 48.
[194]Dr Matthew Harrison, Senior Lecturer, Learning Intervention, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 3.
[195]Professor Jim Watterson, Dean, Melbourne Graduate School of Education, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 48.
[196]Dr Gregory (Greg) Elliott, Director, Wellbeing, Catholic Schools Parramatta Diocese, Proof Committee Hansard, 22 February 2023, p. 10.
[197]See, for example, School Refusal Australia, Submission 76, p. 97; 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; Ms Carolyn Grantskalns, CEO, ISA, Proof Committee Hansard, 22 February 2023, p.1; Professor Jennie, Director, Research, BDI, Proof Committee Hansard, 22 February 2023, pp.44 and 45; CCCH, Submission 145, [p. 9]; Ms Katie Koullas, CEO, Yellow Ladybugs, Proof Committee Hansard, 23February 2023, p. 21; Name Withheld, Submission 112, [p. 6]; Save the Children and 54 reasons, Submission 20, p. 3; Virtual Schools Victoria, Submission 62, p. 6; Ms Melissa Gayler, Co-Leader, Parents for Change, Proof Committee Hansard, 22February 2023, p. 33; Mrs Elizabeth Singer, Vice President, AAEGT, Proof Committee Hansard, 22February 2023, p. 52.
[198]ASPA, Submission 4, p. 4.
[199]Save the Children and 54 reasons, Submission 20, p. 3.
[200]ISA, Submission 29, p. 7 and Victorian Government, Submission 25, p. 5.
[201]See, for example, Dr Stephen Stathis, Clinical Advisor, Mental Health, Alcohol and Other Drugs Branch, Clinical Excellence Queensland, Queensland Health, Proof Committee Hansard, 20April2023, p. 22; BDI, Submission 5, p. 8; Meg & Tara, Submission 149, p. 11; Name Withheld, Submission 165, [p. 4]; Peter Underwood Centre, Submission 24, p. 13; APC, Submission 40, [p. 3], BSL, Submission 57, p. 17; Parents for Change, Submission 61, p. 6.
[202]Dr Stephen Stathis, Clinical Advisor, Mental Health, Alcohol and Other Drugs Branch, Clinical Excellence Queensland, Queensland Health, Proof Committee Hansard, 20 April 2023, p. 23.
[203]Northern Territory Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023).
[204]Virtual Schools Victoria, Submission 62, p. 6.
[205]Virtual Schools Victoria, Submission 62, p. 6.
[206]Ms Kamla Brisbane, Manager, Policy and Advocacy, Carers ACT, Proof Committee Hansard, 22February 2023, p. 42.
[207]Associate Professor Glenn Melvin, Submission 34, [p. 3].
[208]CCCH, Submission 145, [p. 10]. CCCH is currently trialling this approach as part of its Learning Difficulties Clinic.
[209]Mrs Dianne Giblin, AM, CEO, ACSSO, Proof Committee Hansard, 22 February 2023, p. 14.
[210]Meg & Tara, Submission 149, p. 11.
[211]APC, Submission 40, [p. 3]. Commentary on the co-location of services was also provided by Mr Mark Breckenridge, Vice-President, ASPA, Proof Committee Hansard, 20 April 2023, p. 6; Adjunct Professor Frank Tracey, Health Service Chief Executive, Children’s Health Queensland Hospital and Health Service, Queensland Health, Proof Committee Hansard, 20 April 2023, p. 23; MS Kamla Brisbane, Manager, Policy and Advocacy, Carers ACT, Proof Committee Hansard, 22 February 2023, p. 42.
[212]Mrs Stephanie Hodge, Occupational Therapist, Director, The Therapy Place Pty Ltd, Proof Committee Hansard, 23 February 2023, pp. 8–9.
[213]APC, Submission 40, [p. 3].
[214]See, for example, BDI, Submission 5, p. 7; Centre for Multicultural Youth, Submission 16, [p.1]; School Can’t Australia, Submission 76, p. 46 and 47; Carers ACT, Submission 26, p. 9; Triple P International, Submission 140, p. 2.
[215]See, for example Parents for Change, Submission 61, p. 6, Name Withheld, Submission 105, [p.4]; School Can’t Australia, Submission 76, pp.42 and 49; Name Withheld, Submission 82, [p.3]; Name Withheld, Submission 88, [p. 3]; Name Withheld, Submission 113, p. 2; Name Withheld, Submission 123, pp. 4 and 5; Name Withheld, Submission 124, p. 5; Name Withheld, Submission 87, [pp.2 and 3]; Ms Veronica Elliott, Executive Officer, ACT Council of PCA, Proof Committee Hansard, 22February2023, p. 21; Ms Kamla Brisbane, Manager, Policy and Advocacy, Carers ACT, Proof Committee Hansard, 22 February 2023, p. 39; Carers ACT, Submission 26, pp. 3 and 7; BSL, Submission 57, p.17.
[216]School Can’t Australia, Submission 76, pp. 42 and 49. See also, Name Withheld, Submission 82, [p. 1]; Ms Mahalah O’Malley, Co-Leader, Parents for Change, Proof Committee Hansard, 22 February 2023, p.35; Mrs Pavlina McMaster, Secretary, HEN, Proof Committee Hansard, 23 February 2023, p. 30; Interrelate, Submission 18, [p. 2]; Name Withheld, Submission 82, [p. 3]; Ms Amanda Watt, Executive Officer, QISPN, Proof Committee Hansard, 20 April 2023, p. 13.
[217]See, for example, Name Withheld, Submission 150, [p. 11]; Name Withheld, Submission 123, p. 5; Name Withheld, Submission 80, [p. 10], Name Withheld, Submission 87, [p. 4]; Name Withheld, Submission 110, [p. 3]; Name Withheld, Submission 82, [p. 4]; Name Withheld, Submission 94, p. 7; Name Withheld, Submission 99, pp. 1–2; Associate Professor Glenn Melvin, Submission 34, [p. 3]; Name Withheld, Submission 72, [p. 2], School Can’t Australia, Submission 76, p. 123.
[218]See, for example, Ms Amanda Watt, Executive Officer, QISPN, Proof Committee Hansard, 20April2023, p. 14; Associate Professor Lisa McKay-Brown, Chair, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23 February 2023, p. 5; Associate Professor Glenn Melvin, Submission 34, [p. 3].
[219]Ms Amanda Watt, Executive Officer, QISPN, Proof Committee Hansard, 20 April 2023, p. 14.
[220]School Can’t Australia, Submission 76, p. 49.
[221]MGSE DRC, Submission 15, [p. 5]. See also, Associate Professor Glenn Melvin, Submission 34, [p. 3].
[222]Name Withheld, Submission 112, [p. 4] and Name Withheld, Submission 134, [p.4].
[223]See, for example, Name Withheld, Submission 70, p. 5; School Can’t Australia, Submission 76, p. 59; Name Withheld, Submission 91, [p. 3].
[224]School Can’t Australia, Submission 76, p. 60.
[225]School Can’t Australia, Submission 76, p. 60.
[226]School Can’t Australia, Submission 76, p. 60.
[227]Name Withheld, Submission 116, p. 15.
[228]See, for example, Name Withheld, Submission 101, [p. 3]; Name Withheld, Submission 116, [p.15]; Name Withheld, Submission 103, p. 7; Name Withheld, Submission 70, p. 5; Name Withheld, Submission 98, [p. 3]; Name Withheld, Submission 108, [p. 3]; HEN, Supplementary Submission 19.1, pp.4 and 27. Commentary on the support available under the Assistance for Isolated Children program for home schooled students was also provided by the WACSSO, Submission 7, p. 3 and School Can’t Australia, Submission 76, pp. 52 and 60.
[229]Name Withheld, Submission 116, [p. 15] and Name Withheld, Submission 70, p. 5. Commentary on the absence of disability funding for home schooled students was also provided by the WACSSO, Submission 7, p. 3 and Name Withheld, Submission 126, [p. 3].
[230]See, for example, Interrelate, Submission 18, [p. 3]; Name Withheld, Submission 150, [p. 12]; Council of Catholic School Parents NSW/ACT, Submission 23, pp. 3–4; Name Withheld, Submission 83, p.4; School Can’t Australia, Submission 76, p. 61. Commentary on the number of subsidised mental health care sessions was also provided by Name Withheld, Submission 94, p. 4; Name Withheld, Submission 156, [p. 3]; School Can’t Australia, Submission 76, p. 61.
