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 any footnote numbers and full references used from the original report for Chapter 3.
Chapter 3: The Impact of School Refusal
Overview:
3.1 School refusal has significant impacts on young people and their families; the increasing prevalence is challenging schools and service providers.
3.2 For young people, it affects health, social connections, education, and future employment.
3.3 For parents and carers, it strains families financially, physically, and mentally, risking tension and breakdown.
3.4 School refusal increases workloads, lowers morale, and strains resources, challenging schools and providers.
3.5 Submitters highlighted potential economic impacts, noting substantial fiscal and social costs associated with early school leaving.
3.6 School detachment costs $12.6 billion fiscally and $23.2 billion socially per cohort.
The impact on young people
3.7 School refusal significantly impacts young people’s health and wellbeing, social interactions, and educational outcomes.
Health and wellbeing
3.8 - 9 School isolation harms mental, physical, and social wellbeing, affecting self-esteem, anxiety, and depression.
3.10 Physical reactions include nausea, diarrhoea, migraines and hives but evidence focuses on severe mental health impacts.
3.11 Home Education Network (HEN) survey found 92.9% had worsened anxiety, with 7.1% hospitalised.
3.12 – 13 Parents report children’s withdrawal, self-harm, suicidal thoughts, and low self-esteem.
3.14 Brotherhood of St Laurence (BSL) notes students’ self-esteem and academic confidence can be negatively impacted, replaced with negative beliefs.
3.15 Young people feel burdened knowing their experience affects family.
3.16 In severe cases, mental health deteriorates to self-harm and suicidal ideation, even in primary-aged children.
Social connections
3.17 School refusal harms social interactions; 65.7% reported friendship impacts in the HEN survey.
3.18 Students with long absences can struggle to regain friendships and feel they don’t belong and even supportive peers may find it hard to connect due to limited shared experiences.
3.19 Personal accounts mention children having fewer friends and reduced confidence due to school refusal.
3.20 Virtual School Victoria (VSV) notes that the breakdown of peer relationships compounds social isolation, making it hard to leave home.
3.21 Parents find it difficult to reduce their child’s isolation due to anxiety and reluctance to participate in activities.
Educational outcomes
3.22 Poor attendance correlates with lower achievement and dropout rates, impacting future opportunities.
3.23 Catholic Education Western Australia noted complexity in analysing factors like poverty and home environment
3.24 There is limited data on school refusal’s educational impact; lack of broader data contributes to this gap.
3.25 AERO notes research constraints due to national standards.
3.26 AERO notes however the findings do suggest absences due to school refusal harm learning and predict poor achievement; consequences include incomplete work and potential dropout.
3.27 -8 Negative effects on learning, employability, and career options, especially for vulnerable students.
3.29 Risks future employment for First Nations students; education is key to breaking cycles of disadvantage.
3.30 Greatest impact on those experiencing poverty, violence, or trauma; truncating education affects lifetime security.
3.31 – 32 Parents worry over lost potential and talents never realised, a concern also for gifted students.
3.33 Underachievement in gifted students is linked to poorer higher education outcomes, indicating long-term impact
3.34 – 35 Absences make returning harder, reinforcing failure and desire to avoid school due to shame.
The impact on parents and carers
3.36 School refusal strains parents’ health, social connections, work, and finances.
3.37 Parents may be managing their own mental health needs, as conditions like anxiety, autism, and ADHD can be hereditary.
Health and wellbeing
3.38 Many submissions highlighting physical and mental toll ion parents and carers.
3.39 Supervising children limits self-care time, harming parents’ health. 51% in School Can’t Australia survey cannot exercise regularly.
3.40 Mental Health impacts most severe. School Can’t Australia survey 95% report negative mental health impacts, 80% moderate to severe.
3.41 Family stress is significant; HEN survey shows 97.4% affected by family stress due to school refusal.
3.42 - 43 Parents feel exhausted and overwhelmed accessing services adds to stress and exhaustion.
3.44 Little respite from stress; impacts persist even when children attend school.
3.45 – 46 Feelings of shame, failure, guilt and regret are common, exacerbated by uncertainty about solutions.
3.47 Attempts to enforce attendance may involve extreme measures, leading to further distress.
3.48 – 9 School pressure and judgment increase parents’ stress, isolation, and mental health struggles.
3.50 Anxiety about children’s future and loss of envisioned paths cause significant stress; some lose their own identity.
3.51 Parents reported needing to seek psychological help for anxiety and depression.
3.52 Parents often struggle to access help due to their caregiving duties.
3.53 The School Can’t Australia survey found two-thirds of respondents were too overwhelmed or lacked time to seek support, worsened by limited resources and long waitlists.
Social connections
3.54 Parents feel isolated; School Can’t Australia survey shows 65% avoid discussing school refusal, 50% reduce contact, 45.6% lack support, and 41% lost contact with other parents.
3.55 Only 5% report no impact on social relationships
3.56 Some parents feel lost in demands of the caring role – increasing isolation.
3.57 Isolation can extend to the family as the child can’t attend family social events.
3.58 Difficulty leaving the house and feeling unsure of what to say to others increases isolation.
3.59 Lack of understanding from others contributes to social withdrawal; fear of judgment or lack of support.
Employment and financial security
3.60 School Can’t Australia survey shows impacts on employment and finances, with one-third worried about stability and 15% struggling with essentials.
3.61 – 62 Financial strain to support child can impact on ability to pay mortgage, afford personal healthcare, delay medical treatments, and sacrifice their own mental health.
3.63 The unpredictability of school refusal forces parents to adjust work hours, seek flexible jobs, or leave employment to support their child.
3.64 – 5 The Home Education Network survey found 57.7% lost workdays and 19.2% lost jobs due to school refusal, while the School Can’t survey showed 54% of parents stressed about job security, with only 3% unaffected in the past five years
3.66 – 7 Case managing children’s needs increases workload and stress, affecting employment. It includes navigating NDIS, researching, advocating, providing information to schools, exploring alternative education, managing waitlists, interpreting assessments, and arranging support.
3.68 Reducing or leaving one parent’s job can pressure the other to earn more.
3.69 Single parents face tough choices between work and supporting their child; concerns about safety and finances.
3.70 Reduced employment lowers long-term earnings and superannuation
3.71 Parents often face increased costs for education and support services, further straining finances.
3.72 Centrelink recipients risk incurring overpayment debts if their child does not maintain the required level of school participation
Impact on the broader family unit
3.73 – 5 School refusal affects the whole family, creating tensions and risking breakdown.
3.74 – 75 School refusal strains family cohesion, limiting social events, outings, and holidays due to financial and caregiving demands.
Impact on siblings
3.76 HEN survey reported 63.7% indicated impact on siblings.
3.77 Can cause rivalry, resentment, and fairness issues.
3.78 Siblings may question why they attend school if their sibling doesn’t, leading to mimicry of behaviours.
3.79 Managing multiple children with school refusal is extremely challenging; the impact can be severe; one parent described it as “almost impossible.”
3.80 Some evidence indicated siblings were removed from home due to safety concerns over exposure to violence or threats.
Impact on grandparents
3.81 Parents rely on grandparents for support, affecting grandparents’ wellbeing; may not be equipped for demands
3.82 Parents worried about impact on grandparents (often elderly) who may experience stress and mental health issues due to added responsibilities.
3.83 Reliance on grandparents for support can cause family conflict.
Parent relationships and family breakdown
3.84 Multiple submissions reported tension between parents; some seek counselling or experience separation due to stress.
3.85 - 87 Balancing caring and work relationships, and unbalanced caregiving roles strain relationships; limited time for partners leads to feelings of isolation.
3.88 – 89 Differing views on handling school refusal can lead to blame and conflict, further straining relationships.
The impact on schools and service providers
3.90 – 91 Schools face significant challenges from increased workloads, declining morale, and resource strain due to school refusal, worsened by limited health services and pandemic impacts.
3.92 – 93 Health and service providers overwhelmed by demand, complexity of cases, and inadequate policies, models and practices.
Impact on schools
Staff workloads and morale
3.94 – 95 Schools want to, and know it is important to help support students experiencing school refusal
3.95 Rising school refusal is adding to teachers’ workloads, straining schools’ capacity to support students amid existing pressures like high workloads, teacher shortages, and limited time.
3.96 Teachers expected to address mental health issues within crowded curricula, increasing stress.
3.97 – 98 Schools and teachers are “stretched, exhausted, and disenfranchised,” struggling with student needs and facing burnout.
3.99 – 100 Increased caseloads for counsellors; specialist schools sometimes turn students away due to capacity limits.
3.101 Low student engagement levels affect staff morale; signs of frustration, fatigue and vicarious trauma growing among staff.
Resource allocation
3.102 Providing individualised support is resource-intensive; Virtual School Victoria (VSV )invests heavily in staff time and resources to support students but demand often exceeds capacity.
3.103 – 104 Many schools lack necessary funding or staffing to provide specialist services needed
3.105 Growing number and intensity and complexity of cases intensifies resource challenges.
3.106 In disadvantaged areas, limited resources can force schools to isolate or temporarily remove challenging students and hire underqualified staff, lacking skilled support for complex needs.
3.107 Staff capacity, training and leadership affect support quality; schools may lack necessary skills.
3.108 Long waits for professional services make it difficult for schools to coordinate with mental health providers, complicating support for students and families.
Impact of health workforce shortages
3.108 – 109 Difficulty accessing external services increases school burden; long wait times amplify strain.
3.110 Shortage of professionals makes recruitment hard; few schools have full-time counsellors.
3.111 Long waits for professional services make it difficult for schools to coordinate with mental health providers, complicating support for students and families.
Impact of the COVID-19 pandemic
3.112 – 113 Numbers and complexity of school refusal needs increased as a result of the pandemic
3.114 COVID-19 led to under-supported students, exhausted teachers, and concerns over social and academic development.
3.115 Many students struggled with the shift to online and back to face-to-face learning. Due to teacher shortages and limited resources, schools lacked capacity to re-establish norms and provide supports.
3.116 Some students preferred online learning and question why they need to return.
3.117 Full impacts of COVID-19 on schools may yet emerge; mainstream schools still supporting students before referrals.
Impact on other service providers
3.118 Service providers reported rising demand for school refusal support, partly due to COVID-19.
3.119 COVID-19 heightened service demand, extending wait times in an already strained system, increasing emergency relief needs, staff absences, and straining community service relationships.
3.120 Some increase in demand came from schools urgently requiring assistance with school refusal.
3.121 In additional assisting with school entry, youth social works now explaining referrals, and helping parents, carers, and schools understand school refusal.
3.122 Increased demand is exceeding service providers’ capacity, with many lacking staff and funding. The School Refusal Clinic reported a three-month wait, with even longer waits at other mental health services.
3.123 Rising school refusal referrals have led providers to enhance their understanding through group supervision and additional training, though capacity issues remain.
3.124 – 125 Increasingly complex school refusal cases are further straining provider capacity, requiring longer, more intensive coordination.
3.126 Some providers receive school refusal referrals too late, often in “crisis mode,” limiting their ability to offer effective support due to brief intervention times.
3.127 Efforts to provide referral pathways for families were limited by resource constraints and a lack of capacity and expertise in the broader support sector.
3.128 Shortage of health professionals, especially in rural areas, adds to workload and delays progress.
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 3 summarised above are:
[1]Peter Underwood Centre, Submission 24, p. 6; Djerriwarrh Community College, Submission 41, p. 6; MissingSchool, Submission 44, p. 4.
[2]Professor Jim Watterston, Submission 3, Attachment A, p. 17. Professor Watterston’s submission included a report he co-authored with Megan O’Connell, titled Those Who Disappear, which referred to research by Stephen Lamb and Shuyan Huo. The fiscal cost included lost tax payments, increased public expenditure on criminal justice and corrections, public expenditure on health and support programs, and welfare, and took into account reduced expenditure on schooling. The social cost included loss of earnings, reduced quality of life, private health costs, loss of productivity spill overs, and the cost of raising taxes to pay for public services, taking into account lower education fee expenses.
[3]See, for example, Association of Independent Schools of South Australia (AISSA), Submission 11, p.1; Melbourne Graduate School of Education Disability Research Collaboration (MCSE DRC), Submission 15, [p. 2]; School Refusal Clinic, Submission 17, [p. 2]; Victorian Government, Submission 25, p. 1; Australian Association for the Education of the Gifted and Talented (AAEGT), Submission 21, p. 7; Peter Underwood Centre, Submission 24, p. 6; Independent Schools Australia (ISA), Submission 29, p. 3; Centre for Excellence in Child and Family Welfare (Centre for Excellence CFW), Submission 32, p. 2; Whitelion Youth, Submission 58, p. 3; TripleP International, Submission 140, p. 4; Name Withheld, Submission 115, p. 2.
[4]Associate Professor Glenn Melvin, Submission 34, [p. 2].
[5]See, for example, Victorian Government, Submission 25, p. 1; Djerriwarrh Community College, Submission 41, p. 6; Black Dog Institute (BDI), Submission 5, p. 4; Peter Underwood Centre, Submission 24, p.6; TripleP International, Submission 140, p. 4; MCSE DRC, Submission 15, [p. 2]; School Refusal Clinic, Submission 17, [p. 2]; Brotherhood of St Laurence (BSL), Submission 57, p. 14.
[6]MissingSchool, Submission 44, p. 4.
[7]Name Withheld, Submission 101, [p. 2]. See also, Name Withheld, Submission 165, pp. 1–2, and 6.
[8]See, for example, Name Withheld, Submission 116, [p. 4]; Name Withheld, Submission 83, p. 1; Name Withheld, Submission 117, [p. 1]; Name Withheld, Submission 112, [p. 1]; Name Withheld, Submission 105, [p. 5]; Name Withheld, Submission 134, [p. 4]; Name Withheld, Submission 156, [p. 2]; Name Withheld, Submission 90, [p.1]; Name Withheld, Submission 63, [p. 1]; Name Withheld, Submission 92, [p. 3].
[9]See, for example, ACT Council of Parents & Citizens Associations (ACT Council of PCA), Submission 8, [p. 5]; Name Withheld, Submission 101, [p. 2]; Name Withheld, Submission 102, p. 2; Name Withheld, Submission 104, [p. 2]; Name Withheld, Submission 110, [p. 2]; Name Withheld, Submission 111, p. 3; Name Withheld, Submission 112, [p. 1]; Name Withheld, Submission 115, p. 10; Name Withheld, Submission 116, pp. 4, 5 and 6; Name Withheld, Submission 124, pp. 2 and 3; Name Withheld, Submission 127, p.3; Name Withheld, Submission 150, [p. 3]; Name Withheld, Submission 156, [pp. 2 and 3]; Name Withheld, Submission 165, pp. 2 and 3; School Refusal Clinic, Submission 17, [pp. 2 and 3]; Home Education Network (HEN), SupplementarySubmission 19.1, p. 3; The Autistic Realm Australia (TARA), Submission 55, pp. 20 and 23; Yellow Ladybugs, Submission 59, p. 4; Name Withheld, Submission 64, p.2; Name Withheld, Submission 67, p. 2; Name Withheld, Submission 77, p. 2.
[10]HEN, SupplementarySubmission 19.1, p. 10. The survey was undertaken to inform HEN’s evidence to the committee.
[11]Name Withheld, Submission 90, [p. 2]. See also, TARA, Submission 55, p. 21.
[12]See, for example, Name Withheld, Submission 117, [p. 2]; Name Withheld, Submission 118, [p. 2]; Name Withheld, Submission 124, p. 2; Name Withheld, Submission 134, [p. 3]; HEN, SupplementarySubmission 19.1, p. 45; Name Withheld, Submission 111, p. 4; Name Withheld, Submission 127, p. 2; Name Withheld, Submission 133, [p. 2]; Name Withheld, Submission 80, [p. 9]; Name Withheld, Submission 94, p. 2; Name Withheld, Submission 97, p. 3.
[13]Name Withheld, Submission 127, p. 3 and TARA, Submission 55, p. 25.
[14]BSL, Submission 57, p. 13. See also, Name Withheld, Submission 115, [p. 6].
[15]Name Withheld, Submission 117, [p. 2].
[16]Name Withheld, Submission 113, p. 4.
[17]See, for example, Name Withheld, Submission 127, [p. 3]; HEN, Supplementary Submission 19.1, p. 9; Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 85, p. 1; Name Withheld, Submission 104, [p. 2]; Name Withheld, Submission 150, [p. 3]; Name Withheld, Submission 165, [p.2]; Name Withheld, Submission 83, p. 1; Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 91, [p. 1]; Name Withheld, Submission 153, [p. 2].
[18]See, for example, Name Withheld, Submission 116, [p. 6]; Name Withheld, Submission 117, [p. 2]; Name Withheld, Submission 89, [p. 1]; HEN, Supplementary Submission 19.1, p. 47.
[19]See, for example, ACT Council of PCA, Submission 8, [p. 5]; Australian Professional Teachers’ Association, Submission 9, p. 2; Peter Underwood Centre, Submission 24, p.6; ISA, Submission 29, p.3; Centre for Excellence CFW, Submission 32, p. 2; Virtual Schools Victoria, Submission 62, p. 3; ACT Council of PCA, Submission 8, [p. 5].
[20]HEN, Supplementary Submission 19.1, p. 10.
[21]BSL, Submission 57, p. 13.
[22]School Can’t Australia, Submission 76, p. 30.
[23]See, for example, Name Withheld, Submission 105, [p. 2]; Name Withheld, Submission 111, p. 4; Name Withheld, Submission 124, p. 2; Name Withheld, Submission 126, [p. 2]; Name Withheld, Submission 134, [p. 3]; Name Withheld, Submission 135, p. 1; Name Withheld, Submission 107, [p.10]; Name Withheld, Submission 110, [p. 2]; Name Withheld, Submission 115, p. 4; Name Withheld, Submission 123, p. 2; Name Withheld, Submission 133, [p. 2]; Name Withheld, Submission 165, [pp.2and3]; Name Withheld, Submission 85, p. 1; Name Withheld, Submission 94, p. 2; Name Withheld, Submission 99, p. 4.
[24]Name Withheld, Submission 65, p. 1.
[25]Name Withheld, Submission 97, p. 3.
[26]Virtual School Victoria (VSV), Submission 62, p. 3.
[27]See, for example, Name Withheld, Submission 63, [p. 2]; Name Withheld, Submission 85, p. 2; Name Withheld, Submission 83, p. 1; Name Withheld, Submission 124, p. 3; Name Withheld, Submission 128, p. 1; Name Withheld, Submission 80, [p. 4]; Name Withheld, Submission 96, p. 1; Name Withheld, Submission 99, p. 5.
[28]Name Withheld, Submission 112, [p. 1].
[29]Name Withheld, Submission 105, [p. 2].
[30]Queensland Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023); Catholic Education Western Australia, answers to written questions on notice, 27 June 2023 (received 20 July 2023); New South Wales Department of Education, answers to written questions on notice, 27 June 2023 (received 28 July 2023); Catholic Education Tasmania, answers to written questions on notice, 27 June 2023 (received 27 July 2023).
[31]New South Wales Department of Education, answers to written questions on notice, 27 June 2023 (received 28 July 2023).
[32]Australian Government Department of Education, answers to written questions on notice, 27June2023 (received 28 July 2023).
[33]Catholic Education Western Australia, answers to written questions on notice, 27 June 2023 (received 20 July 2023).
[34]A substantial proportion of the evidence provided to the committee focused on the emotional and mental health impacts of school refusal.
[35]Catholic Education South Australia (CESA), answers to written questions on notice, 27 June 2023 (received 24 July 2023). While initial data analysis by CESA showed a correlation between academic outcomes and school refusal, there are difficulties in clearly defining the size of the gap. This is due in part to a lack of comparative assessment data, resulting from large variances in assessment tasks undertaken. CESA indicated that it is developing data analysis processes that will provide increasingly meaningful and informed data.
[36]Northern Territory Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023); Catholic Education Northern Territory, answers to written questions on notice, 27 June 2023 (received 27 July 2023); Queensland Catholic Education Commission, 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); Catholic Education Tasmania, 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]Catholic Education Tasmania, answers to written questions on notice, 27 June 2023 (received 27July2023); New South Wales Department of Education, answers to written questions on notice, 27 June 2023 (received 28 July 2023); Queensland Department of Education, answers to written questions on notice, 27 June 2023 (received 21 July 2023); Queensland Catholic Education Commission, 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 21July 2023).
[38]Australian Education Research Organisation, answers to written questions on notice, 27 June 2023 (received 14 July 2023).
[39]See, for example, BSL, Submission 57, p. 14; Mrs Robyn Thorpe, Board and Committee Member, Australian Secondary Principals’ Association (ASPA) and President, Northern Territory Principals’ Association, Proof Committee Hansard, 20 April 2023, p. 1; Name Withheld, Submission 111, p. 4; AISSA, Submission 11, p. 1; MCSE DRC, Submission 15, [p. 2]; ISA, Submission 29, p. 3; Centre for CFW, Submission 32, p. 2; Associate Professor Glenn Melvin, Submission 34, [p.2]; Name Withheld, Submission78, [p. 2]; Australian Professional Teachers Association, Submission 9, p.2.
[40]ISA, Submission 29, p. 1.
[41]Mrs Robyn Thorpe, Board and Committee Member, APSA; and President, Northern Territory Principals’ Association, Proof Committee Hansard, 20 April 2023, p.1.
[42]Mallee District Aboriginal Services, Submission 43, p. 6.
[43]BSL, Submission 57, p. 14.
[44]Name Withheld, Submission 128, p. 3. See also, Name Withheld, Submission 111, p. 4.
[45]Name Withheld, Submission 115, p. 6.
[46]AAEGT, Submission 21, p. 9. The submission referred to research by Peterson and Colangelo (1996), which looked at the school records of 153 gifted students through high school and college. Theyfound high school and college achievement were strongly related in the achievers and underachievers. Of the achievers who attended 4-year college, 83 per cent graduated. However, of the 87 per cent of underachievers who attended college, only 52 per cent graduated.
[47]BSL, Submission 57, p. 13. See also, Catholic Education Diocese of Bathurst, Submission 60, [p. 4]; VSV, Submission 62, p. 3.
[48]VSV, Submission 62, p. 3. See also, Mr John Chellew, Director, School Refusal Clinic, Proof Committee Hansard, 23 February 2023, p. 33; Name Withheld, Submission 67, p. 2.
[49]Name Withheld, Submission 64, p. 2.
[50]See, for example, AISSA, Submission 11, p. 1; TripleP International, Submission 140, p. 4; School Refusal Clinic, Submission 17, [p. 3]; ISA, Submission 29, p. 5; BSL, Submission 57, p. 14; Catholic Education Diocese of Bathurst, Submission 60, [p. 1]; Ms Amanda Watt, Executive Officer, Queensland Independent Schools Parents Network (QISPN), Proof Committee Hansard, 20April2023, p. 13; Council of Catholic School Parents NSW/ACT, Submission 23, [p.3]; Western Australian Council of State School Organisations (WACSSO), Submission 7, p. 4; Centre for Excellence CFW, Submission 32, p. 3; School Can’t Australia, Submission 76, pp. 50–52; Name Withheld, Submission 101, [p. 2]; Name Withheld, Submission 102, p. 2; Name Withheld, Submission 156, [p. 3]; Name Withheld, Submission 151, [p. 2]; Name Withheld, Submission 127, pp. 3–4; Name Withheld, Submission 116, p. 7; Name Withheld, Submission 108, [pp. 2–4].
[51]See, for example, School Refusal Clinic, Submission 17, [p. 3]; Interrelate, Submission 18, [p. 2]; HEN, Supplementary Submission 19.1, p. 3; AAEGT, Submission 21, p. 6; BSL, Submission 57, p. 14; Council of Catholic School Parents NSW/ACT, Submission 23, [p.3]; Name Withheld, Submission 154, p. 13; Name Withheld, Submission 67, p. 3; Name Withheld, Submission 83, p. 2; Name Withheld, Submission 87, [p. 2]; Name Withheld, Submission 90, [p. 2].
[52]BDI, Submission 5, p. 6.
[53]The Australian Parenting Website (raisingchildren.net.au), Autism: what is it?, www.raisingchildren.net.au/autism/learning-about-autism/about-autism/asd-overview (accessed 28 May 2023).
[54]The Royal Children’s Hospital Melbourne, Attention deficit hyperactivity disorder (ADHD), www.rch.org.au/kidsinfo/fact_sheets/Attention_deficit_hyperactivity_disorder_ADHD/ (accessed 28 May 2023).
[55]See, for example, QISPN, Submission 10, [p. 2]; Name Withheld, Submission 110, [p. 2]; Name Withheld, Submission 134, [p. 4]; Children and Young People with Disability Australia, Submission 39, [p. 3]; AAEGT, Submission 21, p.6; Name Withheld, Submission 78, [p. 2]; HEN, Supplementary Submission 19.1, p. 9; Name Withheld, Submission 63, [p.3]; School Can’t Australia, Submission 76, p.52.
[56]Name Withheld, Submission 101, [p. 2].
[57]School Can’t Australia, Submission 76, p. 46. The survey was undertaken by School Can’t Australia to inform its submission to the inquiry. There were 441 responses to the survey.
[58]See, for example, HEN, Submission 19.1, p. 9; Name Withheld, Submission 101, [p. 2]; Name Withheld, Submission 63, [p. 2]; Name Withheld, Submission 127, p. 4; Name Withheld, Submission 70, pp. 10–11; Name Withheld, Submission 64, p. 2; Name Withheld, Submission 63, [p. 3].
[59]School Can’t Australia, Submission 76, p. 52.
[60]The Therapy Place, Submission 12, p. 3.
[61]HEN, Submission 19.1, p. 10.
[62]Djerriwarrh Community College, Submission 41, p. 13. The survey was developed to support the college’s submission to the inquiry by capturing the experience of its student and parent community. Twenty valid responses were received.
[63]See, for example, QISPN, Submission 10, [p. 2]; Name Withheld, Submission 82, [p. 5]; CatholicCare Diocese of Broken Bay, Submission 160, p. 2; Name Withheld, Submission 99, p. 2; Name Withheld, Submission 81, p. 1; Mrs Jennifer Rickard, Chief Executive Officer (CEO), Australian Parents Council, Proof Committee Hansard, 22 February 2023, p.28; Name Withheld, Submission 107, [pp. 14 and 15]; Name Withheld, Submission 86, p. 3; Queensland Pathways State College, Submission 129, p.2.
[64]Name Withheld, Submission 64, p. 3.
[65]Name Withheld, Submission 78, [p. 1].
[66]Name Withheld, Submission 81, p. 1.
[67]Name Withheld, Submission 125, [pp. 2-3].
[68]See, for example, QISPN, Submission 10, [p. 2]; AAEGT, Submission 21, p. 6; Catholic Education Diocese of Bathurst, Submission 60, [p. 3]; Ms Tiffany Westphal, Coordinator, School Can’t Australia, Proof Committee Hansard, 23 February 2023, p. 39; Catholic Education Diocese of Parramatta, Submission 2, p. 4; Name Withheld, Submission 143, [p. 3]; HEN, Supplementary Submission 19.1, p.54; Associate Professor Glenn Melvin, Submission 34, [p. 1]; Name Withheld, Submission 65, p.2; WACSSO, Submission 7, p. 2; Name Withheld, Submission 70, p.11.
[69]See, for example, ReachOut, Submission 27, [p. 6]; Name Withheld, Submission 123, p. 3; Name Withheld, Submission 133, [p. 2]; Name Withheld, Submission 97, p. 4; CatholicCare Diocese of Broken Bay, Submission 160, p. 3.
[70]Name Withheld, Submission 113, p. 5.
[71]See for example, Name Withheld, Submission 80, [p. 3]; Name Withheld, Submission 93, [p. 3]; Name Withheld, Submission 66, [p. 1]; Name Withheld, Submission 133, [p. 2].
[72]See, for example, Name Withheld, Submission 80, p. 3; Name Withheld, Submission 93, [p. 3]; Name Withheld, Submission 117, [p. 2]; HEN, Supplementary Submission 19.1, p. 26; Name Withheld, Submission 115, p. 1, Name Withheld, Submission 124, p. 4.
[73]School Can’t Australia, Submission 76, p. 64.
[74]See, for example, BSL, Submission 57, p. 14; Carers ACT, Submission 26, p.8; Name Withheld, Submission 116, [p. 8], Name Withheld, Submission 134, [p. 3].
[75]See, for example, Name Withheld, Submission 122, [p. 2]; Name Withheld, Submission 117, [p. 1]; Name Withheld, Submission 122, [p. 2]; Name Withheld, Submission 124, p. 4; Name Withheld, Submission 67, p. 3; School Can’t Australia, Submission 76, pp.10and62; Name Withheld, Submission 95, p. 2.
[76]Name Withheld, Submission 81, p. 3.
[77]See, for example, Carers ACT, Submission 26, p. 8; ReachOut, Submission 27, [p. 6]; Name Withheld, Submission 156, [p. 3]; Name Withheld, Submission 65, p. 2; Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 105, [p. 3].
[78]Name Withheld, Submission 156, [p. 3].
[79]School Can’t Australia, Submission 76, p. 50.
[80]ReachOut, Submission 27, [p. 6].
[81]Name Withheld, Submission 112, [p. 2].
[82]See, for example, Name Withheld, Submission 156, [p. 3]; Name Withheld, Submission 127, p. 4; Name Withheld, Submission 63, [p. 3], Name Withheld, Submission 154, p. 11; Name Withheld, Submission 91, [p. 2].
[83]Name Withheld, Submission 115, p. 7
[84]School Can’t Australia, Submission 76, p. 8.
[85]Name Withheld, Submission 78, [p. 2].
[86]See, for example, ReachOut, Submission 27, [p. 8]; Name Withheld, Submission 101, [p. 2]; Name Withheld, Submission 107, [p. 13]; Name Withheld, Submission 115, p. 7; Name Withheld, Submission 122, [p. 2]; Name Withheld, Submission 124, p. 3; Name Withheld, Submission 153, [p. 4]; Name Withheld, Submission 113, p. 3; Name Withheld, Submission 118, [p. 3].
[87]School Can’t Australia, Submission 76, p. 46.
[88]School Can’t Australia, Submission 76, p. 46.
[89]Name Withheld, Submission 152, [p. 2].
[90]Name Withheld, Submission 80, [p. 10].
[91]Name Withheld, Submission 124, p. 3.
[92]See, for example, School Can’t Australia, Submission 76, p. 45; Name Withheld, Submission 117, [p.2]; Name Withheld, Submission 67, p. 2; Name Withheld, Submission 85, p. 1; Name Withheld, Submission 118, [p. 3].
[93]Name Withheld, Submission 92, [pp. 4–5].
[94]See, for example, The Therapy Place, Submission 12, p. 3; Interrelate, Submission 18, [p. 2]; HEN, Submission 19.1, p. 3; AAEGT, Submission 21, p. 6; Carers ACT, Submission 26, p. 5; ReachOut, Submission 27, [p. 6]; Centre for Excellence CFW, Submission 32, p. 3; Parents of Trans Youth Equity NSW & Parents of Gender Diverse Children, Submission 130, p. 1; Name Withheld, Submission 150, [p.8]; CatholicCare Diocese of Broken Bay, Submission 160, p. 2; WACSSO, Submission 7, p. 3; ACT Council of PCA, Submission 8, [p. 6]; Name Withheld, Submission 101, [p. 2]; Name Withheld, Submission 106, [p. 1]; Name Withheld, Submission 108, [p. 2]; Name Withheld, Submission 112, [p.2]; Name Withheld, Submission 116, [pp. 7–8]; Name Withheld, Submission 122, [pp. 2 and 3]; AISSA, Submission 11, p.1; Triple P International, Submission 140, p. 7; Name Withheld, Submission 152, [p.2]; School Refusal Clinic, Submission 17, p. 3; Catholic School Parents Western Australia (CSPWA), Submission 11, [p. 3]; ISA, Submission 29, pp. 5–6; Name Withheld, Submission 64, p.2; Name Withheld, Submission 79, [p. 1], Name Withheld, Submission 98, [p. 2]; Name Withheld, Submission 107, [pp. 12 and 15].
[95]School Can’t Australia, Submission 76, p. 8.
[96]Name Withheld, Submission 101, [p. 2].
[97]Name Withheld, Submission 65, p. 2.
[98]Name Withheld, Submission 122, [p. 3].
[99]Council of Catholic School Parents NSW/ACT, Submission 23, [p. 4].
[100]School Can’t Australia, Submission 76, p. 8.
[101]See, for example, Name Withheld, Submission 125, p. 3; Name Withheld, Submission 154, p. 9; Name Withheld, Submission 98, [p. 2]; Name Withheld, Submission 99, p. 2; Name Withheld, Submission 79, [p.1]; Name Withheld, Submission 66, [p. 2]; Name Withheld, Submission 64, p. 2; Name Withheld, Submission 154, p. 9; Name Withheld, Submission 122, [p. 3]; Name Withheld, Submission 119, [p. 4]; Name Withheld, Submission 116, [p. 7]; Name Withheld, Submission 112, [p. 2]; Name Withheld, Submission 101, [p. 2]; Name Withheld, Submission 83, p. 83; Name Withheld, Submission 90, [p. 2].
[102]HEN, Submission 19.1, p. 10.
[103]School Can’t Australia, Submission 76, pp.8 and 38.
[104]Name Withheld, Submission 124, p. 3.
[105]Parents for Change, Submission 61, p. 6.
[106]School Can’t Australia, Submission 76, p.49.
[107]QISPN, Submission 10, [p. 2] and NameWithheld, Submission 105, [p. 3].
[108]See, for example, Catholic School Parents Australia, Submission 30, p. 4; WACSSO, Submission 7, p.3; Name Withheld, Submission 102, p. 2; Name Withheld, Submission 116, [p. 15]; Name Withheld, Submission 65, p. 2; Name Withheld, Submission 89, [p.2]; Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 108, [p. 2].
[109]VSV, Submission 62, p. 4.
[110]See, for example, HEN, Submission 19.1, p. 46; Name Withheld, Submission 98, [p. 2]; Name Withheld, Submission 99, p. 2; Name Withheld, Submission 113, p. 5; Name Withheld, Submission 116, [p. 8]; Name Withheld, Submission 101, [p. 2]; Name Withheld, Submission 156, [p. 3]; Name Withheld, Submission 87, [p. 2]; Name Withheld, Submission 127, p. 4; Name Withheld, Submission 134, [p.3]; School Can’t Australia, Submission 76, p. 41.
[111]Carers ACT, Submission 26, p. 5. Based on the results of the March 2022 Caring Costs Us survey by Carers Australia.
[112]See, for example, Name Withheld, Submission 143, [p. 4]; School Can’t Australia, Submission 76, p.41; Name Withheld, Submission 117, [p.2]; HEN, Submission 19.1, pp. 47, 50, 51 and 72; Name Withheld, Submission 116, [p.12]; Name Withheld, Submission 89, [p. 3]; Djerriwarrh Community College, Submission 41, p. 13; Name Withheld, Submission 127, pp.5and6; Name Withheld, Submission 113, p. 5; Name Withheld, Submission 112, [p. 2].
[113]VSV, Submission 62, p. 4.
[114]See, for example, Name Withheld, Submission 117, [p. 2]; School Can’t Australia, Submission 76, p.41; Name Withheld, Submission 112, [p. 2]; HEN, Submission 19.1, p. 46; Name Withheld, Submission 80, p. 10.
[115]Name Withheld, Submission 102, pp. 2–3.
[116]Name Withheld, Submission 107, [p. 14].
[117]HEN, Supplementary Submission 19.1, p. 10.
[118]Name Withheld, Submission 101, [p. 2].
[119]Name Withheld, Submission 123, p. 4.
[120]See, for example, Catholic Education Diocese of Bathurst, Submission 60, [p. 10]; Name Withheld, Submission 67, p. 3; Name Withheld, Submission 90, [p. 2]; Name Withheld, Submission 94, p. 3; Name Withheld, Submission 97, p. 4; ACT Council of PCA, Submission 8, [p. 6]; Name Withheld, Submission 101, [p. 2]; School Refusal Clinic, Submission 17, [p. 3]; HEN, Supplementary Submission 19.1, p. 80.
[121]Name Withheld, Submission 64, p. 2.
[122]Name Withheld, Submission 65, p. 2. See also, Name Withheld, Submission 127, pp. 3–4.
[123]Name Withheld, Submission 112, [p. 2].
[124]ACT Council of PCA, Submission 8, [p. 6].
[125]Name Withheld, Submission 126, [p. 2].
[126]Name Withheld, Submission 108, [p. 4].
[127]Catholic Education Diocese of Bathurst, Submission 60, [p. 5].
[128]Name Withheld, Submission 154, p. 9.
[129]See, for example, Name Withheld, Submission 83, p. 2; Name Withheld, Submission 154, p. 9; Name Withheld, Submission 116, [p. 7]. See also, School Can’t Australia, Submission 76, p.45 and HEN, Supplementary Submission 19.1, pp. 45, 46 and 53.
[130]Name Withheld, Submission 105, [p. 3] and Name Withheld, Submission 127, p. 4.
[131]Name Withheld, Submission 134, [p. 3].
[132]HEN, Submission 19.1, p. 10.
[133]See, for example, Name Withheld, Submission 116, [p. 7]; Name Withheld, Submission 94, pp. 2–3; Name Withheld, Submission 116, [p. 7]; ACT Council of PCA, Submission 8, [p.6]; Name Withheld, Submission 77, [p. 1]; Name Withheld, Submission 105, [p. 2].
[134]See, for example, Name Withheld, Submission 105, [p. 3]; Name Withheld, Submission 154, p. 9; Name Withheld, Submission 94, p. 3.
[135]Meg & Tara, Submission 149, p. 12.
[136]Name Withheld, Submission 124, p. 3.
[137]Name Withheld, Submission 154, p. 9.
[138]See, for example, Queensland Catholic Education Commission (QCEC), Submission 13, p. 5; Name Withheld, Submission 134, [p. 3]; Name Withheld, Submission 154, pp. 9 and 45; HEN, Submission 19.1, p. 45; Name Withheld, Submission 64, p. 3.
[139]School Can’t Australia, Submission 76, p. 45.
[140]Name Withheld, Submission 90, [p. 2].
[141]VSV, Submission 62, p. 5.
[142]See, for example, The Therapy Place, Submission 12, p. 3; QCEC, Submission 13, p. 6; ISA, Submission 29, p. 6; Mrs Jennifer Rickard, CEO, Australian Parents Council, Proof Committee Hansard, 22 February 2023, p. 28.
[143]See, for example, ASPA, Submission 4, p. 4; Catholic Education Diocese of Parramatta, Submission 2, pp. 4–5; ISA, Submission 29, p. 6.
[144]Catholic Education Diocese of Bathurst, Submission 60, [p. 6].
[145]Beyond Blue, Submission 6, [p. 6].
[146]Triple P International, Submission 140, p. 8.
[147]ASPA, Submission 4, p. 4.
[148]Australian Parents Council, Submission 40, [p. 3].
[149]Professor Jennie Hudson, Director, Research, BDI, Proof Committee Hansard, 22 February 2023, p. 45.
[150]Dr Matthew Harrison, Senior Lecturer, Learning Intervention, MGSE DRC, University of Melbourne, Proof Committee Hansard, 23February 2023, p. 6.
[151]QCEC, Submission 13, p. 7.
[152]Brotherhood of St. Laurence, answers to questions taken on notice at a public hearing in Melbourne, 23 February 2023 (answers received 9 March 2023), p. 1.
[153]VSV, Submission 62, p. 4.
[154]See, for example, Djerriwarhh Community College, Submission 41. p. 17; Catholic Education Diocese of Bathurst, Submission 60, [p. 6]; QCEC, Submission 13, p. 7; Dr Greg Elliott, Director, Wellbeing, Catholic Schools Parramatta Diocese, Proof Committee Hansard, 22 February 2023, p. 10; DrJodieLong, Education Research Lead, BSL, Proof Committee Hansard, 23 February 2023, p. 15.
[155]VSV, Submission 62, pp. 4–5.
[156]Carers ACT, Submission 26, p. 5.
[157]The Therapy Place, Submission 12, p. 3.
[158]ASPA, Submission 4, p. 4.
[159]BSL, Submission 57, p. 16.
[160]ISA, Submission 29, p. 8.
[161]See, for example, Dr Sophie Rudolph and Dr Archie Thomas, Submission 35, p. 1; MrsElizabethRobinson, Submission 75, [p. 2].
[162]Mrs Elizabeth Robinson, Submission 75, [p. 2].
[163]See, for example, ASPA, Submission 4, p. 4; The Therapy Place, Submission 12, p. 3; Catholic Education Diocese of Bathurst, Submission 60, [p. 6].
[164]See, for example, ISA, Submission 29, p. 6; Carers ACT, Submission 26, p. 6; Australian Parents Council, Submission 40, [p. 5]; School Can’t Australia, Submission 76 p. 123; Mrs Fiona Berry, Occupational Therapist, Director, The Therapy Place Pty Ltd, Proof Committee Hansard, 23February2023, p. 8; HEN, Submission 19.1, p.82; BDI, Submission 5, p. 7; Name Withheld, Submission 93, p. 7; Name Withheld, Submission 98, p. 5.
[165]Triple P International, Submission 140, p. 8.
[166]CSPWA, Submission 22, [p. 4].
[167]VSV, Submission 62, p. 5.
[168]BDI, Submission 5, p. 8.
[169]ISA, Submission 29, p. 6.
[170]See, for example, Ms Lisa Coles, Parent and Independent School Principal, QISPN, Proof Committee Hansard, 20 April 2023, p.13; ISA, Submission 29, p. 1; Mr Andrew Pierpoint, President, ASPA, Proof Committee Hansard, 20 April 2023, p.1; Name Withheld, Submission 165, [p. 5]; Save the Children and 54 reasons, Submission 20, p. 2; Dr Jodie Long, Education Research Lead, BSL, Proof Committee Hansard, 23 February 2023, p. 17; Catholic Education Diocese of Parramatta, Submission 2, p. 2; ISA, Submission 29, p. 5.
[171]BSL, Submission 57, p. 17.
[172]ISA, Submission 29, p. 5.
[173]Name Withheld, Submission 155, pp. 3–4.
[174]See, for example, Name Withheld, Submission 122, [p. 3]; Name Withheld, Submission 165, [p.5]; ReachOut, Submission 27, [p. 5]; ISA, Submission 29, p. 7; Name Withheld, Submission 78, [p.1]; Name Withheld, Submission 91, [p. 1]; Name Withheld, Submission 83, p. 1; Name Withheld, Submission 86, p.2; Ms Tiffany Westphal, Coordinator, School Can’t Australia, Proof Committee Hansard, 23February 2023, p. 42; Name Withheld, Submission 97, p.2; WACSSO, Submission 7, p. 3; Mallee District Aboriginal Services, Submission 43, p. 7; BSL, Submission 57, p. 3.
[175]Mrs Robyn Thorpe, ASPA and Northern Territory Principals’ Association, Proof Committee Hansard, 20 April 2023, p.1.
[176]Mr Mark Breckenridge, Vice-President, ASPA, Proof Committee Hansard, 20 April 2023, p.3. See also, Mrs Kirsty James, Assistant Coordinator, HEN, Proof Committee Hansard, 23 February 2023, p. 28.
[177]ISA, Submission 29, p. 5.
[178]Mrs Kristie de Brenni, Principal, Queensland Pathways State College, Proof Committee Hansard, 20April 2023, p.9.
[179]See, for example, Centre for Excellence CFW, Submission 32, p. 3; Whitelion Youth, Submission 58, p.4; Dr Judith Locke and Dr Danielle Einstein, Submission 36, [p. 1]; Interrelate, Submission 18, [p.2]; ReachOut, Submission 27, [p. 5].
[180]CatholicCare Diocese of Broken Bay, Submission 160, p. 1.
[181]School Refusal Clinic, Submission 17, [p. 1].
[182]BSL, Submission 57, p. 17.
[183]Whitelion Youth, Submission 58, p. 4.
[184]Centre for Excellence CFW, Submission 32, p. 3.
[185]Whitelion Youth, Submission 58, p. 4.
[186]Centre for Excellence CFW, Submission 32, p. 3.
[187]School Refusal Clinic, Submission 17, [p. 4].
[188]ReachOut, Submission 27, [p. 7].
[189]CatholicCare Diocese of Broken Bay, Submission 160, p. 3.
[190]CatholicCare Diocese of Broken Bay, Submission 160, p. 3.
[191]Centre for Excellence CFW, Submission 32, p. 3.
[192]Interrelate, Submission 18, [p. 3].
[193]Interrelate, Submission 18, [p. 3].
[194]Interrelate, Submission 18, [p. 3].
[195]Centre for Excellence CFW, Submission 32, p. 3.
[196]CatholicCare Diocese of Broken Bay, Submission 160, p. 3
