I speak about the urgent need to strengthen support for neurodivergent students in our public school system. On Saturday 29 November last year, I held a community round table at Dee Why Library focused on this very issue. More than 50 people attended, including students, parents, carers, teachers, health professionals and reps from the Department of Education. We spent more than three hours in a respectful and constructive discussion about what is working, what is not and what needs to change. The reason I organised the round table was simple: I had been contacted by many parents who were struggling to navigate the school system with their neurodivergent children.

The word they kept using was "fight". They felt they had to fight for support, fight for understanding and fight for their children to be treated fairly. What I heard at that round table was powerful and at times confronting. I heard directly from neurodivergent students about their experiences in school. For many the environment is overwhelming, and in some cases it is traumatising. Some have had to change schools multiple times; others have been pushed into distance education or homeschooling. Many spoke about bullying and social isolation. I heard from teachers who want to do better but feel they are not adequately supported. They spoke about inconsistent training, limited resources and a system that makes it difficult to provide the tailored support their students need.

They highlighted the invisible middle: students who do not meet the threshold for high-level support but are still struggling and often fall through the cracks. I heard from parents about the deeply distressing experiences of children being suspended or expelled for behaviours that are clearly linked to their disability and should be met with understanding and support instead of punishment. Parents spoke about their difficulty in accessing support classes, which are often oversubscribed, and the reality that, even when a place is secured, it may be far from home, isolating children from their communities. I also heard about the challenges of getting a diagnosis. That process is expensive, time-consuming and, for many families, just out of reach. But, without that diagnosis, support is often unavailable. Parents of neurodivergent girls spoke about how masking behaviours make it even harder to be recognised and supported.

I heard about the toll that takes emotionally, financially and practically—parents leaving work to support their children and families navigating trauma, isolation and uncertainty. At the same time, I acknowledge that many exceptional teachers and school leaders are making a real difference. We heard examples of what is possible when the right support, understanding and culture are in place. But the reality is that that is not consistent across the system. Following the round table, I wrote to the Minister consolidating the feedback and outlining the shared requests of participants. Firstly, we need a statewide strategy for neurodivergent students that includes clear governance, accountability and a shared understanding of what neurodivergence means. It must recognise that many students remain undiagnosed and that neurodiversity presents differently across individuals and genders. We need to move away from punitive behaviour management for disability-related behaviours and embed lived experience in the design of policies and programs.

Secondly, we need stronger supports within schools. That means resourcing schools based on need, not just diagnosis. It means earlier screening and better pathways to support. It means more support classes, more counsellors, more one-on-one support and more appropriate learning environments, including quiet spaces and sensory rooms. It also means making the system easier to navigate for parents. The current processes are complex and time-consuming, often requiring significant effort with very little result. We need clearer information, more streamlined access to support and independent advocacy pathways before issues escalate. Thirdly, we need to invest in training and education. All principals, teachers and support staff should receive consistent, high-quality training in supporting neurodivergent students. Importantly, students themselves should be educated about neurodiversity, to build understanding, empathy and inclusion.

Finally, we need to think differently about how services are delivered. A school-as-hub model, where allied health professionals are embedded in schools, would make a significant difference by bringing services to students, rather than expecting families to navigate fragmented systems. It is not about small adjustments; it is about ensuring that every child has access to a safe, supportive and inclusive education. Following the round table, I established an ongoing working group of community members who are committed to continuing that work. I will meet with them next week. The issue requires collaboration between government, educators, families and the community. Every child deserves the opportunity to learn, belong and thrive in our school system. Right now, for too many neurodivergent students, that is not the reality. We can and must do better.

26 March 2026, 18:08.