Inquiry into support for autistic children and young
people in schools
Stress-related disorders are mental health conditions that arise from prolonged exposure to
stress, keeping the body in a state of “fight or flight” which can lead to various health issues.
Autistic children in school might face chronic stress due to challenges with social
interactions, sensory overload, unpredictable changes, and academic demands. Without
proper support to manage these stressors, they could continually feel under threat, resulting
in the development of stress-related disorders. Schools can help by providing appropriate
accommodations and support, reducing the amount of stress these children experience.
In a 2018 open letter addressed to Premier Mark McGowan, Dr. Michael Watson, a
concerned parent, child welfare advocate, and the director of Valued Voice, raises critical
concerns about the use of physical restraints on children in government schools across
Western Australia.
Dr. Watson’s own child, who has been diagnosed with autism, developed a stress-induced
illness believed to stem from experiences in a state-run primary school in 2014. Dr. Watson
unearthed a 2013 document from the Department of Education that outlined plans to
physically restrain his child as many as six times a day, without his or his wife’s prior
knowledge or consent.
He cites the Department of Education’s own physical contact policy, arguing that the
extensive use of physical restraints cannot be justified as an emergency measure and may
indeed be illegal.
Dr. Watson critiques the Department of Education’s rigid policies and advocates for a more
understanding and compassionate approach in dealing with children with developmental
challenges.
He appeals for the release of summary data detailing the instances of planned physical
restraints since 2012, asserting that such data would likely shed light on the worrying
prevalence of physical restraints in the education system.
Concluding his letter, Dr. Watson suggests a solution: the adoption of a community
developed policy framework, spearheaded by esteemed educators and health professionals.
This framework advocates for a flexible use of individual disability resources and
encourages a culture of respect within the Department of Education. He strongly urges the
government to embrace this framework to foster a safer and more considerate educational
environment for all children.
Members of the Committee,
Dr. Michael Watson’s passionate advocacy for a more inclusive and respectful education
system, outlined in his poignant open letter to Premier Mark McGowan in 2018, resonates
with a profundity that parallels my own experiences as a parent of an autistic child.
In my endeavour to seek help for my own child’s struggles within an often unyielding
education system, I came across Dr. Watson’s words. I embarked on a journey to find him,
hoping to uncover more than just that single letter he left behind. It was a ray of hope for me.
I needed guidance, and a supportive hand during the challenges our family was navigating.
Dr Watson’s letter reflected the same despair I’ve grappled with - the despair of seeing a
child misunderstood and restrained, the despair of a system that often fails its most
vulnerable.
Just as I came close to reaching out to Dr Watson, I discovered the devastating news of his
sudden passing. The world lost a brilliant Clinical Microbiologist and Infectious Diseases
Physician, a trailblazer who developed vaccines for cervical cancer and paediatric
conditions. Yet, to me, it was the loss of an ally who understood exactly what our family was
going through.
Dr. Watson was not just a parent but a respected Clinical Microbiologist and Infectious
Diseases Physician. His legacy extends beyond the remarkable advancements he made in
the field of medicine. The spirit of empathy, enthusiasm, and exceptional dedication to
children’s welfare that he embodied is a beacon guiding our path forward.
In the wake of his untimely passing, I stand here to pledge my commitment to continue Dr.
Watson’s invaluable work. His outcry against the injustices meted out to children within our
education system did not die with him. Instead, it reverberates in the hearts of those left
behind, and I am one of them.
I bring to your attention the Flexible Child and Family Focused Education Policy Draft
Framework that Dr. Watson contributed to. It embodies the vision of a more compassionate
and inclusive education system, and I call upon this committee to revisit it, to refine it, and,
most importantly, to implement it.
I assure you, organisations such as Square Peg Round Whole and Accountability for
Children’s Education, are dedicated to ensuring that all children, particularly those with
Autism are promised an education that is inclusive and free of any form of restraint. It is a
cause I am willing to fight relentlessly for.
Dr. Watson’s journey, his passionate plea for understanding, inspired me to carry forward his
mission, to ensure no child has to endure what our children experienced.
In memory of Dr. Watson’s exceptional spirit and empathetic soul, I urge the members of the
committee, to honour his legacy by realising the changes he so passionately believed in and
ensure that his words continue to inspire and his memory strengthens the resolve to create
an education system that is truly inclusive and respectful.
Thank you.
The prevalence of Autism
Gaining insight into the influencing factors of the prevalence of Autism in Western Australia is crucial for developing efficient support and intervention strategies. Influences range from diagnostic methods and awareness levels to genetic, demographic, and environmental factors, as well as access to healthcare and socioeconomic status.
About 1 in 100 people in Australia are diagnosed with Autism. The total number of Australians with autism rose by 25.1% from 164,000 in 2015 to 205,200 in 2018.
A 2022 comprehensive review (Salari et al.) disclosed global Autism prevalence variations, with rates ranging from 0.02% in China, 1.7% in Australia, to 3.66% in Sweden. These differences are attributed to various factors, including discrepancies in diagnostic standards and societal awareness, child behaviour interpretation, and study population and time period variations.
What factors are affecting the prevalence of autism in WA?
The rise in Autism diagnoses worldwide, including Western Australia, is attributed to the expanded diagnostic criteria and increased awareness among parents, teachers, and healthcare providers. The DSM-5 provides a unifying framework for effective communication, research, and treatment. Prevalence can be influenced by genetic and demographic factors, environmental factors such as maternal health and birth complications, and access to healthcare based on socioeconomic status. It’s crucial to consider the diverse
nature of Autism and advocate for a customised diagnostic and assessment approach. Despite the challenges in accurately tracking Autism prevalence, the pursuit of ongoing research, standardised assessments, and improved data collection practices is essential for supporting individuals on the autism spectrum effectively.
Is autism more prevalent across certain demographics than others?
Navigating Autism Spectrum Disorder (ASD) in culturally diverse communities, particularly Aboriginal and Torres Strait Islander families, requires sensitivity and respect. As a non Indigenous author, I acknowledge that my perspective is that of an outsider. However, I deeply understand and appreciate the significance of recognising and amplifying the voices of Aboriginal and Torres Strait Islander communities.
Lilley’s (2019) study highlights the lack of understanding and support for autism in diverse communities, including Aboriginal and Torres Strait Islander communities. Indigenous families express concerns about their children’s futures due to the absence of culturally sensitive support. Creating culturally secure spaces and ensuring access to culturally aligned care are essential for equal opportunities and thriving. Accurately determining autism prevalence is challenging due to the lack of standardised criteria and objective tests, limited resources, and varied interpretations.
How will an increase in the prevalence of autism affect the availability of support for autistic students in schools?
According to the Australian Bureau of Statistics (ABS) in 2018, about 3.2% of school-aged children in Australia are identified as being on the autism spectrum. The continued growth in the prevalence of autism will inevitably have implications on the provision of support for children with autism. Although predicting exact increases poses a challenge due to varied data collection and reporting practices, we can still utilise the data at hand to make rough estimates about future trends in autism prevalence.
Burn the stickers and the reward chart together.
My journey through the Western Australia school system with my autistic child has provided me with direct insight into the existing support measures for autistic students in WA schools. This includes an understanding of how supposed evidence-based practices are incorporated throughout the educational system.
Our interactions with the department have been deeply concerning due to the frequent use of physical restraints on our son. Prior to 2020, he was a bright and happy child, never engaging in misconduct or causing harm. However, in 2020, he was assigned to a teacher who struggled with emotional regulation, resulting in loud yelling and denial of restroom access. Despite our complaints being ignored by the school administration, our son developed a significant increase in separation anxiety and concerning behaviours. He developed a fear of school staff, and the staff, rather than supporting our son, insisted on using consistency, rewards, and consequences as the only approach for his learning.
As his refusal to attend school and anxiety worsened, the actions of the principal and staff became more distressing and inexplicable. They consistently failed to protect and support our child, disregarding his needs and violating his dignity. As a result, he now suffers from a trauma-related illness likely caused by his experiences at the local State Government primary school in 2020.
There’s countless evidence proving physical restraint, restrictive practices, and isolation can have significant negative impacts on children. Children with autism and other disabilities are particularly vulnerable to the negative impacts of physical restraint, restrictive practices, and isolation due to the unique characteristics and challenges associated with the condition, such as,
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Heightened Sensory Sensitivities: Children with autism often have sensory sensitivities, which can be exacerbated by physical restraint and/or isolation. The overwhelming sensory input during these situations can intensify their anxiety, distress, and sensory overload, leading to heightened levels of agitation or meltdowns.
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Communication and Social Challenges: Autism is characterised by difficulties in communication and social interaction. The use of physical restraint or isolation can further hinder their ability to express their needs, communicate their feelings, or understand the actions and intentions of others. This can contribute to increased frustration, isolation, and feelings of helplessness.
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Disruption of Routine and Predictability: Children with autism thrive on routines and predictability. Being subjected to physical restraint or isolation disrupts their established routines and can lead to heightened anxiety, confusion, and a sense of loss of control. This disruption can have cascading effects on their overall functioning and well-being.
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Aggravation of Sensory-Related Behaviours: Children with autism may exhibit behaviours such as self-stimulatory movements (stimming), repetitive actions, or aggression as a way to self-regulate or cope with sensory challenges. The use of physical restraint or isolation can intensify these behaviours, as they may be the child’s way of expressing distress or attempting to manage overwhelming sensory experiences.
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Aggravation of Sensory-Related Behaviours: Children with autism may exhibit behaviours such as self-stimulatory movements (stimming), repetitive actions, or aggression as a way to self-regulate or cope with sensory challenges. The use of physical restraint or isolation can intensify these behaviours, as they may be the child’s way of expressing distress or attempting to manage overwhelming sensory experiences.
As my son’s parent, advocate, and fiercest ally, it has been a daunting and heartrending journey to navigate the Western Australian education system. The policies in place, I regret to say, have not been in the best interest of . Rather than fostering an inclusive, supportive, and respectful environment, these policies have permitted, and even encouraged, the inappropriate use of force, fear, and humiliation as a means of controlling and subjugating my child.
The recounting of these experiences has caused immense personal trauma and anguish, the deep cuts of which are reopened each time I attempt to document our struggles. My
intention, to provide you with a comprehensive account of our experiences, supporting academic literature, and heartfelt testimonies, had to be abandoned.
Yet, despite the difficulty, I am committed to giving voice to the voiceless, to raising the issues that many may choose to ignore or simply not understand. I owe this not only to my child but to every family who might be navigating a similar path,and every child who deserves to be treated with dignity and respect.
Reliving these painful experiences has been a personal trial, as seen through the panic attacks they induce. My son’s ongoing suffering and deep fear of a supposedly safe institution only strengthen my determination. His fear stems from an oppressive system that prioritises strict compliance and resorts to physical restraints, leaving him in a constant state of hypervigilant fear and anxiety.
Unfortunately, my son’s story is not unique, as similar instances worldwide confirm the lasting psychological trauma caused by these restrictive practices. Both my son and I will carry this burden indefinitely. The haunting memories of his screams, the agonising decision to leave him at the school’s insistence, and the knowledge that my ten-year-old carries these traumas highlight the urgent need for systemic reform.
When the Director of SENND, the school principal, the school deputies, the school psychologist and teachers planned to restrain my child, neither my son’s specialists, therapy team, nor I were afforded the opportunity to participate in these discussions or provide input regarding the proposed plans. Despite receiving text notification reminding me that there was a meeting being held, I was denied entry and excluded from the meeting. The principal and administrative team staunchly insisted that I should not be present. This meeting, held without my input or the involvement of my son’s therapists and specialists, led to draconian actions and practices that should never have been implemented.
“Morning Entry If arrives, he has the option to walk to the office to self-regulate with colouring, quiet time.
If arrives escalated, physically upset, verbally abusive, screaming etc, to
be escorted to the office area until he calms down“.
From that day forth, was met each day at the front gate by a team ready to restrain him, regardless of his emotional state. His gut-wrenching screams for my help still affect me. Each day, I was sent home, advised to ignore my son’s cries, told to suppress my instinctual need as a mother to protect my child from harm.
My assertions are not baseless or driven by mere emotions, but are grounded in factual evidence. I possess documents that not only illustrate the horrifying experiences my son has had to endure but also reveal an unsettling pattern of misinformation, inaccuracies, and, disturbingly, what appears to be complete falsification of particular documents.
The hardships did not end there. A persistent pattern of ignoring our emails, refusing access to our therapists within the school premises, delaying our requests, and refusing to provide Individualised Education Programs (IEP’s) became the modus operandi. Requests for planning meetings fell on deaf ears, and the school environment that was meant to nurture and educate my son morphed into a labyrinth of red tape and dismissive attitudes. It reached a distressing zenith when we were abruptly told there were no more supports available for my son.
Transitioning to a Special Education Center did not improve the situation. At this school, children in distress were frequently subjected to physical restraint in a designated area referred to as the “safe room.” This room was nothing more than a cramped hallway within their administrative building, secured by locks at both ends. On multiple occasions, my son, desperately pleading to be released, was confined in this room. Contrary to what they claimed, he was not held there until he ‘calmed down’. Instead, he remained confined until he was completely drained of energy and exhausted, leaving him terrified by the experience.
’s story is a plea for change, for understanding, and most importantly, for empathy. We must ensure that no other child suffers the way he has. Our children, especially those with disabilities, deserve better. They deserve an education system that is compassionate, accommodating, and supportive. I implore you once again to take action, to rectify the systemic issues at hand, and to ensure that our children are provided the dignity, respect, and care they are entitled to.
February 1, 2023
Just one day before 1 February, we attended a meeting with the school principal, deputy and school psychologist to discuss ’s Behaviour Support Plan. This meeting was also attended by ’s NDIS Positive Behaviour Support (PBS) Practitioner, his Occupational Therapist, my husband and I. A copy of ’s behaviour support plan was provided and we collaboratively discussed the key points contained within that
document. Most importantly, it was emphasised, do not restrain and if
says, “I want to go home”, I was to be called immediately. I reinforced this point over and over. I did not want my child restrained. He must have the choice and control to be able to come home.
On the first day of school, exhibited a level of excitement and enthusiasm that we hadn’t witnessed since 2019.
Transcript of the voicemail left on my phone at 12:30:
"Yep... [inaudible voice in the background] Hi , its . We've had a very
successful morning but ’s ready to go home now, so ah, if you get this message can you come into school. We’ve- I’ll um, brief you on it, but it’s been um, yeh we’ve taken a
step forward today. He’s probably had enough today if he’s feeling like that, so if you give us a call or come in when you get this message that’d be great thanks“.
I rang back and immediately left to pick up .
Upon my arrival at school, I was immediately ushered into a meeting room where the principal explained the measures taken to ensure felt safe to make the decision to go home, as he was unsure at first, if he wanted to stay or go. I was directed to the sick bay
to collect , where I was introduced to the new Deputy. Interestingly, the
principal made no mention of the EA’s or the Deputy Principal’s actions.
On the car ride home, immediately expressed that they wouldn’t allow him to go home and was physically hurt by the EA. He also mentioned that the deputy was going to restrain him. I probed for more information and upon returning home, contacted (PBS) and the principal, informing them that I was not happy with what had happened. At this point, we did not have a complete picture of the event, but the principal assured us that it was a “great day” and a plan was underway.
’s account was compiled over the course of a week through a series of short conversations. However, whenever we delved deeper into the matter, filled in any gaps or asked additional questions, would become very upset and resistant to further discussion.
’s account of the 1st February 2023:
- Came back from recess
- Class had quiet time
- Class got noisy
- Teacher said, time to do work ● got out of chair, started pacing/wandering ● He stated he wanted to
go home.
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EA said, “you’re not allowed to”
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replied, “yes I am”.
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EA said, “who? Who said you could go home?”
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attempted to exit the classroom. “I want to get out of here. I want to go home”
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EA blocked the exit with her body (left and right).
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attempted to exit the classroom by going through EA’s legs
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EA pinned his neck with her legs in an attempt to prevent him from moving.
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said at one point, while trying to get his head out, he couldn’t breathe. It hurt his neck trying to pull his neck
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became verbally abusive
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Deputy called
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hid in a store room.
● Deputy blocked the storeroom door and said, was nicer than me. You will
walk with me now or I will escort you”.
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voluntarily left. Stated to me, “Mum I was scared he was going to grab me and hurt me”.
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Somewhere the principal has taken over. 2 February, 2023
refused to return to school, (PBS) spoke to the school and subsequently contacted me. However, in my conversation with (PBS) there
appeared to be a discrepancies between what relayed and 's own
account of the situation.
3 February, 2023
During ’s first appointment with a psychologist, a call from his school interrupted the session. The school administration notified me of a meeting scheduled for the following Friday. Given the situation, I suggested that we should meet on Monday instead. However, I was informed that the administration team only meets once every fortnight on Fridays. When I inquired about the reason for this, I was told it was due to a lack of resources.
10 February, 2023
My husband and I attended a meeting with , the deputy, , the school
psychologist and ’s teacher. I began by going through ’s account of what
happened on the 1st. The Teacher asked to speak, and informed us that his account was accurate and that she had approached her line manager later that day to make a complaint, because she did not understand why the EA behaved as she did. That was the first time I had heard that our son’s account was true - and that a complaint had been raised by the the teacher.
said, “I can explain the EA - she was triggered”. We discussed the email that had subsequently been sent to all EA’s, saying they ‘can’t put their hands on kids’, their training, and my disbelief that the incident occurred, despite being supplied with a document that was
developed by ’s entire therapy team and himself. The School
psychologist tried to call the day, “well it was just an unfortunate thing”. I interjected. “No. It was not an unfortunate thing. It was disgusting. Why would I want to send my child into a school who can not keep him safe considering the damage that had been done with previous restraints”. also explained the deputy went in, in “deputy mode”, using intimidation, big guy tactic, to gain compliance. and the school psychologist pushed for a time frame for to return to school. We said we would speak to over the coming days, due to his birthday coming up.
My child, who weighs only 20 kg and is 10 years old, had a strong desire to attend school due to their friendships. However, on a particular day, they posed no threat to anyone and
simply requested to go home, expressing this clearly and repeatedly. I am deeply concerned that the Education Assistant (EA) and Deputy could have prevented the situation by adhering to the behaviour support plan provided to the staff. Instead, my child was subjected to gaslighting, restraint, and threats, with no consideration for their well-being. Consequently, my child is now isolated, lonely, and unable to attend school, despite bearing no responsibility for what occurred.
Adding to the distress, we were not informed about the true events until a meeting over a week later. The incident was dismissed as an unfortunate ‘thing’, totally disregarding the trauma my child experienced as a result of the staff’s actions leading up to and during that day. This negligence has compelled me to shift my hopes and aspirations for my child towards managing their disabilities and the profound trauma they have endured.
This plea is not just for my son, but for every child whose experience mirrors ’s, for every family who has felt the crushing weight of a system that lacks empathy and understanding, for every child whose unique needs have been ignored in favour of rigid protocols. I implore you to recognise the gravity of this situation, to address these systemic issues, and ensure that every child, regardless of their neurodivergence, is treated with dignity and respect.
My hope is that my words serve as a wake-up call and ignite change within the education system in Western Australia. It is time we move towards an inclusive and empathetic model of education that respects the rights of all children and recognises their individual needs, especially those with disabilities.
Physical restraint of children in WA Government schools
Various laws, both at the state and national level, as well as international and education specific legislation, provide guidance for creating inclusive school environments for students with Autism. In Australia, the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (the Standards) protect the rights of students with disabilities, aiming to eliminate discrimination and ensure equal access to education. These laws apply to all educational institutions.
It is essential to have a shared understanding of restrictive practices, which involves physical restraint interventions that restrict the rights or freedom of movement of individuals with autism. The Department of Education Western Australia provides guidance to staff on managing physical contact with autistic students, emphasising the importance of non physical interventions and considering individual factors. Physical restraint should only be used as a last resort when other strategies are ineffective and there is a risk of immediate harm. Principals play a crucial role in ensuring staff understand their responsibilities and should consider the well-being and safety of the student. They should also be mindful of the potential negative impacts of physical restraint on the student’s psychological and emotional well-being, learning, communication, relationships, and physical health. After each instance
of physical restraint, support should be provided to everyone involved, including the child and their families, and detailed records should be kept.
Why are Autistic children restrained?
It is concerning to note that some children, particularly those with communication needs and limited verbal abilities undergo physical restraint without being able to express their experiences. These communication barriers, along with their unique developmental, educational, physical, and mental health needs, greatly hinder their ability to effectively communicate their encounters with physical restraint to their families or others.
Understanding the concept of physical restraint, its rationale, and its negative impact on autistic children in educational settings is crucial for establishing a secure and inclusive environment. Many interventions focus solely on external behaviour without recognizing the underlying sensory, social, emotional, motoric, and cognitive issues that contribute to a child’s behaviour. It is important to acknowledge that a child who displays challenging behaviour may be expressing internal distress such as frustration, overstimulation, or anxiety. Instead of solely targeting the behaviour itself, our focus should be on supporting children and addressing their underlying needs. The use of physical restraint carries risks not only for the child but also for teachers and staff. Furthermore, little data is available on the impact of witnessing peers undergoing restraint, which can be distressing for other children. It is essential to explore alternative approaches that prioritise the strengths and unique qualities of neurodivergent individuals, employ trauma-informed methods, establish safety protocols, utilise de-escalation techniques, and ultimately strive to eliminate the use of restrictive practices.
We need to support children, not single-mindedly focus on correcting behaviour. Challenging behaviour is the tip of an iceberg that goes down to a child who may be responding to internal frustration, overstimulation, anxiety, or some other distress.
Realising The Impacts of Physical Restraint on Autistic Children:
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Psychological and Emotional Harm: Physical restraint causes severe psychological and emotional harm to autistic children, resulting in increased anxiety, trauma, and feelings of helplessness. This can erode their sense of safety and trust in the educational environment.
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Impaired Learning and Academic Progress: The use of physical restraint can hinder autistic children’s ability to effectively engage in learning. It creates an environment of fear and stress, negatively affecting their attention, focus, and overall academic progress.
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Communication Barriers: Many autistic children have communication needs, particularly those who are non-verbal or have limited verbal abilities. Physical restraint further impedes their ability to express distress or discomfort, limiting their access to support and understanding from educators and caregivers.
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Damaged Relationships and Social Isolation: Physical restraint strains the relationships between autistic children and their peers, educators, and caregivers. It can lead to feelings of humiliation, stigma, and isolation, thereby affecting their social development and overall well-being.
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Risk of Physical Harm: While intended to prevent harm, physical restraint itself poses risks of injury to autistic children. Improper techniques, excessive force, or inadequate training can result in physical harm, exacerbating their vulnerabilities and potentially causing additional trauma.
Conclusion:
The lack of protective policies against restraining children has resulted in the widespread application of restraint and seclusion on autistic children, especially those who are non speaking, exposes the shortcomings of The Department of Education’s support of children with Autism. When physical restraint and punitive measures are ingrained in school culture and policies, it hinders the ability to appropriately respond to challenging behaviours.
Autism itself is not a behavioural issue but becomes one when appropriate accommodations are withheld and mistreatment occurs. Meltdowns are involuntary neurological events. Social, emotional and communication difficulties and inability to be able to regulate sensory overwhelm are not intentional tantrums, and prevention and understanding should take precedence over de-escalation. It is crucial to acknowledge that children experience meltdowns due to unmet needs. Autistic individuals with diverse support needs should receive the accommodations they require, while restraint and seclusion, lacking educational or therapeutic value, should not be considered appropriate measures.
Stop disregarding the underlying stressors influencing behaviours. The harmful practices of restraint and seclusion put not only the child but also teachers, staff, and other witnessing children at risk. Each instance of restraint or seclusion signifies a failure to adequately accommodate a child, and even a single occurrence is unacceptable.
The problem lies in implicit bias against autistic children and the perception of them as objects to be controlled. Autistic children are entitled to legal protections, including accommodations and equal treatment, under various laws and amendments. Inflicting restraint and seclusion on autistic children should be recognized as a crime, as autism itself is not.
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