National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026 Submission 1034
Submission Details
Submission to: Senate Inquiry into the National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026
Submitted by: Michelle Tilley
Role:
• Parent
• Education and Learning Support Professional
Executive Summary
This submission is provided from the combined perspective of a parent of neurodivergent children and an education professional working in learning support and child development.
Key concerns include:
• the risk of narrowing access for children with invisible disabilities,
• increasing administrative burden on families,
• insufficient mainstream and school-based supports,
• and the potential long-term consequences of reducing early intervention and preventative supports.
This submission also recommends:
• stronger investment in collaborative family support roles,
• greater emphasis on social and emotional development in early education,
• and improved recognition of nervous system dysregulation and functional impacts in neurodivergent children.
National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026 Submission 1034
Submission to the Senate Inquiry
National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026
To the Committee,
My name is Michelle Tilley. I am writing this submission both as a parent of neurodivergent children and as an education and support professional working with children and families.
I have qualifications and experience in education, learning support, emotional regulation programs, educational neuroscience, and child development. I am also a mother to a child with autism and ADHD who experiences significant emotional, sensory and nervous system dysregulation within everyday environments, particularly school settings.
I recognise the importance of maintaining a financially sustainable NDIS and support measures that improve accountability and reduce misuse. However, sustainability should not rely on reducing access to essential early and preventative supports without viable alternatives already in place.
I support the importance of maintaining a sustainable NDIS into the future. However, I am deeply concerned that aspects of this Bill may unintentionally increase barriers for children and families who already struggle to access appropriate support.
Invisible disability and functional impact
One of my greatest concerns is the increasing focus on narrowing eligibility and redefining what constitutes significant functional impairment.
Many neurodivergent children do not present with obvious physical disabilities, yet experience substantial daily impairment in areas such as:
• emotional regulation,
• sensory processing,
• social participation,
• communication,
• executive functioning,
• and school engagement.
These challenges are often misunderstood as behavioural issues, parenting problems, or school discipline concerns rather than manifestations of disability and nervous system overwhelm.
National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026 Submission 1034
Children may appear academically capable while simultaneously functioning in a chronic state of stress, anxiety, hypervigilance or emotional exhaustion. Families are often left trying to manage escalating distress behind the scenes while attempting to maintain school attendance and social participation.
Attendance or placement within a mainstream classroom should not automatically be interpreted as successful inclusion or low support need.
I am concerned that tighter eligibility criteria may overlook the lived reality of these children and families.
Early intervention and preventative support
My professional studies in educational neuroscience and child development have reinforced the importance of early intervention and relational support for neurodivergent children.
Supports that build:
• emotional regulation,
• sensory safety,
• social understanding,
• family capacity,
• and school inclusion
are not “optional extras”. They are preventative supports that can reduce:
• school refusal,
• mental health deterioration,
• behavioural escalation,
• family breakdown,
• and future crisis intervention needs.
I am concerned that reducing or delaying supports for children with developmental, emotional or psychosocial challenges may ultimately increase long-term costs to both families and government systems.
Burden placed on families
Families of children with disability already carry a substantial advocacy and administrative burden.
Parents are often required to:
National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026 Submission 1034
• coordinate services,
• communicate with schools,
• gather reports,
• attend appointments,
• manage behavioural and emotional crises,
• and continually prove the legitimacy of their child’s support needs.
Many families are exhausted.
Many parents of neurodivergent children are not simply accessing services — they are continually coordinating, advocating, regulating, problem-solving and preventing crisis across multiple systems. This labour is largely invisible yet essential to maintaining a child’s participation in education, family and community life.
I am concerned that increased reassessments, tighter evidence requirements, and shifting responsibility toward mainstream systems may place even greater pressure on carers without adequate foundational supports already in place.
Concerns regarding schools and mainstream supports
As someone working within education, I also have concerns about assumptions that mainstream systems are currently equipped to absorb increased responsibility.
Schools are already under significant pressure and often lack:
• adequate staffing,
• training,
• sensory-informed environments,
• and access to specialised support.
In practice, many neurodivergent children are technically “included” in mainstream education while struggling profoundly to feel safe, regulated and understood.
If the expectation is that schools and families will replace supports previously funded through the NDIS, substantial investment in those systems must occur first.
Collaborative supports and navigation assistance
In my experience, many families are not simply seeking funding for therapies. What they often need most is access to trusted professionals who can:
• collaborate with families and schools,
• provide guidance and emotional support,
National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026 Submission 1034
• help interpret and navigate systems,
• advocate for children when needed,
• and assist families to identify and access appropriate supports early.
Parents of neurodivergent children are frequently overwhelmed by fragmented systems and conflicting expectations across education, health and disability sectors. Many families spend years trying to understand what supports are available and how to access them.
Having access to a collaborative coach, mentor or support professional who understands neurodiversity, child development and family systems could significantly reduce stress for families while also improving outcomes for children.
Early relational support and guidance may also reduce the need for more intensive interventions later.
Greater focus on social and emotional development in early education
I also believe there needs to be stronger investment in social and emotional skill development within the early years of schooling.
Many children are entering school with increasing emotional, sensory and self- regulation needs. However, schools continue to operate within systems that place significant emphasis on academic performance, assessment and compliance from very early ages.
For many neurodivergent children, emotional regulation, social understanding, nervous system safety and connection are foundational to successful learning participation.
Increased focus on:
• emotional regulation,
• relationship skills,
• sensory-informed practice,
• play-based learning,
• co-regulation,
• and wellbeing
in the early years could improve long-term educational, behavioural and mental health outcomes for all children.
I also believe this approach may help alleviate some of the growing administrative and behavioural pressures currently placed on teachers, allowing educators to focus more
National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026 Submission 1034
on relationship-based support and responsive teaching practices rather than ongoing documentation and crisis management.
Recommendations
I respectfully ask the Committee to consider:
-
Protecting access to early intervention and preventative supports for neurodivergent children.
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Ensuring functional impairment assessments adequately recognise invisible disabilities and nervous system dysregulation.
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Reducing unnecessary administrative burden on families.
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Ensuring foundational and mainstream supports are genuinely established before reducing NDIS access.
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Increasing investment in collaborative support and navigation roles for families.
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Supporting greater social and emotional learning approaches within early education settings.
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Including greater consultation with families, educators and lived-experience voices throughout implementation.
Final comments
I believe strongly in a sustainable NDIS. However, sustainability should not come at the cost of children losing support before alternative systems are truly capable of meeting their needs.
Families are not asking for luxury or excess. Many are simply trying to help their children participate safely in everyday life, education, relationships and community.
With appropriate early support, many neurodivergent children can thrive within their families, schools and communities. Investment in relational, preventative and collaborative supports is not only compassionate — it is likely to reduce long-term social and economic costs across multiple systems.
Thank you for considering my submission.