NDIA Accountability Project

Submission 285 — I CAN Network Ltd — Inquiry into the Thriving Kids initiative

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I CAN NETWORK SUBMISSION TO THE HOUSE STANDING COMMITTEE ON HEALTH, AGED CARE AND DISABILITY INQUIRY INTO THE THRIVING KIDS INITIATIVE
3 October 2025

FOR FURTHER INFORMATION, PLEASE CONTACT:

DEBBIE CHIA
Evaluation Manager
I CAN Network
Email: redacted

TABLE OF CONTENTS

ABOUT I CAN NETWORK

I CAN Network is Australia’s largest Autistic-led organisation, driven by a bold vision of ‘a world that embraces Autism’. We run programs designed to ‘prove what Autistic people CAN do’ by:

  • Delivering school-based and online peer mentoring programs for Autistic young people, helping them build social connections, improve their self-esteem and develop transferable life skills;
  • Providing professional development programs and engagement events for school staff and leaders, equipping them with the knowledge and skills to build safe and supportive school environments for Autistic students; and
  • Creating employment opportunities for Autistic people within I CAN Network, including roles as mentors, program facilitators and managers.

We’re proud to have a neurodivergent team; 84 of our staff are autistic, representing 80% of our workforce.

To date in 2025, I CAN Network has delivered:

  • 87 I CAN School programs to 1,005 secondary students in Victoria
  • 36 I CAN Imagination Club programs to 466 primary school students in Victoria
  • 167 I CAN Online programs to 1,301 mentees across Australia

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On average we deliver around 50 professional development workshops on autism to teachers/support staff. These workshops aim to equip teachers with practical strategies on supporting autistic children in their classroom.

In addition, we run Transition programs for year 6 to year 7 students and year 9 to year 10 students, held in Term 4 of the school year.

We have built strong, collaborative partnerships with schools across Victoria, enabling us to deliver developmentally appropriate, neuro-affirming programs that support the Victorian Government’s Disability Inclusion Program.

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FROM THE CHIEF ENABLING OFFICER

I CAN Network brings to this submission over 10-years of experience supporting Autistic children and young people in schools and online. Through this experience we have learnt a great deal about the vulnerability of Autistic children, particularly in their educational transitions and the needs of the parents/carers and teachers/support staff around them.

This submission turns our insights and program evidence into recommendations to assist with the roll out of Thriving Kids.

Our voice is unique. We are a significant employer of Autistic adults and a large service provider to Autistic children and young people through schools in Victoria and nation-wide through I CAN Online. In I CAN Online 74% of our young people participate in our group mentoring through a self-managed or plan-managed NDIS plan. We have both lived experience, but also very practical insights into what it will take to roll out Thriving Kids.

We aspire for all autistic children and young people to have I CAN® available to them, for their connection and confidence. We collect a great deal of evidence from our program delivery and have deep insights into how to create resources which build the capacity of workforces and parents/carers[^1]. In other words, I CAN® is here to support the Federal Government and State and Territory Governments as all jurisdictions grapple with what Thriving Kids will look like.

Thank you for the opportunity to make this submission.

Chris Varney
Founder/Chief Enabling Officer
I CAN Network

[^1] https://icannetwork.education/.

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SUMMARY OF RECOMMENDATIONS

Phased implementation of Thriving Kids for students in their first year of school

  1. Pilot Thriving Kids in a representative sample of Australian schools focusing on the first year of primary school.

  2. Conduct an independent evaluation to assess the effectiveness of the pilot program, guide program adjustments and identify gaps in service delivery.

  3. Use information gained from the pilot to inform broader implementation of Thriving Kids and to ensure program delivery is robust and addresses the unique needs of autistic students in their first year of school.

  4. Thriving Kids for grades 1 to 3 may be achievable within the proposed timeframe through strong partnerships with state and territory governments, autistic and autism organisations and the broader autism community.

Embed co-design of Thriving Kids with the autism community

  1. Co-design key elements of Thriving Kids with autistic people, autistic-led and autism-focussed organisations and individuals with lived experience, ensuring they are central to planning, delivery and evaluation.

  2. Leverage and strengthen existing partnerships with state and territory governments with strong inclusive education policies.

Ensure schools are adequately resourced to deliver Thriving Kids

  1. Ensure each school has a dedicated and locally-based Thriving Kids coordinator, with responsibilities and scope aligned to the school’s complexity, size and needs.

  2. Provide schools with essential infrastructure and implementation supports to deliver Thriving Kids.

  3. Adopt a flexible, equity-based resourcing model that considers regional and rural contexts, recent funding and infrastructure upgrades, Aboriginal and Torres Strait Islander or culturally and linguistically diverse (CALD) students, and the number of students in the school with functional impairment and support needs.

Expand I CAN Network peer-mentoring programs for young autistic students

  1. Support the delivery and expansion of I CAN Network pilot programs focusing on the first year of school to grade 2.

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SCOPE OF THE SUBMISSION

I CAN Network acknowledges the Australian Government’s continued commitment to improving outcomes for children with developmental delay and autism and their families. A focus across early childhood and school-aged supports is necessary to ensure a strong, inclusive foundation for all Australian autistic children and the autism community.

I CAN Network would like to comment on the following terms of reference:

  • Examine the effectiveness of current (and previous) programs and initiatives that identify children with development delay, autism or both, with mild to moderate support needs and support them and their families. This should focus on community and mainstream engagement, and include child and maternal health, primary care, allied health playgroups, early childhood education and care and schools.
  • Identify gaps in workforce support and training required to deliver Thriving Kids.
  • Identify mechanisms that would allow a seamless transition through mainstream systems for all children with mild to moderate support needs.

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RECOMMENDATIONS

We offer the following recommendations to ensure Thriving Kids delivers meaningful and measurable outcomes for autistic children.

PHASED IMPLEMENTATION OF THRIVING KIDS FOR STUDENTS IN THEIR FIRST YEAR OF SCHOOL

Transitioning to primary school is a significant developmental milestone that presents opportunities for growth, connection and learning. This phase of development can be particularly important for autistic children in shaping a strong sense of identity, self-confidence and belonging in a school environment.

Successfully supporting autistic students during this transition requires a targeted, inclusive approach that reflects both emerging evidence and current policy directions. Thriving Kids must be closely aligned with state and national policy frameworks, including the National Autism Strategy, which aims to support autistic people and their families and carers access quality, timely, neurodiversity-affirming and equitable supports and services.

Additionally, the Victorian Government recently announced a major overhaul of child safety systems, implementing 22 recommendations from the independent Rapid Child Safety Review and calling on the Federal Government to prioritise quality and safety in the national childcare system.

To ensure Thriving Kids aligns with this evolving policy landscape, and meets the unique needs of autistic students in their first year of school, we recommend a phased implementation approach.

Delivering the Thriving Kids program to children in grades 1 to 3 presents a unique opportunity that could differ from implementation in the first year of school. While a phased implementation approach is also recommended for this cohort, Thriving Kids may be achievable within the proposed timeframe through strong partnerships with state and territory governments, autistic and autism organisations and the broader autism community.

Key recommendations:

  1. Pilot Thriving Kids in a representative sample of Australian schools focusing on the first year of primary school.

  2. Conduct an independent evaluation to assess the effectiveness of the pilot program, guide program adjustments and identify gaps in service delivery.

  3. Use information gained from the pilot to inform broader implementation of Thriving Kids and to ensure program delivery is robust and addresses the unique needs of autistic students in their first year of school.

  4. Thriving Kids for grades 1 to 3 may be achievable within the proposed timeframe through strong partnerships with state and territory governments, autistic ana autism organisations and the broader autism community.

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EMBED CO-DESIGN OF THRIVING KIDS WITH THE AUTISM COMMUNITY

The development of Thriving Kids must have genuine co-design with the autism community, including Autistic-led organisations and individuals with lived experience. Co-design enhances program safety, strengthens relevance, and builds trust with Autistic children, their families, and the broader autism community.

Recent developments have created uncertainty within the autism community. The NDIS legislative changes that took effect in October 2024, combined with the announcement of Thriving Kids, have raised widespread concerns. Many families are unclear about how these changes will affect their access to supports and there is growing concern about the lack of clear communication.

In August this year, prior to the announcement of Thriving Kids, I CAN Network in partnership with Amaze, Aspergers Victoria, Different Journeys and Yellow Ladybugs, conducted a community survey of NDIS experiences. Key findings from this survey included:

  • 37% of respondents reported engaging in fewer services/programs due to the NDIS changes.
  • Changes to NDIS plans have impacted their health and wellbeing, including:
    • 44% reported deterioration in their mental health,
    • 38% felt more socially isolated
    • 37% were struggling more at home
    • 35% felt less connected
  • Foundational supports are poorly understood, with 54% of respondents reported they had no understanding of Foundational Supports and 33% indicating they had a little understanding.
  • Similarly, 70% of respondents reported that they did not understand the Impairment Categories and how they applied and 72% did not find NDIS Support Lists easy to understand.

These findings highlight an urgent need for Thriving Kids to be developed through inclusive, transparent and accessible co-design processes to minimise confusion and distress experienced by many in the community.

Government-led initiatives such as the Victorian Disability Inclusion Reform offer a strong foundation of co-design. This reform is enhancing inclusive education by providing schools with additional resources, a tiered support model, and a stronger workforce trained to meet the needs of students with disability. Aligning Thriving Kids with these efforts through co-design ensures policy cohesion and program sustainability.

Key recommendations

  1. Co-design key elements of Thriving Kids with autistic people, autistic-led and autism organisations, and individuals with lived experience, ensuring they are central to planning, delivery and evaluation.

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  1. Leverage and strengthen existing partnerships with state and territory governments with strong inclusive education policies.

ENSURE SCHOOLS ARE ADEQUATELY RESOURCED TO DELIVER THRIVING KIDS

Schools must be supported with the necessary resources, training, infrastructure and partnerships to deliver Thriving Kids. Effective delivery will depend not only on the quality of the program itself but also on a school’s capacity to integrate it into their existing structures and meet the diverse needs of their student population.

Schools differ significantly in size, location, funding and capacity. An equitable resourcing model is essential to ensure that schools, particularly those in regional or under-resourced areas, can deliver Thriving Kids to a high standard.

Appointing a dedicated Thriving Kids coordinator for each school is central to this approach, with the role proportionate to the size, complexity and needs of the school/s. These coordinators should be based locally and have contextual knowledge of the region, enabling effective integration with existing services and supports. In Victoria, for example, NDIS Navigators play a critical role supporting parents and carers to understand, navigate and access the supports available to them under the NDIS.

Thriving Kids coordinators should be connected with the existing workforce for students with disabilities in each school/s. This will ensure the coordination of Thriving Kids can leverage existing knowledge of students. I CAN Network observers that these workforces differ depending on the jurisdiction. In Victoria many government schools have added ‘Disability Inclusion Leader’ responsibilities to middle leaders or senior leaders in their schools through the Disability Inclusion Reform[^2]. In Queensland each school will typically have a ‘Head of Special Education Services’ who is responsible for the provision of adjustments for students with disability and the championing of inclusive practice in state schools, state colleges and state high schools.

In addition to staffing, schools must be provided with essential infrastructure and tools such as physical spaces, clear implementation policies and procedures, staff training, and IT systems that support collaboration with external providers.

Resource allocation must also reflect the diversity of school communities, such as whether the school has recently received funding or infrastructure upgrades, regional and rural school contexts, students who identify as Aboriginal or Torres Strait Islander or who are cultural and linguistically diverse students, and the number of students in the school with functional impairment and support needs.

Funding and resourcing models must be responsive, flexible, and equity-based to ensure Thriving Kids can be effectively implemented in all school contexts, not just those with pre-existing capacity.

Key recommendations:

[^2] State of Victoria, 2025, <https://www.vic.gov.au/disability-inclusion-extra-support-children-disability>, accessed 3 October 2025.

  1. Ensure each school has a dedicated and locally-based Thriving Kids coordinator, with responsibilities and scope aligned to the school’s complexity, size, and needs.

  2. Provide schools with essential infrastructure and implementation supports to deliver Thriving Kids.

  3. Adopt a flexible, equity-based resourcing model that considers regional and rural contexts, recent funding and infrastructure upgrades, Aboriginal and Torres Strait Islander or culturally and linguistically diverse (CALD) students, and the number of students in the school with functional impairment and support needs.

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EXPAND I CAN NETWORK PEER-MENTORING PROGRAMS FOR YOUNG AUTISTIC STUDENTS

Evaluation of I CAN Network programs have demonstrated measurable improvements across a range of outcomes including social connection, communication skills, self-confidence and mental wellbeing. For example, in primary school students, there have been statistically significant improvements in students’ self-confidence, social connection, stress management, awareness or engagement with Autistic/ neurodivergent identity, and group work skills after participating in the I CAN Imagination Club® program (Figure 1). In I CAN Imagination Club® we typically support autistic students across Grades 3 to 6.

Figure 1. Changes in outcomes among Victorian school students who attended the I CAN Imagination Club® program in Term 2 2025
I can try new things Before 32% (No), 68% (Yes)
After 20% (No), 78% (Yes)
I feel connected to other people in the group Before 16% (No), 41% (Maybe), 43% (Yes)
After 12% (No), 28% (Maybe), 60% (Yes)
I have ways to relax when I feel worried or angry Before 22% (No), 31% (Maybe), 48% (Yes)
After 14% (No), 20% (Maybe), 66% (Yes)
I think my brain is awesome Before 14% (No), 31% (Maybe), 56% (Yes)
After 5% (No), 20% (Maybe), 75% (Yes)
I can share things that are important to me Before 18% (No), 36% (Maybe), 46% (Yes)
After 11% (No), 27% (Maybe), 62% (Yes)
I have skills that help me to work in groups Before 23% (No), 28% (Maybe), 48% (Yes)
After 10% (No), 18% (Maybe), 72% (Yes)

N=151-157 for before and N=154-161 for after | No | Maybe | Yes

Both our online mentoring and school mentoring programs have been independently evaluated by Cube Group in 2024-25 and the Australian Catholic University (ACU) in 2022[^3]. Of our primary school programs in 2025, Cube Group observed that there was a ‘notable 14% increase in self-reported stress management skills of I CAN Imagination Club® participants’. In one of Cube’s focus groups on the I CAN Program a primary school teacher reflected ‘I think that kids also take a lot of resources out of the program, like learning about strategies… for stress management or emotion regulation or stuff like that. And I think that it’s a good opportunity for them to find tools that they could use at school or at home’[^4].

ACU in 2022 concluded that ‘the strong evidence demonstrating marked improvements in outcomes for mentees and students warrants a tangible and time-sensitive expansion of the I CAN Network Mentoring Programs to allow all neurodiverse students the opportunity to access whichever version of the program is most suited to their needs’.

[^3] Jones, S., Lowe, J., Mizzi, S., (2022), Independent Evaluation: I CAN Network Mentoring Programs Final Report 15 December 2022, Australian Catholic University Research Impact Unit. [^4] Cube Group (2025), Draft Interim Report 2: Independent Evaluation of the I CAN Network Expansion, p. 42.

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CAN Network Mentoring Programs to allow all neurodiverse students the opportunity to access whichever version of the program is most suited to their needs’.

In FY26, the I CAN Network is piloting programs targeting students in their first year of school (Foundation/Prep students) and their parents. These include:

  • Adapting I CAN Imagination Club® program for Grade Foundation/Prep to Grade 2
  • I CAN Online - Pilot of a Foundation/Prep Student Transition program
  • I CAN Online - Pilot of a Foundation/Prep Parent Mentoring program

These programs will build upon the strengths of I CAN Network’s existing school and online programs and support diagnosed and undiagnosed autistic/ADHD students starting Foundation/Prep. Pilot programs will be independently evaluated to determine the effectiveness of the programs and to inform program content and delivery.

I CAN® notes that the adaptation of I CAN Imagination Club® for Grade Foundation/Prep to Grade 2 would be confined to Victoria. We would collaborate closely with the Victorian Department of Education and the Cube Group concerning this adaptation.

However, the piloting and potential scale up of I CAN Online to Foundation/Prep students and parents/carers could be nation-wide. I CAN Online services autistic children and young people nationally.

On top of these pilots in FY26, I CAN® is also exploring the adaptation of our primary school program to a pre-school audience, with a view that we could be in a position to pilot I CAN® for autistic pre-school-aged children over FY27-FY28. Similar to our Grades Foundation/Prep to Grade 2 adaptation, this pre-school offering would be confined to Victoria and we would again collaborate closely with the Victorian Department of Education.

Value for money statement

I CAN® is a cost effective investment.

As an estimate, it costs I CAN® $772,000 annually to deliver 1,886 places to autistic children and young people nationally in our I CAN Online Program.

Should the Victorian Government have questions on costs in relation to our I CAN Imagination Club® adaptations for Foundation - Grade 2 and pre-school, we are happy to provide these upon request.

Key recommendations:

  1. Support the delivery and expansion of I CAN Network pilot programs focusing on the first year of school to grade 2.

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