Submission to the Thriving Kids Inquiry
Submitted by: Spectrum Space
Date: 1 October 2025
Executive Summary
We welcome the opportunity to contribute to the Thriving Kids inquiry. Our organisation delivers a non-therapeutic, neuroaffirming social program for autistic children, providing a safe, inclusive space for connection, play, and friendship. We are deeply concerned that under the new framework, social connection needs may be deprioritised in favour of clinical therapies, despite strong evidence that social isolation has significant negative impacts on autistic children’s health and wellbeing (Edwards & Love, n.d.).
Key Points
Autistic children often experience intense loneliness and social exclusion, contributing to anxiety, depression, and long-term mental health challenges (Kasari & Sterling, 2013). Friendship and belonging are fundamental developmental needs, not optional extras (Kwan, et.al., 2020; Saban-Bezalel, et.al., 2025). These needs are not easily addressed through short-term or therapeutic interventions. Our program is non-clinical but highly impactful, offering structured, interest based activities that foster peer relationships and self-confidence (Jones, et.al., 2018). Parents consistently report transformative outcomes, including improved mood, reduced anxiety, and stronger social engagement in their children.
Problems Identified
GP-led referral pathways may favour traditional therapeutic services (e.g. occupational therapy, speech pathology), overlooking community-based initiatives such as strengths-based social programs. Short-term funding models do not support the sustained engagement needed to build meaningful friendships. Under the existing NDIS model, funding for social and recreational supports is already limited, and we fear further erosion under Thriving Kids. Non-therapeutic programs lack visibility in policy discussions, despite their critical role in mainstream engagement and wellbeing.
Recommendations
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Recognise social connection as a core developmental need in the Thriving Kids framework, equal in importance to clinical therapies.
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Ensure referral pathways include non-therapeutic, neuroaffirming programs, especially those that foster peer relationships and community inclusion.
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Fund social programs sustainably, acknowledging that building and maintaining friendships takes time and consistency.
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Include autistic voices and lived experience in designing supports that reflect diverse social needs and preferences.
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Train GPs, educators and other support providers to recognise the value of social programs and refer appropriately, with an understanding that meaningful peer engagement (particularly in environments beyond home and school) is a vital developmental opportunity that extends beyond the scope of parental responsibility.
Conclusion
Social connection is not a luxury, it is a protective factor against isolation, mental health decline, and disengagement. We urge the Committee to ensure that community-based, non-therapeutic programs are embedded and funded within the Thriving Kids initiative, so no child is left without a place to belong.
References
Edwards, C., & Love, A. (n.d.). Friendship, loneliness and belonging in autistic people.
Reframing Autism. https://reframingautism.org.au/friendship-loneliness-and-belonging-
in-autistic-people/
Jones, M., Bölte, S., Falkmer, M., Milbourne, B., Tan, T., Sheehy, L., & Girdler, S. (2018). A strength-based program for adolescents with autism, Research Report No. 17/18. Bankwest Curtin Economics Centre.
Kasari, C., & Sterling, L. (2013). Loneliness and social isolation in children with autism spectrum disorders. In The Handbook of Solitude: Psychological Perspectives on Social Isolation, Social Withdrawal, and Being Alone (pp. 409–426).
Kwan, C., Gitimoghaddam, M., & Collet, J.-P. (2020). Effects of social isolation and loneliness in children with neurodevelopmental disabilities: A scoping review. Brain Sciences, 10(11), 786. https://doi.org/10.3390/brainsci10110786
Saban-Bezalel, R., Ben-Itzchak, E., & Zachor, D. A. (2025). Friendship in autism spectrum disorder is related to diverse developmental changes between toddlerhood and adolescence. Journal of Autism and Developmental Disorders, 55(4), 1341–1352. https://doi.org/10.1007/s10803-024-06284-8