Inquiry into the Thriving Kids initiative Submission 87
As a single mother of a 13-year-old daughter, I have experienced firsthand the devastating impact that an ill-equipped mainstream school system can have on a neurodiverse child. My daughter has not yet received a formal diagnosis, but early reports indicate she is likely Level 2 on the autism spectrum — requiring substantial support. Unfortunately, I have exhausted my financial resources trying to secure a diagnosis privately, and we are now on the public waiting list.
The wait times are staggering. As of 10 September 2025, the wait for a Child Development Service (CDS) paediatrician in Western Australia exceeds 45 months. The wait for a public autism assessment is over 24 months. These delays mean that children like my daughter are left without formal recognition, without access to funded supports, and without the accommodations they urgently need.
When my daughter entered high school, she quickly became overwhelmed by the sensory and social demands of the environment. She began expressing thoughts of self-harm and suicidal ideation — a terrifying escalation that the school was unequipped to manage. There were no mental health resources, no autism-informed strategies, and no pathway for meaningful intervention.
As a full-time working parent, I was stretched beyond capacity trying to advocate for her while keeping our lives afloat. Ultimately, I had to withdraw her from full-time schooling and place her in the SIDE (School of Isolated and Distance Education) program. While SIDE has provided some relief, I am continually told it is a temporary solution. Yet mainstream schooling remains completely unworkable for her — emotionally, socially, and academically.
My daughter is bright, creative, and capable. But the system has failed to meet her where she is. Her story is not unique. It reflects a broader crisis in how we support neurodiverse children — especially those who fall between diagnostic categories or whose needs are not immediately visible. No child should have to reach a point of crisis before support is offered. And no parent should have to choose between their child’s safety and their education.