That ICPA (Aust) advocates for geographically isolated students receiving the AIC allowance to be permitted access to available seating on existing ABSTUDY-funded travel services where capacity exists.
The Isolated Children's Parents' Association (ICPA) advocates for a practical, inclusive, and cost-effective policy change: allowing geographically isolated students who receive the Assistance for Isolated Children (AIC) allowance to access available seating on existing ABSTUDY-funded travel services where capacity exists.
This motion is grounded in the principle of equity in education. Remote families—regardless of background—share the same fundamental challenge: distance. Whether a child is eligible for ABSTUDY or AIC, the reality remains that access to education often depends on long-distance travel, significant planning, and substantial financial commitment. Where government-funded transport is already operating with unused capacity, there is a clear opportunity to extend its benefit more broadly.
At its core, this is about inclusivity. Enabling AIC-supported students to access vacant seats on ABSTUDY-funded flights and connecting transport, acknowledges that educational disadvantage in remote Australia is not defined by race alone, but by geography. It ensures that all children living in isolated areas are supported to attend school safely, efficiently, and affordably. This approach strengthens support for marginal and geographically disadvantaged families as a whole, fostering a more united and equitable remote education system.
Importantly, this motion delivers a stronger return on investment for the government. These flights are already funded and are regularly not filled to capacity. Allowing additional eligible students to travel on these services maximises the value of existing expenditure without requiring significant new infrastructure or funding. It is a practical, low-cost improvement that enhances service utilisation while reducing duplication across travel support programs.
For families, the benefits are tangible. Reducing travel costs and logistical pressures can significantly alleviate the financial and emotional burden already associated with boarding school. It provides greater certainty, improves safety by reducing reliance on multiple travel arrangements, and ensures that more children can access consistent education without unnecessary barriers.
This motion does not seek to diminish or alter ABSTUDY support. Rather, it respectfully builds upon it—extending the efficiency and reach of an existing system to better serve all remote families. It recognises that fairness in modern Australia means ensuring opportunity is not dictated by postcode, and that where capacity exists, it should be used to support every child who needs it.
Case Study 1: Inequitable Access to Student Air Transport in Remote NT
At NCW Station, our family lives just 50 metres from a privately maintained airstrip regularly used by a government-funded 6–8 seat aircraft. This plane services the nearby M. community, transporting three students to and from boarding school in Darwin each term.
While this service operates at our doorstep, our three children—also requiring boarding education—receive no equivalent transport support. Instead, we must personally drive them approximately 700 km to Darwin each term. This journey requires:
● Four days away from work each term
● Over 1,400 km of travel per round trip
● Accommodation costs in Darwin
● Significant vehicle and fuel expenses
● Disruption to station operations during peak periods Across a school year, this equates to 16 days of lost productivity.
This situation highlights a clear disparity in access to transport support between families living in the same remote area. Despite identical geographic isolation and comparable educational needs, support is provided to some students while others—living effectively beside the same airstrip—are excluded.
Case Study 2:
We reside 120km from Darwin and have two sons away at boarding school in Queensland. They both travel by plane from Darwin to Brisbane and return each term. Due to the timing of flights, they often do not arrive/depart in time to catch the school bus drop off/pick up from the airport. In this case we must hire a private driver to pick up/drop off the boys to school at a cost of approx. $250 per trip.
There is one Abstudy student from the NT that is also often on the same flights. They are provided with a private driver to pick up/drop off to school at no cost to their family, with spare seats in the vehicle.
Why do we have to pay for this service while the Abstudy student does not? It would be very helpful if we were able to access the unused, available spare seats in this vehicle that is travelling to the same destination.
Case Study 3:
This case study gives an example of Abstudy / non Abstudy student travel working together. My son needed transport from Townsville airport to Boarding School in Charters Towers. The Boarding School was not able to pick him up. Boarding staff were aware that Abstudy travel would be occurring between Townsville and Charters Towers for that particular flight pickup. My son was able to have a seat on the Abstudy coach to Charters Towers.
