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“That ICPA Qld lobbies for boarding schools to ensure neurodiverse students are given equal opportunity to adapt to boarding life with appropriate supports in place by consulting with the child’s existing allied health professionals & NDIS providers allowing onsite access when required.”
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Some boarding schools currently restrict access to external specialists & NDIS providers, despite these professionals being essential for a neurodiverse student’s success. A neurodiverse student has often built solid relationships with their therapists and allowing them on school site to assist a student in their adaption to boarding life and the everyday requirements of boarding will be highly beneficial for their emotional and mental wellbeing as well as academic success, particularly when parents live far away and are unable to be onsite at times when their child is in need. Schools should allow NDIS Plan Managers, psychologists, speech therapists, and occupational therapists on-site under agreed arrangements, just as they would accommodate parental visits or other school service providers.
By advocating for on-site access to essential specialists, ICPA QLD can help ensure neurodiverse students have the support they need to adapt and thrive in boarding environments just the same as their neurotypical counterparts.
Case Study
One of the key barriers Dustin faced in securing a place at a boarding school was their policy against allowing NDIS providers & therapists on-site. This meant he would have to go off-site to access the essential support of his occupational therapist (OT) or speech therapist, both of whom play a critical role in helping him develop routines, hygiene practices, self-care, and social skills within the school and boarding environment. Requiring Dustin to go off-site to access the support of his therapists significantly impacts his ability to adapt to boarding life. Neurodiverse students thrive on routine and familiar environments, as these provide a sense of safety and stability essential for their emotional and social regulation. The disruption caused by leaving the boarding school environment for external support not only breaks this routine but also intensifies feelings of anxiety and overstimulation.
Moreover, being away from his peers during key times for bonding and interaction further isolates the child socially, making it more difficult for him to integrate into the boarding community. On-site access to his NDIS providers & therapists would allow him to receive consistent support within his learning and living environment, reducing stress and promoting smoother transitions.
Our son had built strong relationships with his therapists, and their involvement would have been instrumental in easing his transition into boarding life. In times when we, as parents, were unable to be there, his therapists could have provided the necessary guidance and reassurance. However, the school’s refusal to accommodate this support was a barrier to Dustin enrolling.
NDIS plan managers and therapists should be permitted on-site to collaborate with school staff, ensuring neurodiverse students receive the tailored assistance they require. Their presence should be no different from allowing a parent to step in and support their child when needed. Without this access, neurodiverse students are unfairly disadvantaged in their ability to succeed in a boarding environment.
