We are calling on both the Federal Government and State Governments to urgently reconsider the Thriving Kids proposal.

This proposal would remove many autistic children and children with developmental delay from individualised early intervention funding under the NDIS and shift responsibility for support into early childhood settings and schools.

This is not a small administrative change.

It is a fundamental shift in how Australia supports disabled children.

And it is children who will carry the consequences.

Early support is not optional. It is foundational.
The early years are critical for:

• communication development
• emotional regulation
• motor coordination
• independence in daily living
• social participation
• readiness for learning

Under the current NDIS Early Childhood Approach, children aged 0–8 can access individualised, needs-based support without requiring a formal diagnosis. Families can engage speech pathologists, occupational therapists, developmental educators, psychologists and behaviour practitioners to work toward tailored goals.

These supports are not luxuries. They are what allow many children to:

• develop functional communication
• build regulation skills
• reduce distress and meltdowns
• achieve toileting independence
• participate in play
• enter school with the capacity to learn

Removing individualised early intervention does not remove need.

It delays support until difficulties escalate. 

There is no such thing as “mild” or “moderate” autism
Public messaging around Thriving Kids has suggested that children with “mild to moderate” autism would be moved off the NDIS. Instead Throving kids would provide a hotline, parent education, supported playgroups and if needs are more ‘moderate’ maybe a couple of limited group allied health sessions. 

Neurodivergence does not fit into neat, linear categories.

Many children described as “Level 1” or “Level 2” autistic require substantial support to communicate, regulate, participate socially and access learning safely.

Without early intervention, children are more likely to:

• enter school significantly behind peers
• experience chronic dysregulation
• struggle with social exclusion
• develop anxiety and school refusal
• internalise failure
• require higher levels of support later in life 

This is not cost saving.

It is cost shifting  and placing that cost onto children.

Schools cannot replace allied health systems
Under Thriving Kids, funding will be distributed broadly through community hub programs, schools and early childhood settings rather than attached to individual children.

When divided across school populations, the allocation equates to a very small amount per child per year.

It is not any where near the amount that would be sufficient to provide:

• ongoing speech or occupational therapy
• sustained daily inclusion support
• specialist intervention programs
• comprehensive workforce training

Teachers are not speech pathologists.
They are not occupational therapists.
They are not psychologists.

Teachers are already managing increasing classroom complexity, workforce shortages, behaviour challenges and wellbeing demands. This will only increase with the introduction of Thriving Kids.

Expecting schools to absorb therapeutic responsibilities without equivalent funding, staffing and specialist expertise is unrealistic and unfair. 

It is also unfair to the ones who matter most, the children.

Inclusion without resourcing is not inclusion. 

Parents are already carrying enormous responsibility
Parents of disabled children are already the most informed, proactive and supportive people in their child’s life.

They:

• coordinate therapy schedules
• implement home programs
• attend appointments
• advocate in schools
• manage NDIS administration
• regulate their child’s nervous system daily
• absorb emotional and financial stress

Parents do not need more hotlines, more parenting courses or more responsibility.

Children need access to qualified professionals.

Parents need systems that support them  not systems that withdraw support and tell them to do more.

 
The allied health workforce will be significantly impacted
Thriving Kids will have a profound effect on:

Speech pathologists
Occupational therapists
Developmental educators 
Psychologists
Behaviour practitioners
Early intervention providers
Physiotherapists
Music Therapists
Play Therapists

Many paediatric practices of wonderful, experienced, effective dedicated therapists will be forced to close their doors.

Reducing access to these therapies will lead to:

• job losses
• clinic closures
• workforce exit from paediatric specialisation
• increased waitlists
• loss of expertise

Once skilled early intervention professionals leave the sector, rebuilding that workforce will take years.

This reform risks dismantling a system that took significant time and investment to build. 

This is a disability rights issue
Disabled children have the right to early identification and intervention to maximise development, autonomy and participation.

Access to early support is not a privilege.

It is a right.

Removing individualised early intervention weakens that right and disproportionately impacts neurodivergent children.

We call on Federal and State Governments to:

Pause implementation of the Thriving Kids reform.

Conduct transparent and meaningful consultation with disability advocates, educators, allied health professionals and families.

Retain individualised early intervention funding pathways for autistic children and children with developmental delay.

Ensure any reform strengthens access to qualified allied health support rather than redistributing responsibility without adequate funding.

Invest in both education and allied health systems so inclusion is properly resourced.
 
Neurodivergent children deserve to enter school supported, regulated and ready to participate.

Teachers deserve resources, not increased unfunded responsibility.

Parents deserve systems that walk alongside them, not systems that step back.

Allied health professionals deserve a stable workforce environment that allows them to continue supporting children effectively.

We stand together; allied health professionals, educators, early childhood teachers, families and advocates to protect children’s right to meaningful early support.

Early intervention matters.

Children’s rights matter.

Thriving Kids, as currently proposed, puts all of it at risk.

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