A Call For Education Reform for Children with ADHD

To the Hon. Prue Car, MP, Deputy Premier, Minister for Education and Early Learning:

We, the undersigned, call upon the New South Wales Government to implement urgent reforms in our education system to ensure all children, including those with ADHD and other learning differences, receive the inclusive, equitable education they are entitled to under the Education Act 1990 (NSW) and the Disability Discrimination Act 1992 (Cth).

The Issue

In Australia, ADHD affects an estimated 7.4% of children aged 5–17 years, equating to approximately 300,000 children nationwide. Despite these numbers, the current education system is ill-equipped to support the unique needs of children with ADHD.

ADHD often coexists with conditions like dyslexia, dysgraphia, dyscalculia, language processing disorder, anxiety, depression, oppositional defiant disorder (ODD), conduct disorder, sensory processing disorder (SPD), dyspraxia, executive dysfunction, slow processing speed, insomnia, sleep apnea, and autism spectrum disorder (ASD), all of which can significantly impact learning and development..

Many families are forced to pay for private tutoring, therapy, and other interventions at great personal cost—averaging more than $10,000 per year, per child. The lack of funding support, particularly with ADHD often not qualifying for NDIS, leaves families struggling to bridge gaps in the education system. Some parents resort to homeschooling, as reflected in the 11,000 homeschooled children in NSW in 2023, an increasing trend driven by unmet needs in mainstream schools.

Our Call for Change

We believe the following actions are urgently needed to address this inequity:

      1.    Equip Teachers with Training and Resources
      •     Provide professional development to help teachers understand ADHD and other neurodivergent conditions.
      •     Offer tools and strategies for creating inclusive and supportive classrooms.

      2.    Rethink Curriculum Delivery
      •     Implement teaching methods that account for diverse learning styles, focusing on psychological safety, nurture, and engagement.

      3.    Strengthen Systemic Support
      •     Ensure reasonable adjustments for children with ADHD and related conditions to meet legal obligations under anti-discrimination laws.
      •     Make ADHD-specific funding accessible for interventions like therapy, tutoring, and classroom accommodations.

      4.    Relieve the Burden on Teachers
      •     Address the rising expectations placed on teachers, which contribute to burnout and attrition, by creating systems that better support diverse classrooms.

Why This Matters

Every child has the right to thrive in school, and every teacher deserves the tools to help them succeed. Inclusive education is not just a legal obligation—it is the foundation for removing the stigma surrounding learning differences and recognizing the potential of every child.

Authors and experts, including Gabor Maté (Scattered Minds), Edward M. Hallowell and John J. Ratey (ADHD 2.0), Matilda Boseley (The Year I Met My Brain), and Deborah Reber (Differently Wired), have extensively documented the challenges children with ADHD face in education. They emphasise the need for understanding, individualised support, and systemic changes to ensure these children are set up for success. These works provide strong evidence that our current systems are not meeting the needs of children with ADHD and other neurodivergent conditions.

Conclusion

By reforming our schools to better support all students, we can reduce stigma, recognise the strengths of neurodivergent learners, and ensure every child receives the education they deserve. This begins with equipping teachers and schools with the tools to succeed and creating a system that fosters inclusion and growth.

We, the undersigned, urge the NSW Government to take immediate action to reform the education system to support children with ADHD and learning differences, ensuring an inclusive and equitable future for all.