Harper and Melissa
Content Warning: These stories are about violence, abuse, neglect and exploitation and may include references to suicide or self-harming behaviours. They may contain graphic descriptions and strong language and may be distressing. Some narratives may be about First Nations people who have passed away. If you need support, please see Contact & support.
'Each individual has their own unique way of making it in this world, we all need support in different ways so let's help each other out as individually needed and not assume there is one set way for the masses.’
Harper is autistic and, his mum Melissa says, ‘highly intelligent beyond his current grade’. He does, however, need ‘strong support from the school … for him to be able to participate in his education’.
Melissa feels it was a lack of this support that saw Harper suspended twice within his first two years of schooling. In kindergarten he was suspended for running away, and in year 1 he was suspended for violent behaviour. Melissa told the Royal Commission both incidents were the result of ‘expected triggers that were known to the school and not adequately managed’.
Prior to the transition to year 1, Melissa organised a team of medical professionals that included a paediatrician, occupational therapist, psychologist and speech therapist to document support strategies for Harper.
The strategies included exposure to the new classroom and teacher during the final term of kindergarten and placing his supports – for example his blanket and tent – in the new classroom. The psychologist, occupational therapist and Melissa all offered to come to the school to support the transition ‘at no expense to the school’.
The school did not respond to this offer. The kindergarten teacher produced a document for the year 1 teacher, who then briefly observed Harper. This was the only transition.
Unsurprisingly, Harper was triggered by his new teacher. He lashed out and was suspended.
When Melissa spoke to Harper about the suspension he saw it as a positive – ‘he gets to spend more time with me.’ She worries about ‘a young child’s thinking that [sees them] repeat behaviour to have increased time off school with a parent’.
Harper’s parents were unsuccessful in appealing the suspension. They have escalated their complaint to the department and the education minister and are waiting for a response.
Melissa would like transition plans from one year to the next to be mandatory. She would also like all teachers to be comprehensively trained in working with neurodiverse children.
‘I hope in the future all education facilities and staff embrace and support neurodiversity and disabilities, which flows on to a more compassionate, inclusive and productive society as a whole …'
Disclaimer: This is the story of a person who shared their personal experience with the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability through a submission or private session. The names in this story are pseudonyms. The person who shared this experience was not a witness and their account is not evidence. They did not take an oath or affirmation before providing the story. Nothing in this story constitutes a finding of the Royal Commission. Any views expressed are those of the person who shared their experience, not of the Royal Commission.