Belen and Alexa
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.
Belen had a difficult time at school.
Alexa, Belen’s mum, said he struggled from kindergarten when he started attending the local state school.
She told the Royal Commission teachers offered no support, or made any offer or suggestion to have Belen assessed. They sought instead to manage his behaviours through ‘public disciplining’. This led to ‘escalating anxiety, self-harming and extremely low self‐esteem,’ Alexa said.
‘The teachers clearly lacked any knowledge on “invisible disabilities”, and they assumed that any non‐compliance on behalf of the child was simply a result of bad parenting, not inability of the child to control their behaviour.’
During the second year of school Belen continued to experience ‘emotional instability, delayed functioning at home and at school, impulsivity and social difficulties’.
‘We were forced to seek help outside the school system,’ Alexa said, and they ‘paid a lot of money to get [Belen] assessed privately’. Alexa’s suspicion of attention deficit hyperactivity disorder (ADHD) was confirmed.
With a diagnosis, the school offered Belen a place in its social skills training program. But there was not ‘any other follow-up or any other special accommodation provided’.
Alexa explained that ADHD ‘does not attract funding and is not enough to have individualised learning or a behavioural management plan, unless it comes along with another significant disability’.
The following year Belen was also diagnosed with anxiety disorder, ‘which allowed [Alexa] to continue advocating for him’.
‘We are lucky,’ said Alexa, ‘because we have time and money to seek diagnosis.’
‘Many families cannot afford this or have to wait long time to see the specialist … Without early diagnosis, early intervention is not possible. Lack of intervention leads to escalating problems, not only for the child, but it also affects mental health and ability to work of people around, as a ripple effect. That's why it is essential to have a sound mental health screening and support system that is easily accessible and affordable to all, ideally in the first year at school when most invisible disabilities start surfacing, making children with such disabilities to fall through the cracks.’
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.