Donnie and Rachelle
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.
Donnie, now late teens, was diagnosed as autistic in early primary school.
The principal refused to accept the diagnosis.
‘He honestly believed Donnie was a behavioural problem. He was a bad kid,’ Donnie’s mum Rachelle told the Royal Commission. ‘So that's how he continued to treat him. And he had the teachers believing the same.’
Rachelle organised the autism association to come to school and speak to the principal.
‘He still refused to accept that my son had any issues.’
In year 3, Donnie’s anxiety became so bad he couldn’t leave the classroom.
‘He would shut down. Not make eye contact. Not speak. Not engage with anybody … It was very hard to connect with him once he was in that state. And it could take an hour for him to actually come back and acknowledge people, or talk to people … That was his coping mechanism.’
The principal saw Donnie’s behaviour as defiance and refusal to do what he was told.
‘He would actually pick him up by the back of his jocks and the neck of his shirt and carry him out of the classroom kicking and screaming.’
Several parents at the school contacted Rachelle after witnessing the way the principal treated Donnie.
Donnie’s anxiety escalated and he refused to get out of the car at drop-off. Rachelle would walk him in and sit with him for 20 minutes until he got comfortable and relaxed.
‘But the principal said that this was unacceptable, and I wasn't allowed to hang around. He would actually restrain [Donnie] … and would make me leave the school.’
Donnie stopped going to the toilet at school.
‘His toileting issue worsened and he experienced many stomach pains and accidents.’
Donnie became frustrated and his meltdowns increased.
Rachelle tried to get the school to develop and follow an independent learning plan for Donnie.
But the principal didn’t support the plan and teachers only participated on an ad hoc basis.
Rachelle made an official complaint against the principal.
She believes there was an investigation but the department didn’t communicate with her or offer Donnie or her any counselling or support.
The education department reassigned the principal to administrative duties, but after a couple of years moved him to another school.
Initially high school was okay, but teachers failed to consider Donnie’s history and what he had been through.
‘My son struggled with his education and school attendance.’
Strategies that were meant to encourage him – such as playing chess – were used as punishment.
‘And from years of being misunderstood, mistreated and misjudged, he actually started self-harming.’
At 15, Donnie stopped going to school. He rarely leaves the house and spends most of his time gaming or watching videos.
‘I believe he was robbed of an education and respect and a chance to grow and learn with his classmates and enjoy his school years. He has deep-seated issues with all aspects of authority now, minimal education and limited social skills.’
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.