Lem and Sepp
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.
Lem, early teens, has a tremendous sense of humour and a deep curiosity about the world. He is autistic, has attention deficit hyperactivity disorder, oppositional defiance disorder and anxiety.
‘I've learnt through our experience with his primary school,’ Lem’s dad Sepp told the Royal Commission, ‘that he can be a really productive member of the community. And he can feel a great sense of belonging if people are prepared to accommodate his needs.’
When Lem started primary school, he was a ‘square peg in a round hole’. The school had never experienced someone with such complex behaviours.
‘They didn't have much knowledge of autism and they most certainly didn't have the skills to navigate autistic behaviour.’
The principal – ‘one of the most spectacular human beings you would ever encounter’ – was determined Lem would have the same opportunity as the other children and graduate with his peers.
‘It led to a lot of difficult conversations with parents. It led to a lot of honest conversations with students. It led to ultimatums with staff members.’
The principal employed a learning mentor to help Lem, and an additional vice principal to help him and the teachers.
He upskilled staff to see challenging behaviours as the child’s reaction to their environment.
The school provided accommodations such as a low sensory retreat and more visual materials. They also allowed Lem to leave the classroom for regular breaks. His learning mentor would take him outside and play basketball or ping pong with him.
When it came time for high school, Sepp chose a religious private school with a very good reputation for inclusive education.
The primary school principal offered to be involved in the transition and share resources, but the high school principal declined – they would do it their way.
‘I just thought, “That's a strange response, bit arrogant, but they're entitled to do it their way,”’ Sepp said.
Lem’s behaviour deteriorated. He started having regular meltdowns and lashing out.
‘He was behaving in a way that we'd seen in the past when we didn't meet [Lem] where he was at.’
Sepp expected the principal to admit their way wasn’t working and start collaborating with the primary school.
Instead, the principal began suspending Lem.
Lem’s behaviours escalated, and the principal told Sepp that Lem couldn’t return to school.
‘I said, “Is he expelled?” And they said, “No, we've never expelled a student.” I said, “Well if he's not expelled, he'll be returning to your college because he's got disabilities and you haven't made the adjustments that we recommended.” They said, “He's indefinitely suspended.”’
Sepp contacted the principal of the local high school who agreed to work with the primary school principal and learn what he could.
‘We're sort of working together to find better, more experienced staff to help support him.’
The new school has introduced a flexible learning plan for Lem, and he enjoys going to school again.
‘It’s not been perfect … it’s a bit of a journey … I’m optimistic we can achieve it,’ said his father.
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.