the evidence base

The Tracker

Add your numbers to the evidence base — showing the scale and reach of a system that needs reform. Every data point helps build a case that's impossible to ignore.

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Who this is for

Not sure if this includes you?

This space is for anyone with any sort of experience — either as a neurodivergent learner yourself (see below for what we mean by that), or supporting a neurodivergent learner, or supporting those who support neurodivergent learners. We are an ecosystem, and we’re interested in everybody’s insights. Parents and caregivers, their families and friends, educators, teachers, learning support teams, allied health professionals, specialist consulting services, researchers, advocacy groups and community organisations all belong here.

By neurodivergent we mean learners whose minds work differently from the “typical” — autistic students and those with ADHD, dyslexia, dyscalculia, dysgraphia, dyspraxia, auditory processing disorder and other sensory processing differences, developmental language disorder, Tourette’s and other tic disorders, and twice-exceptional (gifted and neurodivergent) learners, among others. You’re welcome here whether you’re formally diagnosed, waiting for assessment, or self-identified — what matters is your experience, not a label.

Read what we mean →

0 Parents & caregivers

0 Neurodivergent learners

0 Educators

Not isolated — a pattern

One family's experience is easy to overlook. Hundreds of data points revealing the same challenges across every state, every school type, every community tells a different story — one that is hard to set aside and points clearly to where change is needed.

The evidence is already there.

Previous inquiries and reviews have already documented the problem and called for the same reforms. This tracker isn't about generating more evidence for another report — it's about showing the scale and reach of a community that is ready for those reforms to be implemented.

Scale helps governing systems act

System change — in policy, infrastructure, governance, and culture — requires the people with actual authority to implement it. This data helps make the scale of need visible and tangible to those decision-makers, giving them a clearer picture of what the community is experiencing.

Families & caregivers

Neurodivergent learners

Educators

Allied health

Expert / advocacy groups

Data distribution

By contributor type

By school type

By education stage

Concerns at transition points

Barriers reported

Impacts reported

Published research & reports from contributors

Breakdown

Add your numbers.

No names of schools, services, or people. Do not name a specific diagnosis or type of neurodiversity. Just the data — your role, location, postcode, and electorate, showing where this is happening and how long it has been going on.

Thank you. Your data has been received and will appear on the tracker shortly.

I am a

Organisation / area of expertise (optional)

State / territory

Postcode

Federal electorate (optional)

Not sure? Look up your federal electorate by address (AEC) →

State / territory electorate (optional)

Not sure? Your state or territory electoral commission's website has an address lookup for your state seat.

Postcodes you typically see clients / schools in (separate with commas)

Federal electorates you work across (optional — separate with commas)

State / territory electorates you work across (optional)

Concerns at transition points (tick any that apply)

Pre-school → school Primary → high school High school → university High school → TAFE / VET High school → other pathway Mainstream ↔ SSP / Alternative education setting (incl. distance education & home schooling)

School / institution type (tick all that apply)

Government / Public Catholic Independent / Private School for Special Purposes (all types, public & private) Home schooling Distance education TAFE / VET institute University Other setting

Links to your published research (optional — one URL per line) These will be listed publicly in the Published Research section of the tracker.

Which best describes your role?

Barriers I've encounteredTick all that apply

I don't feel like I have enough training to provide appropriate social / emotional supports for neurodivergent learners I don't feel like I have enough training about ways to appropriately differentiate learning materials I don't feel like I have enough time to provide appropriate social / emotional supports for neurodivergent learners I don't feel like I have enough time to appropriately differentiate learning materials I don't feel like our school has appropriate IT infrastructure to support a whole-of-school approach to supporting neurodivergent learners I don't feel like our school has a culture committed to a whole-of-school approach to supporting neurodivergent learners (even though I want it to) I don't feel like our school communicates and collaborates in a genuine way with parents of neurodivergent learners

Approx. neurodivergent students with school-related issues you see per year

Barriers I've observed in schoolsTick all that apply

My recommendations are not acted on by schools Limited access to school settings to observe and support students Poor communication between school staff and therapy teams Funding barriers (NDIS or school funding) limiting therapy hours Schools don't involve allied health professionals in student planning Strategies not implemented consistently across school staff No whole-of-school approach to neurodivergent learner needs Schools lack funding to implement my recommendations

Systemic barriers we seeTick all that apply

Systemic lack of meaningful consultation with affected families Inadequate complaints and accountability mechanisms Insufficient teacher professional development at system level Funding model doesn't support genuinely inclusive education Families lack access to advocates and navigators Legal framework lacks adequate enforcement mechanisms Inadequate data collection on neurodivergent education outcomes Schools lack specialist support infrastructure

Links to relevant reports, submissions or publications (optional — one URL per line) These will be listed publicly in the Published research & reports section of the tracker.

Long-term impacts on meTick all that apply

I left school early or didn't complete Year 12 I disengaged from education It affected my mental health, long-term It's affected my ability to get or keep work It delayed or prevented further study (TAFE or university) I only understood or was diagnosed as an adult It still affects my confidence and wellbeing today

Barriers I encounter in my roleTick all that apply

I'm not trained for the complexity of needs I'm asked to support I'm deployed without adequate information or handover about the students I support My observations about students aren't sought or acted on Caseloads and student-to-LSO ratios are too high My hours are insecure or casual, or are being cut I'm left out of student planning and adjustment decisions Support strategies aren't applied consistently across staff There's no whole-of-school approach to supporting neurodivergent learners

Personal impacts on meTick all that apply

I am feeling burnt out I feel undervalued, or that my role isn't recognised I experience compassion fatigue from supporting struggling students I have significant physical or mental health issues as a result I am reducing my hours as a result I am contemplating leaving the role I have left the role as a result

How are you connected to neurodivergent learners? (optional)

Concerns I want to raiseTick all that apply

No whole-of-school approach to supporting neurodivergent learners Teachers aren't given enough training or support Funding model doesn't support genuinely inclusive education Inadequate complaints and accountability mechanisms Poor communication between schools and families

What have you seen or experienced? (optional)

Impact on studentTick all that apply

Mild school attendance issues Significant school attendance issues Pushed out of school Had to change school Forced to do distance education or home schooling

Impact on parents / caregiversTick all that apply

Had to reduce work hours Had to stop work altogether Created significant financial issues Meant I had to sell our home Now have significant health issues

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