Now I Feel Safe: Co-Designing Neurodivergent-Inclusive Strategies to Address School Avoidance
Tracks
Ballroom 1 - In-Person & Virtual via OnAIR
| Wednesday, March 26, 2025 |
| 2:45 PM - 3:05 PM |
| Ballroom 1 |
Overview
Steve Dye, Kathleen Doolan & Susan Buxton, Hunter New England & Central Coast PHN
Presenter
Ms Susan Buxton
Service Manager
Uniting NSW.ACT Wellbeing4Kids, Community and Mental Health Services
Now I Feel Safe: Co-Designing Neurodivergent-Inclusive Strategies to Address School Avoidance
Abstract
"Now I feel safe"—a testament from a child whose educational journey was positively transformed by targeted support. School avoidance among neurodivergent children, including, Autistic, ADHD, and children with learning differences , exacerbated by trauma, bullying, and anxiety. This presentation examines two commissioned programs, LittleSparks and Wellbeing4Kids, designed to tackle these challenges through a stepped care approach.
Program Overview:
Commissioned by Hunter, New England Central Coast PHN and delivered by Beam (LittleSparks) and Uniting (Wellbeing4Kids), these programs adopt a comprehensive, neuroaffirming, and trauma-informed stepped care model. This model provides tiered support, ranging from basic psychological interventions to more intensive therapeutic measures, tailored for children under 12.
Key Components:
1. Neuroaffirming and Trauma-Informed Care: Both programs address the multifaceted needs of neurodivergent children. The program emphasizes collaboration with schools to co-design individualized support strategies, incorporating direct therapeutic interventions, parent education via e-learning, and innovative telehealth technology to bridge communication between home and school.
2. Collaborative Co-Design: Effective support hinges on active collaboration. Both programs advocate for the active involvement of families, educators, and mental health professionals in co-designing interventions. This participatory model ensures education of different neurotypes, and non-formal diagnosis involvements tailored to each student’s unique needs and strengths, fostering more inclusive and engaging educational surroundings.
Three Key Learnings:
1. Personalized Engagement: Neuroaffirming and individualised support strategies have notably increased school participation impacting reduce of school avoidance rates.
2. Don’t underestimate the resilience of the child – listen, acknowledge and encourage each child to be the champion of their own journey.
3. Strengthened Networks: The co-design process has reinforced partnerships between families, schools, and mental health professionals, leading to more effective and personalized support.
This presentation will analyse the implementation and outcomes of PMHC programs, demonstrating how co-designed, evidence-informed ND affirming model can reduce school avoidance and enrich educational experiences for neurodivergent with our without formal diagnosis.
Program Overview:
Commissioned by Hunter, New England Central Coast PHN and delivered by Beam (LittleSparks) and Uniting (Wellbeing4Kids), these programs adopt a comprehensive, neuroaffirming, and trauma-informed stepped care model. This model provides tiered support, ranging from basic psychological interventions to more intensive therapeutic measures, tailored for children under 12.
Key Components:
1. Neuroaffirming and Trauma-Informed Care: Both programs address the multifaceted needs of neurodivergent children. The program emphasizes collaboration with schools to co-design individualized support strategies, incorporating direct therapeutic interventions, parent education via e-learning, and innovative telehealth technology to bridge communication between home and school.
2. Collaborative Co-Design: Effective support hinges on active collaboration. Both programs advocate for the active involvement of families, educators, and mental health professionals in co-designing interventions. This participatory model ensures education of different neurotypes, and non-formal diagnosis involvements tailored to each student’s unique needs and strengths, fostering more inclusive and engaging educational surroundings.
Three Key Learnings:
1. Personalized Engagement: Neuroaffirming and individualised support strategies have notably increased school participation impacting reduce of school avoidance rates.
2. Don’t underestimate the resilience of the child – listen, acknowledge and encourage each child to be the champion of their own journey.
3. Strengthened Networks: The co-design process has reinforced partnerships between families, schools, and mental health professionals, leading to more effective and personalized support.
This presentation will analyse the implementation and outcomes of PMHC programs, demonstrating how co-designed, evidence-informed ND affirming model can reduce school avoidance and enrich educational experiences for neurodivergent with our without formal diagnosis.
Biography
Susan has a Bachelor of Social Science - Psychology and has worked at Uniting NSW.ACT for 4 years managing mental health programs for children and elderly persons in remote and regional areas of NSW. She has a clinical background working as a Paediatric Nurse in rural hospitals, as well as advocating and supporting families experiencing domestic violence, trauma, and disability.
Dr Kathleen Doolan
Clinical Manager - Psychology and Mental Health
Beam Health
Now I Feel Safe: Co-Designing Neurodivergent-Inclusive Strategies to Address School Avoidance
Abstract
"Now I feel safe"—a testament from a child whose educational journey was positively transformed by targeted support. School avoidance among neurodivergent children, including, Autistic, ADHD, and children with learning differences , exacerbated by trauma, bullying, and anxiety. This presentation examines two commissioned programs, LittleSparks and Wellbeing4Kids, designed to tackle these challenges through a stepped care approach.
Program Overview:
Commissioned by Hunter, New England Central Coast PHN and delivered by Beam (LittleSparks) and Uniting (Wellbeing4Kids), these programs adopt a comprehensive, neuroaffirming, and trauma-informed stepped care model. This model provides tiered support, ranging from basic psychological interventions to more intensive therapeutic measures, tailored for children under 12.
Key Components:
1. Neuroaffirming and Trauma-Informed Care: Both programs address the multifaceted needs of neurodivergent children. The program emphasizes collaboration with schools to co-design individualized support strategies, incorporating direct therapeutic interventions, parent education via e-learning, and innovative telehealth technology to bridge communication between home and school.
2. Collaborative Co-Design: Effective support hinges on active collaboration. Both programs advocate for the active involvement of families, educators, and mental health professionals in co-designing interventions. This participatory model ensures education of different neurotypes, and non-formal diagnosis involvements tailored to each student’s unique needs and strengths, fostering more inclusive and engaging educational surroundings.
Three Key Learnings:
1. Personalized Engagement: Neuroaffirming and individualised support strategies have notably increased school participation impacting reduce of school avoidance rates.
2. Don’t underestimate the resilience of the child – listen, acknowledge and encourage each child to be the champion of their own journey.
3. Strengthened Networks: The co-design process has reinforced partnerships between families, schools, and mental health professionals, leading to more effective and personalized support.
This presentation will analyse the implementation and outcomes of PMHC programs, demonstrating how co-designed, evidence-informed ND affirming model can reduce school avoidance and enrich educational experiences for neurodivergent with our without formal diagnosis.
Program Overview:
Commissioned by Hunter, New England Central Coast PHN and delivered by Beam (LittleSparks) and Uniting (Wellbeing4Kids), these programs adopt a comprehensive, neuroaffirming, and trauma-informed stepped care model. This model provides tiered support, ranging from basic psychological interventions to more intensive therapeutic measures, tailored for children under 12.
Key Components:
1. Neuroaffirming and Trauma-Informed Care: Both programs address the multifaceted needs of neurodivergent children. The program emphasizes collaboration with schools to co-design individualized support strategies, incorporating direct therapeutic interventions, parent education via e-learning, and innovative telehealth technology to bridge communication between home and school.
2. Collaborative Co-Design: Effective support hinges on active collaboration. Both programs advocate for the active involvement of families, educators, and mental health professionals in co-designing interventions. This participatory model ensures education of different neurotypes, and non-formal diagnosis involvements tailored to each student’s unique needs and strengths, fostering more inclusive and engaging educational surroundings.
Three Key Learnings:
1. Personalized Engagement: Neuroaffirming and individualised support strategies have notably increased school participation impacting reduce of school avoidance rates.
2. Don’t underestimate the resilience of the child – listen, acknowledge and encourage each child to be the champion of their own journey.
3. Strengthened Networks: The co-design process has reinforced partnerships between families, schools, and mental health professionals, leading to more effective and personalized support.
This presentation will analyse the implementation and outcomes of PMHC programs, demonstrating how co-designed, evidence-informed ND affirming model can reduce school avoidance and enrich educational experiences for neurodivergent with our without formal diagnosis.
Biography
Steve Dye
Manager Mental Health & Suicide Prevention, Commissioned Services
Hunter New England And Central Coast PHN
Now I Feel Safe: Co-Designing Neurodivergent-Inclusive Strategies to Address School Avoidance
Abstract
"Now I feel safe"—a testament from a child whose educational journey was positively transformed by targeted support. School avoidance among neurodivergent children, including, Autistic, ADHD, and children with learning differences , exacerbated by trauma, bullying, and anxiety. This presentation examines two commissioned programs, LittleSparks and Wellbeing4Kids, designed to tackle these challenges through a stepped care approach.
Program Overview:
Commissioned by Hunter, New England Central Coast PHN and delivered by Beam (LittleSparks) and Uniting (Wellbeing4Kids), these programs adopt a comprehensive, neuroaffirming, and trauma-informed stepped care model. This model provides tiered support, ranging from basic psychological interventions to more intensive therapeutic measures, tailored for children under 12.
Key Components:
1. Neuroaffirming and Trauma-Informed Care: Both programs address the multifaceted needs of neurodivergent children. The program emphasizes collaboration with schools to co-design individualized support strategies, incorporating direct therapeutic interventions, parent education via e-learning, and innovative telehealth technology to bridge communication between home and school.
2. Collaborative Co-Design: Effective support hinges on active collaboration. Both programs advocate for the active involvement of families, educators, and mental health professionals in co-designing interventions. This participatory model ensures education of different neurotypes, and non-formal diagnosis involvements tailored to each student’s unique needs and strengths, fostering more inclusive and engaging educational surroundings.
Three Key Learnings:
1. Personalized Engagement: Neuroaffirming and individualised support strategies have notably increased school participation impacting reduce of school avoidance rates.
2. Don’t underestimate the resilience of the child – listen, acknowledge and encourage each child to be the champion of their own journey.
3. Strengthened Networks: The co-design process has reinforced partnerships between families, schools, and mental health professionals, leading to more effective and personalized support.
This presentation will analyse the implementation and outcomes of PMHC programs, demonstrating how co-designed, evidence-informed ND affirming model can reduce school avoidance and enrich educational experiences for neurodivergent with our without formal diagnosis.
Program Overview:
Commissioned by Hunter, New England Central Coast PHN and delivered by Beam (LittleSparks) and Uniting (Wellbeing4Kids), these programs adopt a comprehensive, neuroaffirming, and trauma-informed stepped care model. This model provides tiered support, ranging from basic psychological interventions to more intensive therapeutic measures, tailored for children under 12.
Key Components:
1. Neuroaffirming and Trauma-Informed Care: Both programs address the multifaceted needs of neurodivergent children. The program emphasizes collaboration with schools to co-design individualized support strategies, incorporating direct therapeutic interventions, parent education via e-learning, and innovative telehealth technology to bridge communication between home and school.
2. Collaborative Co-Design: Effective support hinges on active collaboration. Both programs advocate for the active involvement of families, educators, and mental health professionals in co-designing interventions. This participatory model ensures education of different neurotypes, and non-formal diagnosis involvements tailored to each student’s unique needs and strengths, fostering more inclusive and engaging educational surroundings.
Three Key Learnings:
1. Personalized Engagement: Neuroaffirming and individualised support strategies have notably increased school participation impacting reduce of school avoidance rates.
2. Don’t underestimate the resilience of the child – listen, acknowledge and encourage each child to be the champion of their own journey.
3. Strengthened Networks: The co-design process has reinforced partnerships between families, schools, and mental health professionals, leading to more effective and personalized support.
This presentation will analyse the implementation and outcomes of PMHC programs, demonstrating how co-designed, evidence-informed ND affirming model can reduce school avoidance and enrich educational experiences for neurodivergent with our without formal diagnosis.
Biography
Steve has worked at the PHN since 2020 with a background managing youth mental health services. Steve works with a team operating mental health and suicide prevention services across the Hunter, New England, Central Coast and Mid Coast regions of NSW. This is a large geographic region with a mix of urban, rural and remote areas and high First Nations populations,
