When Liam Wolthof, an 11-year-old boy with a neurodiverse condition, left his public school in Canberra, he could no longer cope with the challenges of everyday life. And within a year, he was really challenged to learn and his schoolwork was overwhelming him. Consequently, his parents, Kate and Andrew Wolthof, took the difficult step of pulling him out of school and homeschooling him. Liam’s story reflects a growing national crisis. Systemic issues are failing students with disabilities in public schools throughout the Australian Capital Territory (ACT).
As the Wolthofs learned, Liam’s school didn’t have enough money to offer the individualized support he required. His therapist felt that a small, less chaotic group program would serve his needs and complexities much better. The school refused to give up its age-based allocation of classrooms, a classroom assignment that even most experts agree is outdated. His first sensory support, a sensory beanbag, was supposed to help him calm down, but he struggled to share it with other students. The lack of available resources only compounded his struggle to stay focused and engaged.
The discriminatory educational environment injured both Liam and Jacob Sternfein. Jacob, a previous pupil, faced intense isolation, bullying, and mental health issues during his all four years in high school. Those experiences left mental scars on Jacob, as he said they still do on him today.
“It wasn’t great. Obviously, it’s affected my life, it’s still affecting my life now,” – Jacob Sternfein
The Burden of Limited Resources
According to the ACT Education Directorate, 77 out of the 92 public schools are currently over their budgets. This perfect storm is crimping their capacity to meet the needs of students right now. The Australian Education Union has long criticized the fiscal pressure being placed on education. They contend that ongoing budgetary pressures, staffing shortages, and the growing demand for individualized support ultimately make it impossible to serve students with disabilities.
During a press conference announcing the reform, Education Minister Yvette Berry admitted that they had not listened to families like the Wolthofs and Sternfeins. She stated her “profound dismay” at what families who have or raise children with disabilities encounter in public schools. Minister Berry noted that schools should be the most inclusive and accepting of places, where students feel safe to be themselves.
“Our schools have to be a place that’s accepting and inclusive,” – Yvette Berry
The missed opportunities on funding and resources have led to many calls for a complete re-imagining of life in schools as we know it. Experts such as Angela Burroughs make the case for a more equitable distribution of resources to all ACT public schools.
“We need to properly resource all ACT public schools,” – Angela Burroughs
The Impact on Mental Health
The emotional toll on students who are struggling to navigate the public education gauntlet can be huge. Jacob Sternfein recently posted his compelling story of overcoming mental health issues during high school. He hit a really low point at one stage when he was contemplating suicide, just because of how isolated and bullied he was.
“I got to the point where I was contemplating suicide,” – Jacob Sternfein
Jacob’s mother, Sharon Kensell shared her own experiences of her son’s education. She was really frustrated by the lack of any support systems established. She blamed herself for not taking Jacob out of school earlier. Meanwhile, she is on the front line with her younger daughter, workin’ it just as hard. Her neurodiverse daughter is still in that same high school.
“I will put it this way — I learnt more off watching people on YouTube than I did in school in some subjects,” – Sharon Kensell
The stark realities faced by these families highlight critical gaps within the education system that require immediate attention and reform.
Looking Ahead: Potential Solutions
We welcome Minister Berry’s willingness to reassess class sizes in ACT public schools. This strategic approach intends to foster a more positive and inclusive learning environment for every child to thrive. She also recognized that current class size models are obsolete and fail to serve the complexities of today’s classrooms.
“I think we do need to look at class sizes, particularly with regards to the complexity we’re seeing in our schools now,” – Yvette Berry
With each family that fights for better educational opportunities, the need for a more systemic change grows more urgent. Families such as the Wolthofs and Sternfeins have such compelling stories. Their stories continue to encourage us to push for more equitable resources and support mechanisms within our public schools.
Andrew Wolthof did not mince words when laying out the issues his son must navigate. He shared how it seems like Liam is isolated from his classmates in a way that sets him up to be seen as “the bad one.”
“It felt like Liam was segregated from his class, from his peers, he was the bad one, and he was pulled aside,” – Andrew Wolthof
Kate Wolthof seconded these sentiments, expressing the heart-wrenching experience of seeing their son suffer.
“It was really terrible to watch our little boy struggle and hate school so much,” – Kate Wolthof
