FAQs - School Support Services

School Support Services are for schools and families who want practical, neuroaffirming support for neurodivergent students in classroom settings.

Support may include:

• Student assessments and planning support to guide classroom adjustments and next steps
• School-based group programs to build connection, communication and wellbeing
• Professional learning for staff with practical strategies and shared language to support students

Schools are welcome to contact us to discuss their needs and explore options. Student-specific work requires parent or carer consent.

Schools and families can both enquire. Schools may be looking for support related to a specific student or for general classroom strategies. Families sometimes reach out when they want support that includes the school setting. In both cases, we work collaboratively with the school and parents or carers. For Student Assessments and Planning Support, parent or carer consent is required, and families are actively involved throughout the process. We require consent before gathering student information, observing in the classroom, joining school meetings and providing student-specific recommendations. We can still have an initial conversation with the school to discuss general options and next steps while consent is being organised. School-based group programs require consent from each parent or carer, along with clear information-sharing arrangements. Schools are welcome to enquire, and we will confirm details and suitability before a program begins. Professional learning can be enquired about and booked directly by schools.

Student Assessments and Planning Support is usually the right starting point when a student's learning profile needs clarification and you want specific, practical recommendations for adjustments and next steps. School-based group programs can be a good fit when a small group of students would benefit from structured support for connection, communication and wellbeing. Professional learning is a good fit when staff want clearer understanding of neurodiversity and practical strategies they can use across classrooms, with shared language that supports consistent practice. If you are unsure, we are happy to talk it through and recommend a clear next step based on your context.

A neuroaffirming approach recognises that neurodiversity is a natural part of human diversity and that support should focus on access, safety and belonging, rather than trying to make students fit a narrow idea of what is "typical" or pushing them to mask.

In a school setting, this usually looks like:

• Understanding the student's strengths, support needs and what tends to be challenging in the school environment in context
• Using predictable routines and clear communication to reduce uncertainty
• Making practical adjustments to the environment, workload and expectations
• Supporting regulation and participation with dignity, not shame
• Using respectful language that avoids deficit-based assumptions
• Working collaboratively with families and the school, with clear consent and information sharing

The goal is realistic support that helps students learn and participate in ways that work for them.

We support a range of learning, participation and wellbeing needs that can affect how a student experiences school. This often includes differences in attention, executive functioning, learning, sensory processing, social communication and anxiety. Many of the students we support are Autistic, have ADHD, have a Specific Learning Disorder or are exploring these differences. Schools and families also commonly seek support for executive functioning challenges (organisation, planning, getting started, staying on track), attention, working memory, processing speed and workload demands, sensory needs and overwhelm in the classroom or playground, social communication differences and peer inclusion and emotional regulation, change and transitions. Support is tailored to the student and the school context, with practical recommendations that are realistic to implement.

Yes. We can support students based on their learning and wellbeing needs, even if they do not have a diagnosis. Many students benefit from practical adjustments and clearer understanding at school while families are still exploring options, are on a waitlist or do not feel a diagnosis is necessary. We focus on what helps the student access learning, feel safe and participate more confidently at school. If a diagnostic assessment is being considered (for example, Autism or ADHD), families are welcome to contact us to discuss assessment options. Diagnostic assessments are parent or carer-led services, with school input gathered as part of the process when consent is provided.

Student Assessments and Planning Support helps build a clear understanding of a student's learning profile and turns that into practical, school-ready strategies. Depending on the student's needs and the agreed goals, this may include:

• An intake with parents or carers (and the student where appropriate), to understand strengths, challenges and goals
• Collaboration with the school, including teacher input and review of relevant information already in place
• Classroom observation when it is helpful and consent is has been provided by the parent or caregiver
• Asessment where indicated (e.g., cognitive, educational or Specific Learning Disorder assessment)
• Optional attendance at school meetings (such as Student Support Group meetings) when needed and consent has been provided by the parent or caregiver.
• Clear recommendations for classroom adjustments and next steps that are realistic for everyday classroom use

Parent or carer consent is required for any student-specific recommendations. Autism and ADHD diagnostic assessments are parent or carer-led services, with school input gathered as part of the process when consent is provided.

You receive a written report and a brief teacher-friendly summary to support implementation.

Yes, classroom observations can be included when they are helpful, consent has been provided by parent or caregiver and the student feels comfortable. Observations can help understand how a student experiences the learning environment, what supports are already helping and what adjustments may be most effective in the classroom. Observations are not always needed and they are only one part of the overall picture. We combine what we see with family and teacher input because a single observation may not capture everything that happens day to day. If it is agreed that an observation may be helpful we confirm practical details with the school beforehand.

Yes, we can attend school meetings such as Student Support Group meetings when it is helpful and consent has been provided by the parent or caregiver. Attendance is usually most useful to clarify recommendations, support planning for adjustments and help the student's care team agree on practical next steps for school and home.

What we need depends on the goal of the support. We gather information from both home and school to develop a thorough understanding about the student's individual strengths, challenges and support needs. From families, this often includes background history, current concerns, strengths and goals and any relevant reports (e.g., speech, OT, paediatrician or previous psychology reports). From schools, this often includes teacher input about learning and participation in the classroom, current adjustments and supports and relevant school documents (e.g., work samples, learning plans or wellbeing plans). We will guide you on what is most helpful and we only request and share information when parent or caregiver consent has been provided.

Setting up a school-based group program starts with a brief planning conversation to confirm the school's goals, which students may be a good fit and the practical details for running the group.

This usually includes:

• Parent or carer consent for each participating student with clear information-sharing arrangements
• An intake for each student involving a brief discussion with each parent or carer and the student's teacher to understand strengths, support needs and goals for the group
• Agreement on group aims, session format and a predictable routine
• Practical planning with the school around space, timetables and a key staff contacts
• Confirmation of fees and funding arrangements before the program begins

School-based group programs can be funded either by the school, where funding is available, or by families. Some families may choose to use NDIS funding if it is available and appropriate. We can talk this through and confirm arrangements before the program begins. If families are funding the program, invoices are issued to families. If the school is funding the program, invoices are issued to the school. Fees and payment arrangements are always confirmed in advance.

We offer professional learning that supports neuroaffirming practice in classrooms with realistic and practical strategies that staff can implement easily. Topics can be selected and sessions can be tailored based on your school's goals, student cohort and staff roles. Common focus areas include:

• Understanding neurodiversity, Autism, ADHD and learning differences, including common misconceptions and practical implications at school
• Practical strategies to support executive functioning, attention and classroom participation
• Neuroaffirming approaches to behaviour support that reduce shame and increase predictability and safety
• Understanding sensory needs and reducing overwhelm in everyday school routines
• Supporting social communication and peer inclusion
• Adjustments for learning and assessment that improve access and reduce anxiety

Sessions can be offered as a short briefing, a half-day workshop or a full-day session, with optional follow-up consultation to support implementation.

For Student Assessments and Planning Support, parent or carer consent is required before we collect information from the school, observe in the classroom, attend meetings or provide student-specific recommendations. We also agree on what information will be shared with the school so support can be implemented in a meaningful way. We only share information that families have consented to share. If a family does not want any information shared with the school, school-based components may not be appropriate. For school-based group programs, consent is required from each parent or carer for participating students, including agreement about what information will be shared with the school. Group programs rely on some shared understanding with the school, so if a family does not want any information shared, school-based delivery may not be appropriate. Professional learning does not require parent or carer consent because sessions are not about individual students.