Australia’s New Hope: Distance Education Giving Light to Students Who “Can’t” Go to School

In recent years, Australia has seen a growing number of students who, for many reasons, find it difficult or impossible to participate in traditional classroom schooling. These students may be neurodivergent, anxious, have ADHD, autism, experience trauma, or face attendance refusal — sometimes called “school can’t.” The good news is that new distance education programs are stepping in to offer real, hopeful alternatives. These programs are proving that learning can happen in ways that fit each student, not forcing every learner into the same mold.

This article explores this positive shift: what is changing, how distance education is helping, and why many believe this approach may become a lasting part of the educational landscape in Australia.

What is the “School Can’t” problem?

Many children want to learn. Many families want them to learn. But for some students, going to a regular school setting causes stress, anxiety, sensory overload, or emotional distress. These are often neurodivergent students — those with autism, ADHD, anxiety, or other mental health or learning challenges. For them, the mainstream schooling system can sometimes feel overwhelming. When students cannot attend school regularly, or at all, these patterns have historically been labeled as “school refusal.” However, many now argue that term is misleading, because in many cases students want to attend and learn but are prevented by various barriers. So people are using terms like “school can’t.”

The issues are many: anxiety, stress, emotional distress, sensory sensitivity, bullying, lack of support for neurodiversity. These make classroom environments hard for certain students. When daily routines or social expectations become overwhelming, students may struggle to leave home, focus in class, or even physically make it to the door. Sometimes the home environment or internet access becomes the safer, more supportive space for learning.

Data shows school attendance has been declining. For students in early to mid secondary school (Years 1-10), attendance is less than optimal; many students miss a significant number of days. Sightings of chronic absence, mental health distress, and disengagement are increasing. These trends have been documented in reports by Independent Schools Australia (ISA), Australian Education Research Organisation (AERO), and government bodies.

What Australia is Doing: Distance Education as a Solution

Australia is responding: new distance-education and hybrid programs are being developed to meet the needs of students for whom mainstream schooling is too difficult. Rather than forcing students to conform to rigid schedules and classroom demands, these programs offer flexibility, understanding, and emotional and social support.

One of the key initiatives is a trauma-informed, full-time online learning program that began in 2023. This program was designed for students in secondary school (Years 7-12) who face challenges such as ADHD, autism, anxiety, or school attendance refusal (“school can’t”). The model pairs online teaching with in-person wellbeing support and youth worker involvement. It allows each student to have a personalized learning plan, regular check-ins for mental and social health, and periodic face-to-face gatherings or support to keep students connected, reduce isolation and build trust and confidence.

Over 700 students are already enrolled in such programs. Expansion is underway: for example, the program that began in one state will move into others. One region is preparing to accept over a hundred students starting next year, and more states are expected to follow soon.

These distance education models are not just stop-gaps or emergency measures—they are being built thoughtfully, combining technology, mental health supports, and flexibility to meet students where they are. The goal is creating schooling that works for every student, especially those who had been left out.

Why This is Good News

1. Flexibility & Personalization

Distance education allows students to work at their own pace, in environments where they feel safe. For many with sensory issues, anxiety, or neurodivergence, a quieter, more predictable space than a school classroom can reduce stress. Students can schedule learning around their wellbeing, getting more rest when needed, reducing overwhelm, and often having more control over how, when, and where they learn.

2. Emotional & Wellbeing Support

These programs are built with emotional health in mind. It is not just about delivering curriculum; schools are also providing youth workers, wellbeing staff, frequent check-ins, and support for building connections. This helps students not only succeed academically but feel heard, safe, and understood.

3. Avoiding Drop-Out and Disconnection

Students who struggle in mainstream school often disengage. Distance education gives them another path — a chance to stay in the system without being forced into environments that hurt them. By keeping them connected to learning, there is a better chance to prevent long-term dropout, lost skills, or loss of motivation.

4. Increased Access for Neurodivergent Students

For students who are neurodivergent—those with autism, ADHD, anxiety, or other conditions—these programs are making a difference. They offer inclusive settings, rather than forcing them to squeeze into one approach. They respect that different brains learn differently. For many, this kind of education isn’t just better—it’s essential.

5. National Momentum and Recognition

These efforts are being recognized and supported at higher levels. National bodies are calling attention to attendance rates and the importance of flexible, student-centred models. Reports and insights from major education bodies are building data and research to support change. The push is for consistent national standards for non-attendance data, better definitions, and tools to help identify and support students early.

Examples & Progress

• The online program described above was launched in 2023, and by 2025 had over 700 students enrolled. It is expanding into more states, with one region preparing for 100+ Year 7-12 students next year.

• Independent Schools Australia has released a report called A Flexible Solution to Complex School Attendance Issues in mid-2025. In that report, they argue for using a Multi-Tiered Systems of Support (MTSS) framework to better track and support school non-attendance. This includes distinguishing between occasional absences, distress-related absences, and chronic non-attendance, and matching support accordingly.

• Through this system, schools would respond differently at different levels: Tier 1 for whole-school wellbeing and belonging strategies; Tier 2 for early supports when signs of distress begin; Tier 3 for higher-need students, with more intensive, wrap-around support.

What Still Needs to Be Done

While these distance education and hybrid programs are making real differences, there are challenges to address so that more students benefit.

1. Access to Technology & InternetSome students may not have reliable internet or proper devices. If distance education is going to scale, governments and communities need to ensure hardware, connectivity, and tech support.

2. Home Environment & Family SupportEven with good online instruction, students benefit when families or carers are able to support their learning—whether that means helping structure routines, helping with emotional regulation, or just encouragement. Some students may still face obstacles at home (space, distractions, stress).

3. Social Connection & IsolationLearning from home can be lonely. Though many programs include in-person meetups or wellbeing visits, these must be well managed and frequent enough so students feel part of a community. Social interaction matters—not just academically, but for mental health.

4. Teacher & Staff TrainingTo support students with neurodivergence, trauma, or mental health issues, teachers and school staff need ongoing training. This includes understanding anxiety, sensory processing differences, neurodiversity, mental health first aid, and how to adapt teaching styles.

5. Data, Definitions, and National ConsistencyThere is a need for consistent definitions of “school refusal,” “school can’t,” and absenteeism. Nationally consistent, nuanced data collection would help identify who is missing out, why, and how best to intervene. The MTSS framework is promising, but requires buy-in, funding, and coordination across states and territories.

Why Distance Education Could Stay Long Term

Given the strong demand, and the number of students already benefiting, distance education and hybrid models are likely to stick around and grow. Here are some reasons:

• Growing numbers: As more families and students see success with alternative learning models, demand increases. Mainstream schools and policymakers are noticing that the old one-size-fits-all model doesn’t serve everyone well.

• Policy support: With education bodies, non-government school associations, and research organisations calling for better flexible and emotional support models, policies are shifting. Governments are being pressured to fund and design schooling options that work for students with diverse needs.

• Better mental health awareness: Society is becoming more aware of issues like anxiety, autism spectrum differences, ADHD, trauma, and mental health. Schools are part of the solution, not just academic institutions but supporting whole persons.

• Technological improvements: Online learning platforms, educational technologies, video conferencing, collaborative tools are becoming more reliable, cheaper, and more accessible. This makes high-quality remote instruction more feasible.

Practical Tips for Students, Parents, and Educators

If you are a student, parent, or teacher and want to make the most of distance education, here are some pointers:

• For students: Establish routines that work for you. Find a quiet, comfortable workspace. Take frequent breaks. Let your teachers or mentors know what you need. Don’t be afraid to speak up about stress or overwhelm.

• For parents/carers: Be involved but gentle. Help with setting up the environment, tech, schedule. Support emotional wellbeing. Encourage connection with peers where possible. Advocate for what your child needs.

• For educators: Listen deeply. Flexibility is not a compromise — it is essential for many. Train in wellbeing, neurodiversity, trauma informed practice. Make sure to check in often with students, not just about schoolwork but about how they are feeling. Use frequent formative feedback rather than only summative.

• For policymakers: Commit to funding these programs sustainably. Provide devices and internet access to students in need. Support national data collection and consistent definitions. Incentivize inclusion, flexibility, and wellness in school settings.

What This Means for the Future of Education in Australia

Distance education for students who can’t attend traditional school is more than a temporary fix. It is a signal of changing expectations:

• Education is expanding its definition of where, how, and when learning can occur.

• Emotional wellbeing and mental health are becoming central, not side issues.

• The system is learning that student diversity is not a niche problem but a central aspect of modern education.

• Students who once felt left behind are discovering that their needs can matter, and that there are models made for them.

This shift could lead to a more inclusive, adaptive, and resilient education system — one capable of responding to unexpected challenges (like pandemics, mental health waves), and more responsive to individual needs.

Conclusion

Australia is embracing a brighter path for students who have “school can’t” experiences. Through distance education, hybrid models, trauma-informed support, and a growing awareness of mental health and neurodiversity, more young people are being given a chance to learn in the way that suits them. These aren’t just stop-gap measures; they are becoming part of the future of education.

For many, distance education isn’t about avoiding school—it is about finding school that works. Real change is happening, and it offers hope, dignity, and inclusion. As Australia continues this journey, the promise is that every student has the opportunity to thrive, no matter their challenges or differences.

Sources used:

• AdelaideNow (news about the BlendED online school launched in 2023, expanding to other states).

• Independent Schools Australia’s report A Flexible Solution to Complex School Attendance Issues (June 2025).

• Australian Education Research Organisation (AERO) reports and data on school attendance and student absence.

• ABC News coverage on neurodivergent students and school attendance trends.

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