If Psychologists Must Be Neurodiversity-Affirming by December...Why Not Teachers Too?

Last month, I received a response from the Federal Minister for Education’s office.

I’d written as part of a growing national movement calling for real inclusive education reform, not just feel-good policy, but practical, funded change in every classroom. Their reply acknowledged that supports are “available” and that some universities are “starting to include” neurodiversity in teacher education.

But, I’m not just an educator. I’m a parent of neurodivergent children. I’ve worked in schools where those “available” supports exist only on paper. I’ve watched students punished for behaviours that were actually nervous system responses. I’ve seen teachers overwhelmed, in tears, desperate for strategies they were never trained to use.

So while I appreciate the reply...I also don’t think it’s good enough.

A National Shift Is Already Happening… But Not in Education

From December 2025, the Psychology Board of Australia will require all registered psychologists to demonstrate neurodiversity-affirming practice in their core competencies. This reform is massive and necessary. It recognises that working with neurodivergent people requires specific, respectful, identity-affirming knowledge.

But…

Why aren’t teachers being held to the same standard?

Teachers work with neurodivergent children every day, yet there is still no national requirement to be trained in disability, communication differences, sensory regulation, or even trauma. Some teacher training courses include it. Some schools run PD. But that’s not a system. That’s a lottery. And right now, a child’s inclusion still depends on whether their teacher happened to get the “right” course, or whether their school happens to have a principal who prioritises it. (Download my freebie "Is My School Neuro-affirming" to see if your school is one of the lucky ones: https://www.unmaskingeducation.com.au/is-my-school-neuro-affirming-checklist )

We wouldn’t accept this when it comes to child safety or literacy. Why are we still accepting it when it comes to neurodivergent safety, wellbeing, and access to learning?

But Don’t Teachers Already Have Standards?

Yes...and they support this shift.

The AITSL Australian Professional Standards for Teachers already include:

• 1.6: “Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.”

• 1.5: “Differentiate teaching to meet the specific learning needs of students across the full range of abilities.”

• 4.1: “Establish and implement inclusive and positive interactions to engage and support all students.”

• 6.2: “Access and apply relevant research to improve student learning.”

The expectation is already there.

But where is the system-level training, time, and funding to actually meet these standards?

So What Am I Asking For?

I’m not asking teachers to become psychologists.

I’m asking our government to follow the precedent they’ve already supported in allied health and require neurodiversity-affirming training and practice as part of:

• Initial teacher education

• Ongoing professional development

• School-wide culture and systems

This work is not just about disability. It’s about equity. Safety. Retention. Human dignity.

And it doesn’t just help neurodivergent students...it helps all students by creating emotionally safe, respectful environments that support the brain before the behaviour.

What You Can Do

I’ve launched a petition with ADHD Mums calling on the government to fund and enforce inclusive, trauma-informed, neurodiversity-affirming education in every school.

If you believe:

– Kids shouldn’t have to get lucky to be included,

– Teachers deserve training that matches today’s classroom,

– And inclusion should be a right, not a reward…

Please sign and share: https://chng.it/BTdtm2JcqG

Tell your story. Add your voice. Help us push for change.