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The Australian Psychological Society (APS) outlines why education is essential for supporting lifelong wellbeing and success, stressing timely, evidence-based interventions for students with additional learning needs. The submission highlights cascading harms from inadequate educational support, including reduced learning engagement, strained relationships, poorer psychosocial health, and persistent adverse adult outcomes. It also calls for increased investment and greater psychologist presence in schools to coordinate learning, developmental and mental health supports.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aps-submission-to-the-inquiry-into-children-and-young-people-with-disability-in-new-south-wales-educational-settings-the-multi-layered-and-cascading-impacts-of-inadequate-levels-of-support-disability-educational-settings-submission/205649/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aps-submission-to-the-inquiry-into-children-and-young-people-with-disability-in-new-south-wales-educational-settings-the-multi-layered-and-cascading-impacts-of-inadequate-levels-of-support-disability-educational-settings-submission/205649.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the APS submission to the NSW inquiry?","Question",{"text":113,"@type":114},"The APS submission contributes comments and recommendations to the NSW Government inquiry regarding children and young people with disability in educational settings, focusing on how support levels affect learning and wellbeing outcomes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why does the APS emphasize early learning and school years?",{"text":118,"@type":114},"The submission argues that lifelong success is rooted in early learning and school years, and that investing during these formative periods benefits individuals, families, communities, and national economies.",{"name":120,"@type":111,"acceptedAnswer":121},"What harms can result from inadequate support for students with disability in schools?",{"text":122,"@type":114},"Inadequate support can create a cumulative downward spiral that undermines learning, engagement, relationships, and psychosocial health, leading to persistent academic and social disadvantages into adulthood.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},205649,1788581912,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":46,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","15 March 2024 T: (03) 8662 3300  \nMs Abigail Boyd MLC Chair of the Committee C/-The Secretary  \nPortfolio Committee 3, Legislative Council,  \nNSW Parliament House, 6 Macquarie Street, Sydney NSW 2000  \nSubmitted via email: [portfoliocommittee3@parliament. nsw.gov.au](portfoliocommittee3@parliament. nsw.gov.au)  \nDear Chair and Committee Members,  \nInquiry into children and young people with disability in New South Wales educational settings  \nThe Australian Psychological Society (APS) appreciates the opportunity to contribute this submission to the New South Wales Government Inquiry into children and young people with disability in New South Wales educational settings.  \nEducation is a vital tool in equipping and supporting young people for success in life. By adequately addressing disparities in educational success and ensuring timely interventions for those students with additional learning needs, including those with a disability, the New South Wales Government can establish the necessary foundations for the lifelong wellbeing and success of every child and young person.  \nPlease find attached our comments and recommendations about the matters raised in a number of the inquiry Terms of Reference. We also recommend to the Committee our APS Psychologists in Schools Position Statement for further details about our call for more psychologists to be based in educational settings to coordinate and deliver learning, developmental and mental health and wellbeing supports to ensure that all children and young people, including those with disability, can thrive.  \nAbout the APS  \nThe APS is the leading professional association for psychologists in Australia. We are dedicated to advancing the scientific discipline and ethical practice of psychology and work to realise the full human potential of individuals, organisations and their communities through the application of psychological science and knowledge. Our work is informed by a human rights approach and aligned with the United Nations' Sustainable Development Goals (SDGs)1. We advocate for a fair, inclusive and environmentally sustainable society, recognising the evidence that national and global prosperity now and in the future hinges on prioritising the health and wellbeing of people and the planet2.  \nIf any further information is required from the APS, I would be happy to be contacted through the national office on (03) 8662 3300 or by email at [z.burgess@psychology.org.au](z.burgess@psychology.org.au)  \nYours sincerely  \nDr Zena Burgess, FAPS FAICD  \nChief Executive Officer  \nAPS Submission to the Inquiry into children and young people with disability  \nin New South Wales educational settings  \nThe multi-layered and cascading impacts of inadequate levels of support for children and young people with disabilities in educational settings  \nThe APS is a strong advocate for increased investment in the early years and educational settings to ensure optimal learning and development for all children and young people, including students with disability (see,3–7) .  \nThe evidence is clear that lifelong success is rooted in the early learning and school years, and investing in these formative periods yields substantial benefits for individuals, families, communities and national economies (e.g.,8–10) . The Productivity Commission's 2020 Mental Health Inquiry Report11 and the National Mental Health Commission's National Children's Mental Health and Wellbeing Strategy12 both emphasise the critical role of educational settings, in collaboration with family, community and the broader service system, in supporting the learning, wellbeing and mental health of all children and young people.  \nHowever, children and young people who experience educational challenges and inadequate support, including those with a disability, are often caught up in a cumulative downward spiral that undermines their learning, engagement, relationships, and psychosocial health. In turn, they fall even further behin","cbCais7I1IJFCf48","https://ap.wps.com/l/cbCais7I1IJFCf48","pdf",292065,"English","# Inquiry into children and young people with disability in New South Wales educational settings\n## About the Australian Psychological Society (APS)\n## Cascading impacts of inadequate educational support\n## Early childhood settings – member experiences\n## Poor transition to formal schooling","[{\"question\":\"What is the purpose of the APS submission to the NSW inquiry?\",\"answer\":\"The APS submission contributes comments and recommendations to the NSW Government inquiry regarding children and young people with disability in educational settings, focusing on how support levels affect learning and wellbeing outcomes.\"},{\"question\":\"Why does the APS emphasize early learning and school years?\",\"answer\":\"The submission argues that lifelong success is rooted in early learning and school years, and that investing during these formative periods benefits individuals, families, communities, and national economies.\"},{\"question\":\"What harms can result from inadequate support for students with disability in schools?\",\"answer\":\"Inadequate support can create a cumulative downward spiral that undermines learning, engagement, relationships, and psychosocial health, leading to persistent academic and social disadvantages into adulthood.\"}]","APS Submission to the Inquiry into children and young people with disability in New South Wales educational settings - The multi-layered and cascading impacts of inadequate levels of support - Disability educational settings submission | PDF"]