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<p>One of the most significant challenges currently facing education in Australia, and globally, is the decline in school attendance rates, along with a growing awareness of the associated harm being done to many children in attending school environments. Much policy attention is now focused on declining attendance, including a recent Australian Government Senate Inquiry into school refusal. Using a transformational change through public policy framework, this paper analyses the recommendations of this Senate Inquiry to understand their potential to deliver transformational change. We find some potential for a systemic, cross-sectoral approach that builds change through many incremental actions. However, there is little scope for reconceptualising the problem and generating novel solutions. The recommendations present a pattern of imposing a single top-down framework with limited room for diverse perspectives, and do not incorporate the knowledge of those with lived experience, including parents and carers. Overall, the Inquiry’s outcomes appear more likely to reinforce the status quo than drive transformative change.</p>

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Transformative change or status quo? An investigation of the Senate Inquiry recommendations on policy and practice regarding school refusal in Australia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月22日

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  • Cris Townley,
  • Kylie Chesterfield,
  • Rachel Leslie

摘要

One of the most significant challenges currently facing education in Australia, and globally, is the decline in school attendance rates, along with a growing awareness of the associated harm being done to many children in attending school environments. Much policy attention is now focused on declining attendance, including a recent Australian Government Senate Inquiry into school refusal. Using a transformational change through public policy framework, this paper analyses the recommendations of this Senate Inquiry to understand their potential to deliver transformational change. We find some potential for a systemic, cross-sectoral approach that builds change through many incremental actions. However, there is little scope for reconceptualising the problem and generating novel solutions. The recommendations present a pattern of imposing a single top-down framework with limited room for diverse perspectives, and do not incorporate the knowledge of those with lived experience, including parents and carers. Overall, the Inquiry’s outcomes appear more likely to reinforce the status quo than drive transformative change.