Disability Recommendations Progress Slow, Advocates Say

Only 3% of over 200 disability royal commission recommendations have been put into action. This is a very small number compared to the total.
By Newsroom | Disability, Australia |

Less than 3 per cent of the more than 200 recommendations from the disability royal commission have been implemented, sparking grave concerns among advocates. This glacial pace of action leaves people with disability facing an increased likelihood of violence and abuse, according to a recent analysis by the University of Queensland Disability Collaboratory. The lack of tangible progress directly contrasts with the profound human experiences shared during the commission, leaving many questioning the intent and efficacy of ongoing commitments.

Professor Paul Harpur, director of the University of Queensland Disability Collaboratory, highlighted the disconnect between the gravity of the royal commission's findings and the current response. "There may well be good reasoning [and] great work happening behind the scenes, but we’re lacking a transparent and accountable system where people with disability who shared their stories can see that progress," he stated. This sentiment is echoed by peak bodies such as Mob4Mob, which warns that diluted commitments and altered language erode confidence in the urgency and intent behind the recommendations. A particular point of contention is the proposed recommendation concerning disability-based vilification, which, despite initial acceptance in principle, has been shifted to "subject to further consideration."

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Education System Remains a Site of Exclusion

The failings are starkly evident within Australia's education system, where students with disability continue to face exclusion, bullying, and inadequate support. A recent report found that nearly two years after the Disability Royal Commission called for urgent reforms, systemic failures persist.

  • Widespread Bullying and Exclusion: In 2024, a significant 73 per cent of students with disability reported experiencing bullying, while 72 per cent felt excluded from school activities. Parents corroborated this, with 57 per cent indicating their child had been subjected to various forms of bullying or exclusion.

  • Ineffective Support Plans: Individual Education Plans (IEPs), intended to provide tailored support, are frequently failing to deliver. Only 39 per cent of students were involved in shaping their IEPs, and while 72 per cent of parents reported their child having an IEP, many described them as lacking personalisation or practical application in the classroom.

  • Teacher Training Deficiencies: Nearly half of the students felt teachers and staff lacked adequate knowledge and training to support them. This sentiment was shared by 26 per cent of parents.

  • Lack of Inclusive Culture: Approximately one-third of students (36 per cent) felt their school embraced inclusivity, with 52 per cent of parents believing their child was not made to feel welcome.

The Children’s Youth Disability Advocacy (CYDA) is now calling for immediate national action, including a dedicated roadmap for 'Inclusive Education', standardized IEP criteria, and enhanced teacher training and support. "The research is there, and now we need the political will," a spokesperson noted.

Broader Government Response Deemed "Lacklustre"

Experts have characterised the federal government's response to the final report of the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability as "lacklustre" and "disappointing." The government's response, released in September last year, addresses 222 recommendations. However, critical proposals, such as the introduction of an 'Australian disability rights act', a dedicated 'minister for disability inclusion', and a new government department focused on 'disability equality and inclusion', have not seen decisive action.

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The 'Disillusion and Delay' report, cited earlier, underscores the findings of ongoing surveys by CYDA, which have tracked the experiences of disabled students and their families over time. This indicates a pattern of stagnation rather than progress in addressing the core issues identified by the commission.

The broader context of these concerns arises amid national scrutiny of the disability sector. This has been further amplified by significant cuts to support frameworks and funding announced by the federal Minister for Disability and the National Disability Insurance Scheme, Mark Butler, earlier this year.

Frequently Asked Questions

Q: Why are disability advocates worried about the royal commission recommendations?
Advocates are worried because less than 3% of the over 200 recommendations from the disability royal commission have been put into action. This slow progress means people with disability are at higher risk of violence and abuse.
Q: What problems are students with disability still facing in schools?
Students with disability are still facing a lot of bullying and exclusion. Many feel their schools are not inclusive, and their support plans are not working well. Teachers also often lack the training needed to help them.
Q: What has the government done about the disability royal commission's report?
The government's response has been called 'lacklustre'. While they have looked at the recommendations, important ideas like a new law for disability rights or a dedicated minister for disability inclusion have not been acted on yet.
Q: What do groups like CYDA want the government to do now?
CYDA wants the government to act fast. They are asking for a clear plan for inclusive education, better ways to create support plans for students, and more training for teachers. They say the research shows what needs to be done, but the government needs to show the will to do it.