ANDREW WHITEHOUSE – 2025 Paywise WAPPA Conference, Keynote speaker, Thursday 28th August 11.45am
-written by Alison Freeman
Neurodivergence and schooling in 2025: The light and the shade of a system in transition.
In 2025, schools face a pivotal moment in neurodivergent inclusion. This session explored advances in understanding and practice, ongoing challenges and the vital role of leadership in creating environments where all learners are supported, understood and able to thrive.
Before Andrew even began, I was curious which direction he was going to take in this keynote. I figured that with the title “light and shade” he would not be shying away from the critical issues many of us as are facing right now in primary schools when it comes to inclusive education but also assisting us to reimagine an education system that can move from crisis to opportunity.
Andrew Whitehouse did just that. He delivered a keynote that was both sobering and inspiring. As someone who has reviewed WA’s School Education Act from an anthropologist’s perspective, Whitehouse brought fresh eyes to challenges that many educators face daily but may struggle to articulate.
It is time for a powerful reality check. One of Whitehouse’s most striking observations was about the fundamental contradiction in our current system: “We’re richer than ever, with more knowledge than ever, yet more kids are struggling than ever before.” This paradox should give every educator pause. The Australian Development Census data reveals increasing numbers of children entering school with vulnerabilities across multiple domains – a trend that demands urgent attention. Perhaps most provocatively, Whitehouse challenged the audience with this question: “Do parents really have genuine choice when mainstream settings can’t keep their children safe?” This cuts to the heart of inclusion debates and forces us to examine whether we’re truly offering options or simply managing inadequate systems.
Three major themes emerged that directly impact school leadership:
“The Diagnostic Trap”. Whitehouse argued that our systems “funnel kids towards diagnosis” rather than understanding the whole child. He emphasised that diagnostic boundaries are human constructs, and children are complex mixtures that don’t fit neat categories. For schools, this means shifting from label-focused to needs-focused approaches.
“Systemic Inertia vs. Progressive Change”. While acknowledging that “systems have inertia by design ( ‘that’s how it’s always been done”), Whitehouse stressed that inclusive education is a “progressively realised right” requiring sustained effort. The challenge isn’t perfection immediately, but consistent movement toward better inclusion.
“The Authority and Responsibility of Schools”. With traditional community institutions declining, Whitehouse noted that “there is no other institution in our communities that has the moral authority that schools have.” This places enormous responsibility on educational leaders but also represents unprecedented opportunity for positive change.
For primary school leaders, Whitehouse’s insights translate into practical considerations. He urged schools to honestly “stack and rank your priorities” and examine where inclusion sits among competing demands. In resource-constrained environments, relegating inclusion becomes “a conscious choice” with real consequences. He also highlighted the importance of examining our own “pressure release valves” – policies or practices that inadvertently exclude students.
Whitehouse praised Victoria’s approach of building new schools with innovative designs rather than retrofitting existing infrastructure. While wholesale rebuilding isn’t feasible, the principle applies: sometimes we need to think differently about structure and approach rather than simply adding band-aid solutions.
What struck me most powerfully was Whitehouse’s assertion that “within your own microclimate of your own school, you can change the world.” This isn’t educational rhetoric – it’s recognition that schools shape communities in profound ways. When we model inclusive values and create supportive environments, the impact extends far beyond individual students. The timing feels critical. As Whitehouse noted, we’re in a unique moment where disability reform, increased awareness, and community expectations align to create unprecedented opportunity for change.
Whitehouse left us with this uncomfortable truth: until we are resourced to create genuinely inclusive mainstream environments, we’re not offering parents real choice – we’re forcing impossible decisions between inadequate options.
This keynote was followed by a Q&A with our very own President, Niel Smith. Niel asked the questions we are all struggling to answer right now.
- What is your first impression of the newly released WAPPA Advocacy paper “Rethinking the Endorsed Education Support Program for Inclusive Education Support”.
- Where does parent choice sit within the inclusion space? ie who should ultimately decide the best setting for a student?
- What are the greatest risks of not resourcing inclusion and what are the non-negotiable if we are to get it right?
- What PL is most critical for school staff, if we are to get it right?
Andrew’s answers centred around the fundamental right to all students and staff in schools, safety first.