Rhianna Mitchell: Behind the NAPLAN data WA kids are getting left behind before they get a chance

When attempting to analyse the reams of data accompanying the annual NAPLAN results, it is worth keeping in mind another piece of data that came out just two weeks ago. The Australian Early Development Census found that nearly one in four WA children lack school-readiness skills, with WA witnessing the country’s biggest jump in the number of “developmentally vulnerable” kids. The census examined emotional maturity, language and cognitive skills, and physical health and well-being, and found just 53 per cent of WA pre-primary children were developmentally on track. Now let’s factor in another crucial statistic: 40 months. That is the current wait for WA parents of children with suspected developmental and neurodiverse conditions seeking an appointment for a public developmental paediatrician. The alternative is paying thousands for a private paediatrician, but most in WA have closed their books or also have long waits. So what happens to those kids while they wait? Many struggle in class — and at home — as teachers and parents do what they can to provide additional support. This worsening crisis does not explain away WA’s concerning NAPLAN results. Many other factors come in to play: like teacher training, the quality of remote and rural education, class sizes, school funding and ongoing debate over how literacy should be — and is being — taught. But it does provide an insight into what is happening in the classroom as teachers juggle a widening gap between those who excel, those who need additional support, and those who fit somewhere in the middle. All parents know that early intervention is best for their kids. But what happens when there is neither the funding nor resources — either at school or at home — to access it? I know many parents in this boat, desperate to help their kids thrive but hitting roadblocks, or simply unable to afford $230 for 50-minute specialist sessions for conditions, like ADHD, which aren’t covered by the NDIS. These children are creative, sporty, full of empathy and potential but without the right support, many struggle in a classroom environment. NAPLAN doesn’t measure the teacher who phones tearful parents after hours to discuss strategies to encourage an anxious, school-refusing child back into the classroom. It doesn’t capture the kids who battle with reading but are brilliant at science and the arts. NAPLAN is a vital tool — just one tool — to capture where our kids are at. The wins should rightly be celebrated and questions asked over areas of concern. We now have three years of stagnating data to tell us that too many children are falling behind. It requires will, collaboration and money to make a change. We can’t say we didn’t know.