Behaviour Support with creative implementation

In 2024, the Australian Government passed new legislation that will require social media platforms to take reasonable steps to prevent children under 16 from creating or maintaining accounts. The Online Safety Amendment (Social Media Minimum Age) Act will come into effect on 10 December 2025, and platforms that fail to comply could face penalties of up to $49.5 million. The government says the move aims to protect children from online harms such as cyberbullying, exposure to explicit content, and addictive algorithmic design. It’s a well-intentioned step towards safer online spaces, but for many young people with disability or neurodivergent traits, this ban could have serious unintended consequences. More than just an app: why social media matters for connection For children and teens with disability, social media can be more than entertainment; it’s often a lifeline. Online communities provide access to peer connection, advocacy spaces, and platforms for self-expression, particularly for those who experience social or physical barriers in offline settings. The ABC recently reported that disability advocates fear the ban will “cut off a lifeline” for young people who rely on digital platforms to connect with others who understand their lived experiences. For some, these are the only spaces where they feel seen, heard, and safe to be themselves. The Children and Young People with Disability Australia (CYDA) echoed these concerns, highlighting that young people with disability are already at higher risk of social isolation and that removing online connection could deepen that divide. The risk of isolation and exclusion Offline participation can be challenging for many young people with disability or neurodivergence due to accessibility barriers, sensory sensitivities, or anxiety. For these individuals, online environments can offer a controlled, customisable way to engage socially and emotionally. Removing that outlet may not only heighten feelings of isolation but could also lead to reduced self-esteem and mental health impacts. The UNSW Digital Child Research Centre warned that cutting off digital connection without offering safe, inclusive alternatives could “worsen mental health outcomes” for those who already face barriers to belonging. Expression, identity and advocacy For neurodivergent youth, social media can also serve as an important space for identity exploration and self-advocacy. Online platforms allow them to share experiences, raise awareness, and connect with mentors or role models. In an article by WhyNot Australia , a neurodivergent teen expressed concern that the ban could silence young voices who use digital spaces to express their authentic selves. “I’ve found people online who understand my brain when people at school don’t,” they said. “If that’s taken away, I lose part of who I am.” By applying a blanket restriction, the policy risks excluding those whose participation in online communities is not simply recreational, but developmental and therapeutic. Safety versus inclusion It’s important to acknowledge the government’s intent. The risks of unregulated online spaces are real—exposure to predators, misinformation, and harmful content has long been documented. But safety and inclusion shouldn’t be mutually exclusive. Advocates such as Advocacy for Inclusion argue that a one-size-fits-all approach may not be equitable. Instead, they suggest a model that includes exceptions or moderated access for vulnerable youth, alongside stronger digital literacy programs and family-guided online use. A path forward As policymakers finalise the rollout of the ban, consultation with disability and neurodivergent communities will be critical. The goal of online safety must extend beyond protection from harm, it must include equitable access to connection, communication, and self-expression. Some ideas proposed by advocates include: Safe-mode social platforms: verified, moderated access for under-16s with additional accessibility and privacy features Inclusion-based exemptions: allowing case-by-case access where social platforms serve therapeutic or developmental purposes Education over exclusion: teaching young people, families, and educators how to use social media safely, instead of removing it entirely Why this matters Digital connection is not a luxury; for many young people with disability, it’s a bridge to inclusion. By removing this access without inclusive alternatives, we risk deepening isolation and undoing years of progress towards digital accessibility and participation. As CYDA put it, “young people with disability are experts in their own lives.” They deserve a say in how safety is defined and achieved. At helpz, we believe in promoting inclusion across every environment, online and offline. As this policy develops, it’s important that we keep the voices and safety of young people with disability and neurodivergence at the centre of the conversation. References Prime Minister’s Office – Social Media Reforms to Protect Our Kids Online ABC News – Disability Community Fears Isolation Under Social Media Ban Children and Young People with Disability Australia (CYDA) UNSW Digital Child Research Centre WhyNot Australia – Social Media Ban: Neurodivergent Young People Weigh In Advocacy for Inclusion – Social Media Ban Risks Isolation for Disabled Youth

Across the NDIS space, Positive Behaviour Support (PBS) is playing an increasingly central role in how we understand and respond to behaviours of concern. But quality behaviour support doesn’t happen by accident. It’s built on a foundation of training, supervision and practical experience. If you’re exploring a pathway into behaviour support or looking to build internal capacity within your organisation, understanding how behaviour support training works is a valuable first step. What is Positive Behaviour Support? Positive Behaviour Support is a person-centred and evidence-based approach that aims to reduce behaviours of concern and improve quality of life. It focuses on understanding the reasons behind behaviour — not just the behaviour itself — and designing strategies that are proactive, practical and ethical. Rather than using reactive or restrictive approaches, PBS encourages support plans that look at environmental triggers, communication needs, daily routines and unmet goals. The aim is to build safer, more stable and more supportive environments for the people who need them. Who delivers behaviour support and how they are trained Under the NDIS Commission, behaviour support practitioners must demonstrate their capability to develop, implement and monitor behaviour support plans in line with legislative and clinical requirements . While practitioners often come from allied health or education backgrounds, the core requirement is evidence of knowledge and skill. Behaviour support training can include a mix of structured coursework, workshops, on-the-job learning and clinical supervision. Common areas of focus include: Functional behaviour assessment Designing interim and comprehensive behaviour support plans Understanding and reducing restrictive practices Working with families, guardians and multidisciplinary teams Meeting documentation and reporting standards required by the NDIS Commission For newer practitioners, supervision and mentoring are also key. This allows them to apply what they’ve learned in real-life settings while receiving guidance and feedback from experienced clinicians. Why behaviour support training matters Demand for behaviour support services is growing, particularly in regional and remote areas, but the number of qualified practitioners has struggled to keep pace. For providers, this gap creates challenges around service delivery, compliance and participant outcomes. Investing in practitioner training helps address this by growing the pool of people who can safely and confidently provide behaviour support. It also strengthens internal teams, reduces wait times for participants and improves long-term outcomes across the board.  Positive Behaviour Support practitioner training goes beyond meeting requirements. It ensures that behaviour support is grounded in evidence, aligned with human rights and delivered in a way that actually works for the people it's meant to support. How to know if behaviour support training is right for you or your team This kind of training is well-suited to people who want to: Expand their skill set in allied health, disability or education Enter the behaviour support space through structured learning and supervision Build clinical governance and quality frameworks within their organisation Support better outcomes for participants through more capable, confident staff If you’re a provider looking to upskill your team or a clinician seeking a pathway into behaviour support, training can open the door to new opportunities and help set a higher standard of care. Build behaviour support capability with helpz At helpz, we provide training, supervision and practical support through our Behaviour Support Development Program (BSDP). This flexible online program is hosted on Teachable and designed to help professionals build the knowledge and confidence to deliver Positive Behaviour Support that meets NDIS Commission standards. Participants receive expert guidance, access to clinical supervision and support with portfolio development, all within a framework grounded in real-world practice. As a national NDIS provider, helpz also offers therapy and allied health services across Behaviour Support, Counselling, Psychology, Social Work, Speech Pathology, Occupational Therapy, Dietetics and more. Get in touch with us to learn how you can become a Positive Behaviour Support practitioner.