For Amy Hall, who was diagnosed with autism and ADHD, school wasn’t the place of learning, inspiration, and belonging it was for many of her peers. For years, she grappled with social interactions, time management, and severe mental health struggles.
“School wasn't built for me,” Hall reflects. “I felt out of place, but it was through facing these challenges head-on that I discovered my true strengths.”
One of these strengths, says Hall, was an entrepreneurial spirit and dedication – two attributes that have not only led to a successful career but have also fuelled her passion to support and uplift others in the disability community.
In the face of adversity, Hall channelled her passion into building Banksia Support Services, a thriving organisation recognised with 9 awards since its inception in a neonatal unit just three years ago. Hall’s own accolades include international recognition for her leadership and innovation in creating inclusive spaces for people with disabilities.
As a mother of two children also diagnosed with autism, Hall is committed to guiding other families navigating similar paths.
Turning adversity into resilience
Hall said while her journey has been full of challenges, she believes those struggles were what ultimately shaped her into the person and leader she is today.
“Growing up, I faced significant barriers as an Autistic/ADHD student, and at the time, there wasn’t the understanding or support that many kids today thankfully have access to,” Hall told The Educator.
“I experienced bullying, misunderstanding, and isolation, which impacted my self-worth and mental health. But those difficulties also taught me resilience.”
Hall said the biggest factors that helped her transition from a struggling student to a successful business leader were self-awareness, embracing her differences, and, most importantly, finding her voice.
“When I realized that my neurodivergence wasn’t something to hide but something that gave me a unique perspective, everything changed. I began to advocate not only for myself but for others who were going through similar challenges,” she said.
“Surrounding myself with supportive people who believed in me was also crucial. My family, mentors, and colleagues helped me see my potential when I couldn’t, and their support pushed me forward.”
Hall said this, combined with “an unwavering passion” to create inclusive spaces for people with disabilities, gave her the drive to build a business where every person is seen, valued, and empowered.
“Another key factor has been my ability to adapt,” Hall said. “The world doesn’t always work for people who think or operate differently, so I’ve had to learn how to find solutions, both for myself and for others.”
Hall said flexibility and innovation have been at the core of her success.
“I think my ability to stay grounded in my purpose while staying open to new ways of working has allowed me to build something that really makes a difference.”
‘Inclusion is not just about accessibility’
Hall said her approach to supporting others in the disability community is deeply rooted in creating spaces where every individual is valued, heard, and supported based on their unique needs.
“I believe that inclusion is not just about accessibility—it’s about ensuring that people with disabilities feel genuinely understood, respected, and empowered to participate fully in every aspect of life,” Hall said.
“A key component of my work is the emphasis on trauma-aware and person-centered practices. Many individuals with disabilities, particularly those with invisible disabilities, face ongoing challenges that are often misunderstood or overlooked.”
Hall said that by focusing on individualised support plans and working collaboratively with families, educators, and care teams, schools can create environments that foster growth and success for each person.
“I also prioritize strength-based approaches, which allow us to focus on what individuals can do rather than their limitations. This shift in perspective has had a profound impact, allowing people with disabilities to flourish in ways that are often unexpected,” she said.
“The key to this success has been consistency, collaboration, and a genuine belief in the capabilities of every person we work with.”
In the end, says Hall, the success of this approach comes down to listening.
“This means listening to the person, their family, and their support network. It’s about creating systems that truly work for them, not forcing them to fit into existing systems,” she said.
“By staying flexible, compassionate, and determined, we’re able to make lasting, meaningful changes that enhance the quality of life for individuals with disabilities and their communities.”
Make inclusion part of your school’s DNA
Hall said she is incredibly proud of what she and the team at Banksia Support Services have achieved.
“I think much of our success comes down to a genuine commitment to understanding and supporting each individual we work with,” she said. “For school leaders looking to provide appropriate support for Autistic children, there are a few key considerations and strategies that can make a world of difference.”
First and foremost, says Hall, understanding that every Autistic child is unique is essential.
“There’s no one-size-fits-all approach,” she said. “Schools need to prioritize individualized learning and support plans that cater to each student’s strengths and challenges.”
Hall said this means working closely with families, allied health professionals, and the child themselves to develop strategies that make the classroom a safe, welcoming, and effective space.
“Another critical factor is creating predictable environments. Autistic children often thrive in settings with clear routines, visual supports, and consistent expectations,” she said. “By reducing uncertainty and offering structured environments, school leaders can significantly minimise anxiety and help students feel more comfortable and ready to learn.”
Hall said sensory sensitivities also need to be considered.
“Schools should assess their environments for sensory triggers and provide accommodations, such as quiet spaces, sensory breaks, or sensory tools, to help children self-regulate and engage meaningfully,” she said.
“Training for teachers and staff is also non-negotiable. Autistic children need support from people who understand their needs and who are equipped with the skills to help them succeed.”
Hall said this training should include not only the practical aspects of supporting Autistic children but also the emotional and social aspects — understanding how to foster relationships, communication, and trust.
“Lastly, school leaders need to embrace a culture of inclusion. Supporting Autistic children isn’t just about adding resources or tools; it’s about creating a mindset where diversity is celebrated, and everyone in the school community feels empowered to learn and grow in their own way,” she said.
“When inclusion is part of the school’s DNA, you create a community that thrives together.”
How to foster a culture that is supportive of children with Autism
Hall said fostering a supportive culture for Autistic children requires intentional leadership, inclusivity, and a willingness to embrace change.
Below, Hall shares some tips:
- Promote Neurodiversity Awareness: Educate staff, students, and families about Autism and neurodiversity to normalize conversations and challenge stereotypes, making differences something to be celebrated.
- Empathy and Understanding: Encourage the school community to understand the sensory needs and social preferences of Autistic children, responding with compassion rather than judgment.
- Ongoing Staff Training: Equip teachers with practical strategies to support Autistic students, focusing on sensory processing, communication, and emotional regulation. This may mean thinking outside the box. They may need to have consults with an OT or Speech Pathologist, or a Behaviour Specialist that is not in the school system. These professionals operate outside systems that often are rigid and difficult for teachers to see outside of. They can be really valuable sources of PD.
- Adapt the Environment: Create accessible spaces by incorporating sensory-friendly areas, visual schedules, and flexible seating to meet diverse needs. Ask your students what they need. Promote and foster this self advocacy. It will hold these students in excellent stead long after they leave school and they are built on collaborative relationships, which the basis of all meaningful learning opportunity.
- Collaborate with Families: Schools must actively include parents in the culture of inclusion. Autistic kids need advocating parents, so engaging them in decision-making is essential. Parents are invaluable co-design collaborators, offering insights and expertise that help tailor support for each child. By working closely with families, schools create continuity between home and school, ensuring children feel secure and understood. Remember that sometimes listening to parents when they are sitting in anxiety and dread with their children can be all that is needed. There cannot always be a solution. But always listen. These parents are up against more than you know, and their job doesn't end. Practice compassion always.
- Inclusive Policies and Practices: Embed inclusivity into school policies, ensuring that Autistic students are represented in all aspects of school life, including social and extracurricular activities.
- Peer Support and Social Inclusion: Encourage positive peer interactions through buddy systems and inclusive classroom practices to foster meaningful friendships.
- Embrace Change: Don’t be afraid to innovate. Autistic students’ needs may evolve, and so must the school's approach. Change isn’t something to fear; it’s a powerful opportunity to improve and create better, more inclusive spaces. School leaders should be open to feedback, adapt existing strategies, and adopt new methods to better support all students.
- Lead by Example: School leaders set the tone by championing inclusivity and modeling respect and empathy, ensuring a culture of support that benefits everyone.
Hall said that by focusing on these strategies, school leaders can create a culture “where Autistic children feel understood, respected, and able to thrive, with parents included as essential partners in building that culture.”