Australia's school leaders are facing mounting challenges as the number of students requiring disability support continues to climb.
The latest data from the Australian Curriculum, Assessment and Reporting Authority (ACARA) shows that more than a quarter of all students - 1,062,638 in total - received educational adjustments in 2024. This marks a sharp rise from 24.2% in 2023 and a significant jump from 18% in 2015.
Despite government initiatives to improve supports for leaders working in these schools, a significant number of principals report that their schools are under-resourced.
According to the Australian Education Union's (AEU) ‘State of our Schools’ survey, nine out of ten principals believe their schools lack adequate resources to support students with disabilities.
In NSW – Australia’s largest education jurisdiction, the Department of Education’s Disability Strategy has aimed to improve support for students with disabilities. However, a recent audit revealed persistent issues, including unmet demand for targeted supports, gaps in professional learning for staff, and inconsistent monitoring of school practices. The audit also noted a rise in the proportion of students with disabilities, from one-fifth in 2018 to one-quarter in 2023.
Matthew Johnson is the president of the Australian Special Education Principals Association, the peak national organisation representing school based special education principals and leaders in Australia.
Johnson said Special Education principals continue to face "immense" pressures in 2025, despite growing awareness of their challenges.
“ASEPA’s The Silent Cost research highlighted the toll of excessive administration, emotional labour, and crisis management demands,” Johnson told The Educator.
“While some initiatives aim to reduce workload and improve wellbeing, many principals remain overburdened, particularly due to complex student needs, compliance requirements, and staff management.”
Johnson said current supports are often designed for mainstream schools and fail to address these unique pressures.
“ASEPA continues to advocate for targeted wellbeing programs, streamlined compliance processes, and greater access to allied health services to ensure sustainable leadership in specialist settings,” he said.
“While 2024 saw positive initiatives for school leaders, ASEPA believes more targeted support is urgently needed for Special Education principals.”
Johnson said The Silent Cost research highlighted chronic stress and burnout in this sector, making it unsustainable to wait for long-term solutions.
“Immediate priorities include dedicated administrative support for disability compliance, crisis response teams for behavioural incidents, and leadership-focused wellbeing programs,” he said.
“Without swift action, high turnover and stress leave will continue to impact student outcomes. Existing initiatives are welcome, but a systemic shift is needed to ensure leadership in special education is viable, sustainable, and appropriately resourced.”
Looking ahead, Johnson noted several key issues impacting Special Education principals that he believes deserve greater attention.
“The rise in students with co-existing disabilities and mental health challenges is straining schools, especially with limited access to allied health services,” he said.
“Violence against staff – both from students with complex needs and some parents – also remains a significant concern, yet systemic protections are inadequate.”
Additionally, said Johnson, the sustainability of special education leadership is at risk, with fewer aspiring principals due to the role’s intense demands.
“ASEPA urges national policy discussions to address these challenges, ensuring that Special Education leaders receive the support needed to lead effectively and safeguard student outcomes.”