Surfing sessions empower neurodiverse kids in Broome
For others, it can feel out of reach, especially when navigating the challenges of neurodiversity.
That's where Ocean Heroes steps in, the not-for-profit organisation is once again bringing the joy of surfing to the shores of Broome this August, with two weekends of free events at iconic Cable Beach.
Founded in 2016, Ocean Heroes has offered more than 10,000 individuals across Australia the opportunity to experience the thrill of riding a wave in a safe, inclusive, and supportive environment.
With a focus on supporting people on the autism spectrum and their families, the organisation pairs participants with experienced volunteers and provides all the necessary gear, from surfboards to life jackets.
WA Free event co-ordinator at Ocean Heroes Xander De Haan thanked the Broome community for its support in growing the organisation.
'Seeing the program's growth over the last five years has been incredible, from participants and families, to local volunteers and sponsors, the support we've received from the community is incredible,' said Mr De Haan.
'This only motivates us to provide more for the neurodiverse community. We're ambitious in our goals and we couldn't do it without the support from our key Broome partners, Telethon 7 and Bundu NFP.'
For families like one Broome mum, who has two children with ASD (autistic spectrum disorders) and ADHD (attention deficit hyperactivity disorder), the impact of these events goes far beyond just a day at the beach.
'Having two children with ASD and ADHD, and occasional care of others as well, our home dynamics can sometimes be tricky,' she said.
'But on a day that has been a bit tricky, an Ocean Heroes event has the ability to completely change the course of the day.
'Both kids can go from complete shutdown to smiling and laughing and sharing a surfboard together to catch a wave in, all the while supported by the friendly volunteers.'
This year m
a
rks a milestone for Ocean Heroes in Broome with the launch of its Surf Experience Program, a new, NDIS-funded initiative offering regular one-on-one surf sessions in a group setting.
Already running in Perth and Geraldton, the program aims to provide consistent access to ocean-based activities tailored to individual needs.
The recent collaboration with the Broome Surf Life Saving Club's Talent Pool program also underscored the power of community.
Local lifesavers were connected with participants during the first round of events in June, creating what Ocean Heroes called 'a real feel-good community moment'.
Spots for the August sessions are limited, and families are encouraged to follow Ocean Heroes on social media for announcements and registration details.
Volunteers are also welcome, no surfing experience required, just a passion for inclusion and a willingness to make waves of change.
Go to oceanheroes.com.au/ to volunteer or get involved.
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A NEWCASTLE mother has spoken out about her harrowing experiences of trying to find a suitable, alternative education option in the Hunter for her eight-year-old son. Sarah* and her son John*, whose names have been withheld for privacy reasons, have experienced complete school refusal from mainstream schooling. John* was diagnosed with ASD level two, ADHD and generalised anxiety after showing signs of school refusal late last year when attending a mainstream public school. "He started exhibiting behaviours around social anxiety, mainly attached to the school environment. I was working with the school looking at how they could support him, but it resulted in total school refusal in a physical response," she said. "He was in a fetal position in the corner, rocking back and forth. A total physical shutdown. I pulled him out altogether." 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She called to follow up and received an email from an SPCC staff member saying the school didn't have enough classroom support for John*. "I was blindsided, totally blindsided," she said. In an email chain from SPCC DALE school to Sarah*, the staff member stated the principal needed to speak to Sarah* about enrolment options for John*. "She [the principal] isn't sure we can provide enough support for John*. She doesn't want to hold you up and recommends you keep exploring other educational options for John*," the email read. "Based on the first two observations, John's* needs are beyond the level of support we can provide at our school through reasonable adjustments. Additional concerns relate to the escalating meltdowns noted in John's* reports." "We are an environment best suited for students with internalising, not externalising behaviours," it read. However, based on mutual agreement, the email stated a third observation was scheduled for John*, but it was suggested to put his enrolment application on hold and review it in semester two. The Newcastle Herald contacted SPCC DALE for a response, to which a spokesperson said the family formally withdrew John's* enrolment application. Sarah* says this is incorrect. "Please know that this invitation is still very much open. If the family would like to revisit the application or explore options moving forward, we would warmly welcome that conversation. We're here to support and walk alongside families wherever possible." Sarah* said she felt disheartened, left with minimal options and not sure where to go next. "The next option is homeschooling, but I'm a single mum. I'll do whatever I need to for my son, but that would mean I don't work," she said. She said school refusal left children and parents feeling isolated. "You're on this island like you're just left. It's a real eye-opening experience, and I'm sure I have no doubt I'm not the only one," she said. "My main point is that we claim to be a society that's going towards including all types of people on the spectrum, but when it actually comes down to it, it's not happening." She has also contacted the NSW Education Standards Authority (NESA) and the NSW Department of Education for advice. A NSW Department of Education spokesperson said one in four students in state schools had a disability. "Our team of specialist teachers and school-based staff work closely with parents and carers to ensure students receive the support they need," they said. They said the enrolments of students in support classes within Schools for Specific Purposes (SSPs) were prioritised by the local support class placement panel considering several factors, including the student's disability, the level of support required, the proximity of the class to the student's home and the availability of places. "Schools for Specific Purposes (SSPs) such as the Hunter River Community School play a crucial role in providing specialised and intensive support for students with moderate to high learning and support needs," they said. Forty-nine applications for Hunter Schools for Specific Purposes (SSP) were received in 2024. A NEWCASTLE mother has spoken out about her harrowing experiences of trying to find a suitable, alternative education option in the Hunter for her eight-year-old son. Sarah* and her son John*, whose names have been withheld for privacy reasons, have experienced complete school refusal from mainstream schooling. John* was diagnosed with ASD level two, ADHD and generalised anxiety after showing signs of school refusal late last year when attending a mainstream public school. "He started exhibiting behaviours around social anxiety, mainly attached to the school environment. I was working with the school looking at how they could support him, but it resulted in total school refusal in a physical response," she said. "He was in a fetal position in the corner, rocking back and forth. A total physical shutdown. I pulled him out altogether." Sarah* looked at alternative options, including Newcastle Waldorf School and Aspect Hunter, as well as special education units in public schools, but she says she ran into issues with waitlists and finding suitable needs for her son. "It's knock back after knock back. There are waitlists with all specific alternate learning schools, some alternate learning schools are selective in who they take, even with a diagnosis, and it is a rigorous enrolment process," she said. Her most recent point of call was with Newcastle's St Philip's Christian College DALE school, an alternative learning environment for students who have an autism spectrum disorder, social and emotional difficulties or a mild intellectual disability. "We did the whole process. We did the interview, we did a face-to-face meet-up, and we've done two trial mornings," she said. Sarah* said two weeks had passed, and she had not heard back from the school. "The head of campus told me to get him an exemption from school for four weeks and to see a psychologist to give him the best chance to transition from the school, and then I hadn't heard anything," she said. She called to follow up and received an email from an SPCC staff member saying the school didn't have enough classroom support for John*. "I was blindsided, totally blindsided," she said. In an email chain from SPCC DALE school to Sarah*, the staff member stated the principal needed to speak to Sarah* about enrolment options for John*. "She [the principal] isn't sure we can provide enough support for John*. She doesn't want to hold you up and recommends you keep exploring other educational options for John*," the email read. "Based on the first two observations, John's* needs are beyond the level of support we can provide at our school through reasonable adjustments. Additional concerns relate to the escalating meltdowns noted in John's* reports." "We are an environment best suited for students with internalising, not externalising behaviours," it read. However, based on mutual agreement, the email stated a third observation was scheduled for John*, but it was suggested to put his enrolment application on hold and review it in semester two. The Newcastle Herald contacted SPCC DALE for a response, to which a spokesperson said the family formally withdrew John's* enrolment application. Sarah* says this is incorrect. "Please know that this invitation is still very much open. If the family would like to revisit the application or explore options moving forward, we would warmly welcome that conversation. We're here to support and walk alongside families wherever possible." Sarah* said she felt disheartened, left with minimal options and not sure where to go next. "The next option is homeschooling, but I'm a single mum. I'll do whatever I need to for my son, but that would mean I don't work," she said. She said school refusal left children and parents feeling isolated. "You're on this island like you're just left. It's a real eye-opening experience, and I'm sure I have no doubt I'm not the only one," she said. "My main point is that we claim to be a society that's going towards including all types of people on the spectrum, but when it actually comes down to it, it's not happening." She has also contacted the NSW Education Standards Authority (NESA) and the NSW Department of Education for advice. A NSW Department of Education spokesperson said one in four students in state schools had a disability. "Our team of specialist teachers and school-based staff work closely with parents and carers to ensure students receive the support they need," they said. They said the enrolments of students in support classes within Schools for Specific Purposes (SSPs) were prioritised by the local support class placement panel considering several factors, including the student's disability, the level of support required, the proximity of the class to the student's home and the availability of places. "Schools for Specific Purposes (SSPs) such as the Hunter River Community School play a crucial role in providing specialised and intensive support for students with moderate to high learning and support needs," they said. Forty-nine applications for Hunter Schools for Specific Purposes (SSP) were received in 2024. A NEWCASTLE mother has spoken out about her harrowing experiences of trying to find a suitable, alternative education option in the Hunter for her eight-year-old son. Sarah* and her son John*, whose names have been withheld for privacy reasons, have experienced complete school refusal from mainstream schooling. John* was diagnosed with ASD level two, ADHD and generalised anxiety after showing signs of school refusal late last year when attending a mainstream public school. "He started exhibiting behaviours around social anxiety, mainly attached to the school environment. I was working with the school looking at how they could support him, but it resulted in total school refusal in a physical response," she said. "He was in a fetal position in the corner, rocking back and forth. A total physical shutdown. I pulled him out altogether." Sarah* looked at alternative options, including Newcastle Waldorf School and Aspect Hunter, as well as special education units in public schools, but she says she ran into issues with waitlists and finding suitable needs for her son. "It's knock back after knock back. There are waitlists with all specific alternate learning schools, some alternate learning schools are selective in who they take, even with a diagnosis, and it is a rigorous enrolment process," she said. Her most recent point of call was with Newcastle's St Philip's Christian College DALE school, an alternative learning environment for students who have an autism spectrum disorder, social and emotional difficulties or a mild intellectual disability. "We did the whole process. We did the interview, we did a face-to-face meet-up, and we've done two trial mornings," she said. Sarah* said two weeks had passed, and she had not heard back from the school. "The head of campus told me to get him an exemption from school for four weeks and to see a psychologist to give him the best chance to transition from the school, and then I hadn't heard anything," she said. She called to follow up and received an email from an SPCC staff member saying the school didn't have enough classroom support for John*. "I was blindsided, totally blindsided," she said. In an email chain from SPCC DALE school to Sarah*, the staff member stated the principal needed to speak to Sarah* about enrolment options for John*. "She [the principal] isn't sure we can provide enough support for John*. She doesn't want to hold you up and recommends you keep exploring other educational options for John*," the email read. "Based on the first two observations, John's* needs are beyond the level of support we can provide at our school through reasonable adjustments. Additional concerns relate to the escalating meltdowns noted in John's* reports." "We are an environment best suited for students with internalising, not externalising behaviours," it read. However, based on mutual agreement, the email stated a third observation was scheduled for John*, but it was suggested to put his enrolment application on hold and review it in semester two. The Newcastle Herald contacted SPCC DALE for a response, to which a spokesperson said the family formally withdrew John's* enrolment application. Sarah* says this is incorrect. "Please know that this invitation is still very much open. If the family would like to revisit the application or explore options moving forward, we would warmly welcome that conversation. We're here to support and walk alongside families wherever possible." Sarah* said she felt disheartened, left with minimal options and not sure where to go next. "The next option is homeschooling, but I'm a single mum. I'll do whatever I need to for my son, but that would mean I don't work," she said. She said school refusal left children and parents feeling isolated. "You're on this island like you're just left. It's a real eye-opening experience, and I'm sure I have no doubt I'm not the only one," she said. "My main point is that we claim to be a society that's going towards including all types of people on the spectrum, but when it actually comes down to it, it's not happening." She has also contacted the NSW Education Standards Authority (NESA) and the NSW Department of Education for advice. A NSW Department of Education spokesperson said one in four students in state schools had a disability. "Our team of specialist teachers and school-based staff work closely with parents and carers to ensure students receive the support they need," they said. They said the enrolments of students in support classes within Schools for Specific Purposes (SSPs) were prioritised by the local support class placement panel considering several factors, including the student's disability, the level of support required, the proximity of the class to the student's home and the availability of places. "Schools for Specific Purposes (SSPs) such as the Hunter River Community School play a crucial role in providing specialised and intensive support for students with moderate to high learning and support needs," they said. Forty-nine applications for Hunter Schools for Specific Purposes (SSP) were received in 2024.
