Across Australia, a growing number of young people are not only struggling with mainstream education – they are disengaging from it altogether.
New ACARA figures show more than 40% of students now miss at least one in every 10 school days, while only 62% attend school 90% of the time or more. Grattan Institute data paints an even starker picture, with about 1.2 million students regularly missing class.
To combat this trend, a new Queensland school – specifically designed to re-engage young people who can’t attend mainstream schools due to severe anxiety, bullying, neurodivergent diagnosis or burnout – has been launched after being approved by the Non-State Schools Accreditation Board and receiving the formal endorsement of the state’s Education Department.
BlendED is part of Edmund Rice Education Australia’s national initiative tackling student disengagement and rising rates of “school can’t”. Subject to regulatory approval, the program combines teacher-led online learning, wellbeing support, excursions and regular group gatherings. Each student is also paired with a dedicated support worker to help remove barriers to learning and strengthen family and community connections.
The Queensland launch – opening in July in hubs in Brisbane and Cairns – builds on the success of the BlendED model already operating in other states, including Victoria and Tasmania. So far, more than 70 Queensland students have pre-enrolled, with most coming from Year 9 students, followed by Years 8, 7 and 10, 11 and 12.
The program will initially be available for Years 7–9 from July, with up to 150 students expected to enrol in its first intake. Future expansion is planned, with Year 10 to be introduced in 2027, followed by Years 11 and 12 in 2028.
Attendance is only part of the story
BlendED Chief Executive Officer, Chloe Hand, has dedicated her career to reimagining education, focusing on trauma-informed practice and relationship-based learning to re-engage young people who have struggled with traditional schooling.
When asked what mainstream schools are still getting wrong when trying to create a sense of belonging for disengaged students, Hand pointed to the need to look beyond attendance data to understand what’s really happening.
“Mainstream schools are working incredibly hard to respond to increasingly complex student needs, often within systems and structures that were not designed for the level of anxiety and emotional overwhelm many young people are now experiencing,” Hand told The Educator.
“What we are seeing is that attendance challenges are rarely just about attendance - they are often connected to wellbeing, belonging and a young person’s capacity to engage safely in learning.”
Hand said the most effective responses combine strong relationships, flexibility, predictable support and genuine partnership with families.
“Young people re-engage best when they feel understood, connected and supported in ways that are achievable and sustainable for them.”
A model built around readiness
Hand said the most meaningful difference with the BlendED model is that it does not ask young people to simply 'fit back' into a traditional school structure before they are ready.
“BlendED combines teacher-led online learning, wellbeing support and planned in-person educational experiences within one integrated model. Importantly, it maintains high educational expectations while providing flexibility and relational support,” she said.
“At the same time, Australia is seeing the growth of many thoughtful and innovative programs supporting young people in different ways, and we see that as a very positive development.”
Hand said young people and families should have genuine choice and access to a range of options so they can find the environment that best meets their individual needs.
“BlendED adds to that landscape through its dual-engagement approach.”
Trouble starts earlier than schools think
Hand said the strong demand from Year 7 to 9 families shows that challenges with engagement and wellbeing are emerging much earlier and can escalate quickly during the transition into secondary schooling.
“Families are increasingly describing young people who were once engaged learners becoming overwhelmed by anxiety, sensory demands or social pressures,” she said.
“One of the clearest warning signs is a gradual erosion of a young person’s sense of safety and belonging – often seen through exhaustion, avoidance, perfectionism or increasing absenteeism.”
Often the earliest signs emerge at home, including reluctance to get ready in the morning or heightened anxiety ahead of the day, Hand said.
“Strong partnership, transparent communication and early collaboration between families and educators can make a significant difference before disengagement becomes entrenched.”