Big Changes Ahead for NDIS Families: What “Thriving Kids” Means for Your Child

Significant changes are on the horizon for the National Disability Insurance Scheme (NDIS), particularly impacting children and young people. These reforms aim to shift how disability support is delivered, moving towards a more integrated approach.

One of the biggest changes is the launch of a new program called “Thriving Kids,” set to begin in October. This initiative will be co-funded by federal, state, and territory governments, and it marks a fundamental shift: for some children, it will replace individual NDIS funding with what are called “foundational supports.”

Understanding Foundational Supports and “Thriving Kids”

Foundational supports are essential disability services like physiotherapy, speech pathology, occupational therapy, and psychology. The key difference under “Thriving Kids” is that these services will no longer primarily be private, individually funded therapies.

Instead, they will be integrated directly into everyday settings such as schools or community activities. The vision is for children to receive the support they need seamlessly within their existing environments – where they live, learn, and play – without requiring a specialist referral or even a formal diagnosis.

However, “Thriving Kids” has a specific focus. It will only support children aged 0-8 years who have developmental delay or autism and require low-to-moderate support.

A Crucial Gap for Older Children

This raises an important question for many families: what about children aged nine and over? Children with higher support needs will still be eligible for individual NDIS funding.

But a significant concern is emerging for children who might no longer qualify for the NDIS under new criteria, yet are too old to be covered by the “Thriving Kids” program.

Unanswered Questions and Growing Concerns

Currently, there’s a lack of clear information about how many children and young people might fall into this “gap” – no longer eligible for NDIS funding but too old for “Thriving Kids.”

Reports from July, based on health department documents, estimated that as many as 151,240 Australians aged 18 or younger with developmental delay and autism could lose NDIS eligibility. These numbers highlight the scale of the potential impact.

Already, some disability experts are expressing concern that “Thriving Kids” may struggle to meet the demand for children aged 0-8. There are also worries that the integrated support model might be less individualised than the direct funding provided through the NDIS.

Critically, the federal government has yet to announce what specific supports it plans to offer for children aged nine and over who are no longer NDIS eligible, or how these vital services would be funded.

The Overwhelming Burden on Families

Many families currently find themselves navigating a complex system, often taking on the role of coordinator to ensure their children’s needs are met. This often involves connecting allied health professionals, like speech pathologists and occupational therapists, directly with their child’s teachers.

Research with parents and caregivers consistently shows they often feel overwhelmed and unsupported as they advocate for their neurodivergent children to participate fully in school and community life. This emotional and practical burden is immense.

Both the 2023 NDIS Review and the 2025 “Thriving Kids” advisory group recommendations have championed better integration of disability services within the education system. This is precisely what foundational supports aim to address, with many families supporting the intent behind this shift.

How Foundational Supports Could Work Effectively

For foundational supports to genuinely help – especially for children aged nine and older – they need to be part of a much broader, coordinated system where all professionals and adults surrounding a child work together. This isn’t about simply adding more responsibility to teachers and schools.

For this new approach to succeed, several key elements are crucial:

Interprofessional Collaboration

This means professionals from different fields – such as occupational therapy, psychology, and social work – working together closely with children and their families. They would share information and agree on priorities for support, moving away from a series of disconnected, separate appointments.

As young people grow older, their direct involvement in this process becomes increasingly important. They should be supported to express their needs, set their own goals, and actively participate in discussions about the support they receive.

An Informed Support Network

Building a truly informed support network involves equipping educators, sport coaches, community workers, family members, and peers with greater knowledge and skills to understand developmental differences. This increased understanding can significantly ease the burden on families.

For example, this could include education about why communication differences might arise between autistic and neurotypical people due to natural variations in brain function, challenging the often-assumed idea of an inherent deficit.

Different Levels of Support

Children and young people have varied needs. Some will require more targeted or intensive support, such as a short period of one-on-one therapy with a psychologist or speech pathologist. Others might benefit more from group sessions, for instance, a social worker at a community centre leading activities for teenagers focused on building skills for everyday life, like getting a haircut or using public transport.

Clear Pathways for Transition

Families should not be left to figure out which support system they belong to, or how to access help if their child’s needs change or they age out of “Thriving Kids.” Clear, accessible pathways are essential to ensure seamless transitions between different support models and age groups.

An Example of Integrated Support in Action

Consider a ten-year-old child who finds the classroom environment overwhelming and is reluctant to attend school. Instead of simply referring the child for weekly external therapy, a coordinated approach could bring the teacher, family, and relevant health professionals together to develop a comprehensive support plan.

The teacher and family could first discuss what they are observing and how the child is feeling, before deciding on practical changes. An occupational therapist linked to the school might then help identify environmental or sensory barriers. A social worker could assist in identifying and addressing social challenges, while building on the child’s strengths within their school, home, and community life.

Crucially, this approach means the adults already involved in the child’s life – where they play and learn – become better equipped to support them every day.

A Promising Trial in South Australia

In South Australia, the Self-Regulation Service offers a practical example of integrated support. Since 2024, this program has worked across 57 primary schools, training teachers and teaching students self-regulation skills.

This initiative helps all children, regardless of their background or specific ability, to develop vital skills such as planning, setting goals, anticipating obstacles, and controlling impulses. These skills are fundamental for coping with challenging tasks now and for managing their own learning as they grow older.

What This Means for You

The core goal of foundational supports is not to force children to fit into environments that don’t work for them. Instead, it’s about transforming how we work to ensure children and young people of all ages can truly thrive as valued, equal members of their community.

A child’s support needs evolve as they grow; they don’t abruptly disappear when they turn nine. Therefore, the support systems in place must also continue seamlessly beyond arbitrary age cut-offs.

As these significant NDIS changes roll out, it’s vital for participants, families, and providers to stay informed. Keep an eye on government announcements for clarity on support for older children, and consider engaging with advocacy groups who are working to ensure these reforms truly meet the needs of all NDIS-eligible Australians.

Hazel Chen

I work in marketing and communications for NDISLocal, helping connect NDIS participants, families, and providers with clear, useful information about the sector. I'm passionate about making the NDIS easier to understand and navigate, and about giving disability service providers a platform to reach the people who need them. If you'd like to know more about anything covered in this post, or you're a provider interested in being featured, feel free to get in touch.