The challenge for SAS
The curriculum and pedagogical challenge for SAS is to ensure that even the most vulnerable of young people can find a “place where they could receive an education in a style that suits them, with the personal support they might need and the prospect of being equipped with the skills and knowledge necessary for them to exercise genuine options in their adult lives.” Eric Sidoti Learning Choices Expo 2004
The growth in alternative education in this century emerged as a response to structural changes in schooling and the labour market. As school leaving ages increased in the late 20th century and youth employment opportunities declined, schools sought alternative curricula and, in some cases, alternative placements for students not pursuing university pathways. Over time, and under increasing pressure to manage retention and performance, more students were informally or formally diverted from mainstream schooling into alternative settings. Most notably in South Australia where the Flexible Learning Options (FLO) program was a comprehensive alternative within the government system. The FLO program redesign after the Graham report led to Tailored Learning expanding to all secondary schools from 2026.
Alternative programs outside of the public education were often ad hoc, underfunded, and reliant on community or faith-based organisations. This changed significantly with amendments to the Schools Assistance Act in 2008 and 2014. These reforms introduced substantial, ongoing funding for schools serving students with “behavioural, emotional or learning difficulties.” As a result, the independent sector saw rapid growth in Specialised Assistance Schools (SAS). What began as a precarious, community-driven response is now a well-funded and expanding part of the education system.
Today, SAS receive most of their funding from government sources—approximately 80% from the Commonwealth and 20% from states—supplemented by additional funding through the Nationally Consistent Collection of Data (NCCD) to support students with disability to participate in education. SAS have more flexibility in spending their funds than do other independent schools. The growth in SAS across Australia is at 18% , SAS enrolments account for 10% new enrolments in the independent sector.
In 2016 there were three SAS in South Australia with an enrolment of 240. In 2026 there are seven SAS over 10 campuses, enrolment is around 1,400 students with around 60% female, per-student funding for SAS ranges from approximately $44,000 to $60,000, reflecting the complexity of student need and significantly exceeding funding for comparable cohorts in mainstream settings. There is evidence that the cohort is shifting, with increasing enrolments of more neuro diverse students with diagnoses such as ASD and ADHD, alongside those with broader emotional or learning difficulties.
There is strong research evidence that SAS provide supportive environments where many young people feel safe, included, and able to re-engage with learning. However, it is far less clear whether these schools consistently deliver long-term educational outcomes, such as recognised accreditation and clear pathways into further education, training, or employment. Completion of the SACE and of meaningful VET is very low for SAS.
It is important that SAS provide a rigorous education that allows young people to gain accreditation for their learning in a timely manner with articulated pathways to further education, work and training.