How distance education is saving Australian kids who fall through the cracks of mainstream schooling

Parents of kids who don’t fit in mainstream schools describe distance education as a ‘lifeline’ – so what is it, and why’s it an increasingly popular choice for Aussie families?

By age nine Coco grappled with suicidal thoughts as mainstream schooling triggered sensory overload in the neurodivergent child.

Elijah battled bullying and school withdrawal, in year 8 he refused to go to school altogether.

Luke is a tennis prodigy who struggled to balance his dream of turning pro and the demands of school.

These three children are emblematic of the thousands of students nationally who are now thriving after trading mainstream schooling for distance education, and whose parents say it’s a life saver.

Australian schools are facing an attendance crisis as the average student misses 1.5 years in the classroom throughout their schooling, forming a lost generation.

Reasons for non-attendance are complex, highlighted by the growing movement and advocacy of groups like School Can’t shifting the conversation on school attendance. 

But with a flexible timetable, targeted support and a shift from the chaos of the classroom to the sanctuary of the home, distance education programs like those offered by Australian Christian College (ACC) are achieving great outcomes for some families.

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From ‘last resort’ to ‘love of learning’

For 11-year-old Coco Wallace, mainstream schooling was not an option.

Jen Wallace from Bonnie Doon described ACC’s distance education as a “lifeline” which began as a “last resort” for her 11-year-old daughter Coco.

“We’ve been on quite a journey,” the mother said.

“Basically we had a long time of school refusal. Through that process the professional help we were receiving made it a lot worse.

“We did homeschooling for a while, but I found it wasn’t working as a family.

“Home was becoming what school was for Coco, which added stress and pressure.”

Coco said other than the connection she had formed with peers, the best part of distance education was that her mum no longer had to double-up as her teacher.

Coco’s mother Jen said distance education had allowed Coco to “fall in love with learning again”.

“I just found it a bit stressful because I felt like I was talking to a teacher when I was talking to my mum,” Coco said.

The young child said she even battled suicidal thoughts before finding distance education.

“Sometimes those poor thoughts popped in my head,” she said. “It left a scar that couldn’t be seen.”

Ms Wallace said distance education had allowed her daughter to “fall in love with learning again”.

“I have witnessed Coco becoming the best version of herself, and I’ve seen characteristics and attributes emerge that I would never have thought she would be,” she said.

“She is able to give the best of herself and to her work, without the stressors and demands of a typical classroom environment.”

From school refuser to school leader

15-year-old Elijah and Kedanim Wansi and their family. Elijah is thriving under the distance education model at Australian Christian College.

Elijah Wansi, 15, is another student who has thrived in distance education.

Bullying was one of the main reasons Elijah refused to attend his local school.

His mother Kedanim Wansi said the family was reluctant to try distance education at first, until it became their last resort.

But since embracing the flexibility and support offered by ACC, Elijah said he is once again enjoying school and the challenge of learning.

The 15-year-old has since accepted leadership responsibilities and frequently contributes to student-led learning from his Sunbury home.

Best of both worlds for sporting dream

15-year-old Luke Adam gets the best of both worlds through distance education.

ACC distance education students do not always fit the profile of Coco or Elijah.

For 15-year-old tennis prodigy Luke Adam, the distance education model gives him the chance to follow his dreams of turning pro.

Luke and his mother Irene Adam said balancing the demands of tennis academy and mainstream schooling were very challenging, leaving Luke exhausted and on the back foot with both commitments.

“Distance education gives Luke the best of both worlds,” Ms Adam said.

“It’s more flexible and efficient. He is much less tired and I’ve noticed he’s much happier and thriving.”

Why distance education is thriving

Caleb Peterson is principal of Australian Christian College (ACC).

A number of schools offer distance education programs. ACC principal Caleb Peterson said his school introduced the alternative learning model when they saw an acute need for it in the community.

“The increasing demand for flexible, high-quality education was a key driver,” Mr Peterson said.

“ACC’s online schools have been highly successful in other states and we saw an opportunity to serve Victorian students who need an alternative to traditional onsite schooling.

“We also recognised that issues such as bullying, long commutes and the need for more family time are prompting many families to look for something different.

“Education isn’t one-size-fits-all anymore.”

Distance education is different to homeschooling in many ways.

Mr Peterson said distance education is different to homeschooling.

“Homeschooling is where parents take full responsibility for designing, teaching and assessing their child’s education,” he explained.

“Distance education, on the other hand, is a fully accredited schooling pathway delivered by qualified teachers who follow the national curriculum.

“Parents are still deeply involved in their child’s learning, but the teaching and assessment are managed by registered educators.

“It really creates the best of both worlds.

“Many parents tell us that distance education gives them peace of mind.

“They can uphold their routines and beliefs while knowing their child is receiving a high-quality education from experienced teachers.”