In a small town in the wide expanses of central NSW, lives a seven year old girl called Tilly. It’s the perfect area to live, surrounded by nature found nowhere else in the world, within a tight knit community where everyone is looking out for you. Growing up in regional Australia is beyond a privilege, it is a gift. It’s an upbringing that unfortunately can be overshadowed by the harsh realities of country life.

Born prematurely, Tilly’s childhood was fraught with challenges as she presented with learning and social difficulties. While other children effortlessly strung words together and formed sentences, Tilly struggled to communicate. Her parents, Sarah and David, watched with growing concern as their daughter fell further and further behind in her development.

Her school offered Tilly learning support, however access to wider support services for Tilly’s development in Central NSW was virtually impossible. With paediatricians and occupational therapists based over 200km away and waiting times of over two years, Tilly’s parents were left in the dark with no potential for help or assistance for Tilly’s development.

Sparked by a referral from her local GP to RFW’s Child and Family Services, Tilly, together with her brother Jack and her parents, made the big journey from Central NSW to the shores of Manly where Royal Far West’s Centre for Country Kids, is located.

Our purpose is not just about providing services; it is about affirming the value of every child’s potential, about fostering inclusivity and support where we not only support the child, but the entire family and educators around the child.

RFW’s initial diagnosis of Attention Deficit Hyperactivity Disorder, Dyslexia and Dyscalculia (a learning disorder that affects a person’s ability to understand number-based information and math) was a pivotal moment for Tilly and her family. Tilly came back to RFW for a subsequent assessment to delve deeper, due to further learning difficulties at school. Her parents felt she was masking her true self by being loud and overly energetic in class; using noise to cover up her severe difficulties.

During her second visit, a diagnosis of Autism Spectrum Disorder (ASD) was established by the RFW paediatric clinicians.

Through comprehensive assessments and follow-ups, we’ve been able to provide targeted interventions and strategies to support Tilly’s learning and social-emotional development.

Thanks to the coordinated interventions, Tilly is now making significant progress in the classroom and socially. Her teachers have observed increased engagement and better understanding in the classroom while Tilly has also been able to expand her circle of friends. As a result, her opportunities have grown, and her future looks positive.

But Tilly’s story is just one among many, and the reality is that our resources are stretched thin.