A Melbourne mother’s efforts to protect her non-verbal, neurodiverse son from alleged mistreatment at school have resulted in a police investigation into her actions, fueling calls to reform laws governing protections for vulnerable children.

The incident began when the mother discovered finger-shaped bruises on her son’s arm shortly after he returned home from Churchill Primary School in Victoria. Concerned about the unexplained injury, she covertly placed a listening device in her son’s clothing to capture what was happening during the school day. The recording, she said, captured a teacher’s aide telling the boy, “If you hurt me, I’ll hurt you.”

Following the discovery, the mother filed a complaint with the Victorian Disability Workers Commission. The teacher’s aide subsequently issued an apology, acknowledging in a letter that while she could not specifically recall making the statement, she deeply regretted the inappropriate language. The aide indicated the words were not intended as a threat but recognized that such language was unsuitable, particularly within a school setting.

The child’s mother withdrew him from Churchill Primary soon after. However, Victoria Police subsequently summoned her for questioning regarding the use of a listening device at the school, which is under investigation. A police spokeswoman confirmed the matter remains ongoing, and that the woman, aged 36, was released pending further inquiries.

The mother maintains that without the recording, she would never have been aware of her son’s treatment at school. Disability advocate Julie Phillips, representing the family, described the situation as distressing and criticized the handling of the case by the Department of Education. Phillips said the family has faced victim blaming rather than support and emphasized the broader concern for parents of children with disabilities enrolled in government schools.

“There has been no empathy for the family’s situation — just victim blaming,” Phillips said. She added the son endured significant psychological trauma following his removal from school, requiring months to regain emotional stability after becoming unable to be separated from his mother.

Phillips argued the case underscores the need for parents to be allowed to use technology as a safeguard for children unable to communicate their experiences. She noted that reports of unexplained bruising are common among disabled children, often met with denial or uncertainty from schools about their origin.

A spokesperson for the Department of Education stated that student safety remains a priority but did not comment directly on the specific case.

The incident has sparked a broader debate about the protections afforded to vulnerable children in educational settings and the legal parameters around evidence-gathering methods employed by concerned caregivers.