Overview of the Problem

The current response to mental health crises in New South Wales relies heavily on police intervention, which has led to traumatic and sometimes fatal outcomes, particularly for First Nations communities. Between 2013 and 2023, numerous people experiencing mental distress, including Clare Nowland, Krista Kach, and Jesse Deacon, were fatally injured by police during crisis responses (Randall et al., 2024; SMH, 2023; The Guardian, 2023). Police are often ill-equipped to deescalate mental health incidents, with a review from the NSW Police Force concluding that it is often perceived as "a threat, an authoritarian response, and an escalating factor" (NSW Police Force, 2024). This has been confirmed through lived experience accounts, which highlight that police presence or traditional emergency response systems often fall short of offering care, compassion, or safety, leading to underreporting and disengagement from mental health support (Dudgeon et al., 2014). Although programs like PACER (Police, Ambulance, and Clinical Early Response) have been implemented, they are limited in their availability and cannot provide consistent data or responses (NSW Police Force, 2024). These gaps highlight an urgent need for a trauma-informed and community-led alternative to mental health crisis responses.

Project Aims

This project aims to:

1. Design a non-police mental health crisis response unit: CARE (Crisis Assistance, Response, and Emergency).
2. Integrate the CARE unit into the existing 000 emergency service system so individuals can directly request a mental health responder during a crisis.
3. Embed lived experiences and First Nation knowledge systems in the development and operation of this unit.
4. Build an evidence base to advocate for replacing punitive responses with culturally safe and person-centred interventions.

Partner Organisation

The project will partner with the National Mental Health Commission (NMHC), whose strategic priorities include embedding lived experiences and community-informed models into mental health services, ensuring cultural safety, and improving gaps in responses for marginalised communities (National Mental Health Commission, 2025). The CARE unit aligns directly with these objectives by acknowledging systemic barriers and addressing the overrepresentation of marginalised groups in punitive emergency responses. Establishing a 000-linked CARE team also supports the Commission’s focus on access to care and centring lived experience voices.

Project Design

This research-informed project will be co-designed with First Nation organisations, lived experience advocates, and mental health professionals to develop protocols for the CARE unit. Semi-structured stakeholder interviews with NSW Health representatives and emergency service providers will identify systemic gaps and opportunities for change. A comparative policy review of existing models such as PACER in Australia and CAHOOTS in the United States (Gonzalez Miranda et al., 2024) will highlight strengths and limitations that can inform the CARE model. The final output will be a trauma-informed, evidence-based plan aligned with national reform goals and community safety priorities.

Summary of Assessment Requirements

The assessment required students to:

1. Identify a critical issue in mental health crisis management in New South Wales.
2. Critically analyse current response systems (police-led and PACER) and their shortcomings.
3. Propose an innovative, evidence-based pilot project that addresses systemic gaps.
4. Define project aims, linking them to cultural safety, lived experience, and First Nations knowledge systems.
5. Identify and justify a relevant partner organisation.
6. Present a project design including research methods, stakeholder engagement, and comparative policy review.
7. Ensure the proposal is evidence-informed, culturally responsive, and academically referenced.

Step-by-Step Guidance by the Academic Mentor

1. Clarifying the Problem Statement

The mentor guided the student to frame the issue around overreliance on police in mental health crises. Together, they explored examples (Clare Nowland, Krista Kach, Jesse Deacon) and official reports to anchor the proposal in evidence.

2. Structuring the Assessment

The mentor suggested a framework for the solution:

• Overview of the Problem
• Project Aims
• Partner Organisation
• Project Design
• Bibliography

3. Evidence Integration

The student was encouraged to use academic sources, case studies, and policy reports. Comparative models like PACER (Australia) and CAHOOTS (USA) were included to show global relevance.

4. Formulating Project Aims

The mentor ensured the aims were specific, actionable, and measurable, including the design of a non-police CARE unit and embedding First Nations perspectives.

5. Identifying the Partner Organisation

The mentor advised selecting the National Mental Health Commission (NMHC) as the project partner and aligning with their priorities of lived experience, cultural safety, and equity.

6. Designing the Project Methodology

The mentor helped articulate a research-informed design, incorporating:

• Co-design with First Nations organisations and lived experience advocates.
• Stakeholder interviews with NSW Health and emergency services.
• Policy comparisons with existing models.

7. Reviewing and Refining

The mentor provided feedback on clarity, academic tone, and structure, while ensuring the bibliography followed correct referencing conventions.

Final Outcome and Learning Objectives Achieved

Outcome Achieved

The student successfully produced a well-structured project proposal: “CARE, Not Cuffs: A Pilot Program Addressing Emergency Responses to Mental Health Crisis in NSW.” The proposal outlined a trauma-informed, culturally safe, and community-led model embedded within the 000 emergency system.

Learning Objectives Covered

• Critical analysis of systemic failures in mental health crisis responses.
• Application of theory to practice by proposing a viable reform model.
• Research and evaluation skills through comparative case studies.
• Cultural competence by embedding First Nations knowledge and lived experience.
• Policy alignment and advocacy by linking the project to NMHC’s national reform goals.

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