Neuro-affirming practices in early learning recognise that every child experiences the world in their own way, whether through non-verbal communication, sensory processing, or learning at their own pace. For children with autism or developmental delay, these approaches help them feel understood, confident, and ready to engage fully in learning and play.
Also important is the support educators provide to families. Parents and caregivers navigating developmental challenges for their children often carry uncertainty, worry, and questions about the future. Early childhood educators create a sense of safety and empowerment when they presume capability, collaborate with families and consult children about their lived experience. This ensures the agency of the child and strengthens their learning and wellbeing.
National early intervention systems are evolving with the upcoming Thriving Kids program, but the most meaningful support is already happening in early learning settings. By embedding neuro-affirming practices and partnering closely with families, educators can ensure that every child is valued, supported for who they are, and able to thrive.
What is Thriving Kids?
Thriving Kids is a new national system of supports designed to help children with developmental delay and/or autism. It is aimed at children aged 8 and under who have low to moderate support needs, and their families.
Rather than relying only on individual NDIS plans, Thriving Kids seeks to broaden access to early, evidence-informed ‘foundational supports’ within community, education and health settings, including early learning. The goal is to embed inclusive early intervention into children’s everyday environments, with early childhood educators playing a central role in this community-based approach.
Thriving Kids Advisory Group Co-chair, Professor Frank Oberklaid AM, says the program reconceptualises how to provide support for families, with a particular focus on early intervention, detection and prevention. (ABC News In-depth)
Prof. Oberklaid hopes the program will raise awareness and reduce potential stigma associated with autism and developmental delay.
The research is pretty clear...The earlier we intervene, the better the outcomes. We recommend an awareness program so we raise the awareness in the community about the importance of early identification, early referral, and particularly support for parents… in being able to get help at the earliest opportunity.
Prof. Oberklaid hints that the program may require some upskilling of early childhood educators, over time. “Many of these workers already have great expertise, but it’s to make sure they have the capability and the confidence...”
A staged rollout of Thriving Kids is expected to begin in October 2026, expanding gradually to full national coverage by January 2028. Changes to NDIS eligibility for young children are planned to align with this timeline, ensuring a smooth transition between systems. The funding for children already on NDIS will not be impacted.
Supporting children and families before Thriving Kids launches
Families and children do not need to wait for Thriving Kids to start to receive support. Early childhood services are already in a unique position to make a tangible difference in children’s lives. Here’s how:
1. Create neuro-affirming environments
As CELA Education and Care Specialist, Jannelle Gallagher, highlights, “Educators may want to consider the way they view children’s behaviour, changing the rhetoric of challenging behaviours to behaviours that challenge educators. Behaviours are not attention-seeking, but rather, connection seeking.”
She encourages educators to observe and interrogate the whole environment, indoor and out, including:
- the way children are greeted
- the room design; providing calm spaces or sensory corners for children who need regulation breaks
- how rituals and transitions potentially contribute to children feeling unsafe or overwhelmed
- staffing that ensures consistency
- potentially reducing the number of resources on display
- using visual schedules or prompts to support predictability
- integrating flexible group participation so children can engage at their own pace
- recognising behaviours such as stimming or movement as a form of expression and self-regulation.
Example: Tilly is a four-year-old who expresses excitement through hand flapping and spinning. She feels celebrated rather than discouraged when her educators explain to her peers that everyone expresses joy differently. Simple adjustments like this build confidence and inclusion. They can also help parents to feel that their child is seen and appreciated.
2. Partner closely with families
Children are experts on their lived experiences and value being consulted on matters that affect them. Equally, families are founts of knowledge, and early childhood services can strengthen children’s outcomes by collaborating actively with parents and carers:
- Listen to parents’ observations and strategies that work at home.
- Recognise parents as partners in learning and development.
- Provide reassurance and clear information about development, services, and pathways.
Example: Abhi’s parents share that he communicates best through pictures. By embedding visual supports into everyday classroom routines, educators not only support Abhi’s learning but make the environment more accessible and inclusive for all children.
3. Collaborate with allied health professionals
Thriving Kids anticipates increased involvement of allied health professionals in community and educational settings. Early learning services can prepare by:
When therapy is embedded into daily routines, children experience more seamless support and families feel confident that strategies are consistent across environments.
4. Invest in professional learning
Educators benefit from ongoing professional development focused on neurodiversity, developmental delay, inclusive practice, and culturally responsive approaches (see CELA’s training sessions listed below). A strengths-based perspective equips teams to:
5. Communicate proactively and compassionately
Families with neurodivergent children may be reluctant to raise concerns for fear of being perceived as over-reactive or ‘too sensitive’. Others may benefit from guidance, additional information, or support from professionals. Keeping open, respectful communication is key, which can include:
Some parents may also find navigating assessments, funding applications, or additional supports overwhelming. Where possible, offer assistance or connect them with someone who can provide guidance. By fostering clear and compassionate communication, services help families feel heard, supported, and empowered, which in turn benefits the child’s learning and wellbeing.
The heart of support remains the same
Programs, policies, and funding streams will continue to evolve. But children experience relationships, not systems. When educators notice and respond to each child’s needs and strengths, they create the conditions for children to feel secure, capable, and ready to thrive.
As Jannelle reflects, “Educators set children up for success when they are curious and seek to understand how to help the child get what they need.”
Thriving Kids may bring new structures, but the work that makes the greatest difference is already happening in early learning settings and communities where children are valued, supported, and seen for who they are.
Further reading
Department of Health, Disability and Ageing: Thriving Kids Fact Sheet
ABC News In-depth [video]: A new scheme for kids with mild to moderate needs, but how will it work?
ABC News: Model revealed for Thriving Kids, the NDIS alternative for some children with developmental delay or autism
The Guardian: How will Labor’s Thriving Kids work and who is still eligible for the NDIS?
CELA: An explanation of neuro-affirming practice and how we implement it
CELA: Why understanding neurodiversity is important for educators and children
CELA training
Embracing Neurodiversity - A Strengths Based Approach
Neuroinclusive Environments
Neuroinclusive Communication