Creating a child-safe culture in early childhood education and care (ECEC) is not just about having the right policies. It is about the everyday actions of educators and, crucially, the leadership that supports them. A culture of reporting begins with leaders who listen, model ethical decision-making, and empower their team to act when something doesn’t feel right.
As leaders, you have the opportunity to shape a workplace where speaking up is not only accepted but expected. Staff must feel psychologically safe to report concerns about children’s wellbeing or professional conduct.
Why reporting matters in practice
Reporting concerns, whether about a child's wellbeing or the conduct of an adult, is a vital part of keeping children safe. However, research shows that barriers such as fear of getting it wrong, fear of backlash, or lack of confidence can discourage educators from reporting suspected abuse or neglect (AIFS, 2023; Kaufman et al., 2016). This is where leadership becomes critical.
When educators trust their leaders to listen without judgement and act with integrity, they are far more likely to raise concerns early. Early reporting allows for early intervention and helps ensure that children are supported before harm escalates.
What does a culture of reporting look like?
A culture of reporting is visible when:
Leaders are the drivers of this culture. It is not enough to have policies in a folder. Those policies must live in the daily language, training, and expectations of the team.
Practical strategies for leaders
Here are five evidence-informed ways you can build and sustain a culture of reporting in your service:
1. Model ethical practice and boundaries
Children learn from observing adults. Educators do too. Leaders who model ethical behaviour and uphold professional boundaries show that integrity is a non-negotiable value. Consistently reinforcing these expectations sets the tone for the whole team.
Example: At team meetings, take time to reflect on scenarios involving boundaries. This might include one-on-one supervision or physical comfort strategies. These conversations help to clarify expectations and reduce grey areas.
2. Normalise conversations about concerns
Educators may hesitate to raise concerns because they worry about being wrong or creating conflict. Leaders can normalise these conversations by inviting reflective dialogue and using language that removes blame.
Example: “Let’s talk through this together. It’s always okay to ask if something doesn’t feel quite right.”
3. Use supervision as a protective practice
Supervision is more than compliance. It is a space for building confidence and ethical judgement. Use supervision sessions to check in on child safety practices, documentation, and staff wellbeing.
Example: “Is there anything you’ve noticed lately that’s been sitting with you? Sometimes it’s the small things that matter.”
4. Make reporting pathways clear and practical
Even experienced educators can forget the steps under pressure. Display clear, accessible reporting flowcharts and revisit them regularly during professional development sessions.
Example: Include the ACECQA reporting and responding template in your induction pack and revisit it each term.
5. Support, don’t scrutinise, when a concern is raised
How you respond to the first report sets the tone for every report after that. When educators raise concerns, listen first, ask questions, and affirm that taking action was the right thing to do. Even if the outcome is inconclusive, the act of reporting is an act of protection.
Example: “Thank you for letting me know. You’ve done the right thing by raising this. I’ll support you through the next steps.”
Creating systems that protect
National resources such as the AIFS mandatory reporting guide and ChildSafety.gov.au provide clarity on jurisdictional requirements. However, it is the day-to-day leadership that makes those systems effective. A policy alone doesn’t protect a child. People do.
Invest in team capability
Leadership is not about knowing all the answers. It is about fostering a team culture where people feel safe to ask questions, raise concerns, and stand up for children. When leaders create space for professional reflection and act with integrity, they empower their teams to become the trusted adults every child deserves.
By embedding child safety into everyday practice and leading with clarity, care and courage, we move from compliance to culture. In doing so, we create services where children not only learn and grow but feel deeply protected and valued.
Thousands of early education professionals choose CELA for child protection training. As the leading provider of ECEC-specific child protection training and a trusted not-for-profit peak body, we deliver nationally recognised and state-specific programs that are practical, research-informed and tailored to real-world challenges. From accredited certification to refreshers and topical courses, our flexible training options equip teams with the skills and confidence to uphold child-safe practices and strengthen a culture where children’s safety and wellbeing always come first.
Explore our child protection training.
References
Australian Centre for Child Protection. (n.d.). Australian Centre for Child Protection – research. University of South Australia. https://www.unisa.edu.au/research/australian-centre-for-child-protection/
Australian Government. (n.d.). Make a report. Child Safety Services. https://www.childsafety.gov.au/make-report
Australian Institute of Family Studies. (2023). Mandatory reporting of child abuse and neglect. https://aifs.gov.au/resources/resource-sheets/mandatory-reporting-child-abuse-and-neglect
Australian Institute of Family Studies. (2016). Risk profiles for institutional child sexual abuse: A literature review (Kaufman, K., Erooga, M., Stewart, K., Zatkin, J., McConnell, E., Tews, H., & Higgins, D.). Royal Commission into Institutional Responses to Child Sexual Abuse; Australian Institute of Family Studies. https://aifs.gov.au/sites/default/files/2022-06/Research%20Report%20-%20Risk%20profiles%20for%20institutional%20child%20sexual%20abuse%20-%20Causes.pdf
Australian Children’s Education and Care Quality Authority. (2025). Child Safe Organisations: Reporting and responding schemes – Attachment D (template). https://www.acecqa.gov.au/sites/default/files/2025-06/CSCG_Reporting%20and%20Responding%20Schemes%20-%20Template_AttD.pdf
Community Early Learning Australia. (2024). CHCPRT025 – Identify and report children and young people at risk: Learner guide (Version 2.0). https://www.cela.org.au
National Office for Child Safety. (n.d.). Grooming factsheet. Australian Government Department of Social Services. https://www.childsafety.gov.au/resources/grooming-factsheet