When young children have to deal with mental illness, substance use, family trauma, grief, and abuse, it is really tough for them. These things can be very hard to handle. They need special help. The people who take care of children, like early childhood educators, need to know how to deal with these problems. They have to be kind and understanding and help the children feel safe. The children need people who can help
them with their problems, like family trauma, grief, and abuse. Also, help them find their strengths. Parental mental illness, substance use, family trauma, grief, and abuse are all issues that can affect young children, so early childhood educators and services have to be prepared to help them with these problems.

1. Understanding the context
The COVID-19 pandemic has created more parental anxiety, depression, and substance use, which is placing greater demands on families and ECEC services. There is now more openness to discuss mental health issues nationally in a non- stigmatising manner, creating opportunities for educators to discuss this with families. But problems with perinatal and early childhood mental health services—often linked to a lack of service availability in rural, remote, and CALD communities—continue (AIHW, 2022). Examples of adversities that come under the umbrella of health and well-being in early childhood education include parental mental illness, substance abuse, family violence, grief and loss, and child abuse and neglect. These contexts can also overlap to create complex adversity contexts in which several risk factors combine to impact
adversity (AIFS, 2015). The Australian Institute of Health and Welfare (AIHW, 2022) that a fifth of Australians have a mental health issue in the average year, and mental health issues are the most frequent cause of substantiation for child protection in many jurisdictions.

The issue of parenting with mental illness is particularly relevant to the early years. Parent depression, anxiety, psychosis, and other mental health conditions can impact parenting quality (responsiveness, consistency, and sensitivity) and child attachment and development (Grace et al., 2022). Similarly, parental substance use can impact family relationships, resulting in inconsistent parenting, environmental risks, child abuse, and neglect. The AIFS (2016) study of the impact of trauma on brain development points to the fact that adverse childhood experiences (ACEs)—that is, exposure to parental mental illness, substance use, and domestic violence—cause physiological changes in the developing brain, which negatively affect health, learning, and behaviour across the lifespan.

Sociological Theories
Bronfenbrenner's (1979) bioecological systems theory places parental health and well- being in the microsystem, the most immediate environment that affects children's development, due to the quality of the home environment. The impact of mental illness and substance use on this microsystem can flow on to other environmental systems (social supports, housing, quality ECEC services), affecting the child's development (Grace et al., 2022). Attachment theory (Bowlby, 1969) is also important: mental illness and substance use can disrupt sensitive parenting behaviours (attunement, responsiveness, and consistency) that are the foundation for secure attachment. Belsky's (1984) parenting model (described in Grace et al. (2022)) shows that parenting behaviours reflect a complex interaction between parental, child, and social characteristics and demonstrate the complexity of parenting risk.

Diversity and Evolving Nature
Growing recognition of trauma and trauma's effects on development in Australia has prompted significant shifts in Australia's early childhood education and care (ECEC) policies and practices towards a focus on strengths-based and trauma-informed practices (AIFS, 2025). The COVID-19 pandemic has created more parental anxiety, depression, and substance use, which is placing greater demands on families and
ECEC services. There is now more openness to discuss mental health issues nationally in a non-stigmatising manner, creating opportunities for educators to discuss this with families. But problems with perinatal and early childhood mental health services—often linked to a lack of service availability in rural, remote, and CALD communities—continue
(AIHW, 2022).

2. Impact on children and families

1 in 5 Australians experience mental illness annually (AIHW, 2022)

10 ACEs Types of adverse childhood experiences linked to lifelong health impacts (AIFS, 2016)

66,000+ Child abuse/neglect substantiations in Australia 2022–23 (AIHW, 2024)

2× Children of parents with mental illness are twice as likely to experience developmental delay (Grace et al., 2022)

A substantial body of research shows that children who grow up with parental mental illness, substance abuse, or family violence are at high risk of developmental adversities. Toxic stress (chronic activation of the body's stress response in the absence of supportive relationships with adults) is a key mechanism through which poor family health impacts developing brains, according to the Harvard University Center on the Developing Child (2023). The response to toxic stress can interfere with the development of the prefrontal cortex, with consequences for executive function, emotional regulation, and social cognition into adulthood (AIFS, 2016). Parents with mental illness are associated with increased risk of insecure attachment, behaviour problems, anxiety, depression, and poorer educational outcomes for their
children (Grace et al., 2022). Children who have experienced abuse or neglect (substantiated at rates of over 66,000 cases nationally in 2022-23) are at further risk of developmental challenges, including trust, self-regulation, and social skills (AIHW, 2024). In the ECEC context, these behaviours can manifest as aggression, withdrawal, difficulty with change, hypersensitivity to sensory stimuli, and difficulties trusting their
educator—all of which require the educator to be informed, patient, and trauma- informed (AIFS, 2025).

3. Social policy and Australian responses
Key Policies: National Mental Health and Suicide Prevention Plan 2022-2027 | National Drug Strategy 2017-2026 | Better Access Initiative (Medicare) | National Perinatal Mental Health Guideline | Safe and Supported: National Framework 2021-2031 | Head to Health | National Children's Mental Health and Wellbeing Strategy (2021) The National Mental Health and Suicide Prevention Plan 2022-2027, designed to create a person-centered, regional mental health system, is Australia's key policy framework for mental health. The Better Access Initiative through Medicare provides subsidised psychological treatment for people with mental illness, including parents, but with high out-of-pocket costs and gaps in services for low-income families (Australian Department of Health, Disability and Ageing, 2025). The National Children's Mental Health and Wellbeing Strategy (2021) is targeted at the mental health needs of children aged 0-12 years, recognising the importance of early intervention to prevent mental health issues later in life.

The National Drug Strategy 2017-2026 takes a harm minimisation approach to drug use, including supply reduction, demand reduction, and harm reduction for the Australian population. For ECEC services, information on local drug trends and how they affect family functioning is necessary for effective referral and response (Grace et al., 2022). Investment in universal, accessible early childhood services, which
can serve as the first port of call for identification, early intervention, and referral for families experiencing health-related adversity, is important, as is the policy response to health and well-being contexts (Woodrow et al., 2022).

4. Strategies for practice

1. Trauma-Informed Practice Framework
   Implement a comprehensive trauma-informed practice model that acknowledges the pervasive nature of trauma, incorporates trauma knowledge into policy and procedures, and aims to prevent trauma reoccurrence (AIFS, 2025). This includes training all staff
   on trauma-informed principles, creating calm and sensory-friendly physical environments, developing predictable routines, and responding to trauma-related behaviours with curiosity and compassion rather than punitive measures. The AIFS (2025) Trauma-Informed Care resource provides further detail on how this framework can be implemented across child and family welfare services.
2. Strengths-Based Family Partnerships
   Build relationships with families experiencing health adversity using a strengths-based, non-judgmental approach that recognises the courage it takes for families to access ECEC services while managing significant personal challenges (Raising Children, 2024). This means listening actively, not using stigmatising language around mental illness or substance use, and working together with families to set goals for their children. Partnership with families is a foundational practice principle, and family engagement is shown to improve outcomes for children facing adversity (Flottman et al., n.d.).
3. Safe, Predictable and Nurturing Routines
   Develop regular, predictable daily routines to offer children in chaos and unpredictability at home a source of consistent safety and structure within the ECEC setting (Harvard University Centre on the Developing Child, 2023). Using visual schedules, transition warnings, and calming transition rituals can support children’s sense of security. Ensure that all children have access to a consistent key educator who provides responsive, attuned caregiving—a ‘safe haven’ in the service environment.
4. Referral Pathways and Interagency Collaboration
   Establish documented referral pathways for mental health, substance use, and child protection services and engage in interagency collaboration networks (Baker et al., 2022). Building relationships with child and family health nurses, social workers, PANDA perinatal support services, and headspace using warm referrals where educators introduce or accompany families to services personally to reduce barriers. NSW Government Communities and Justice (2024) guidelines offer a detailed framework for collaborative practice in child well-being environments.
5. Therapeutic Social-Emotional Learning Programs
   Include evidence-based social-emotional learning (SEL) and therapeutic play strategies in the program to promote children's self-awareness, self-control, and resilience (BeYou, 2025). Evidence-based programs such as Tuning into Kids, Seasons for Growth, and the Confident, Capable, and Creative (C3) curriculum can be integrated into ECEC curricula to teach children to understand and regulate their emotions. Play therapists can use play as a tool for children to explore and interpret challenging events in a safe and nurturing environment.

5. Community and professional partnerships
Beyond Blue
The country's largest mental health organisation. Offers information for teachers on how to help children and families with mental health concerns, including how to recognise and manage anxiety and depression, and the effects of COVID-19 on children's mental
health (beyondblue.org.au).

PANDA (Perinatal Anxiety &  Depression Australia)
Offers support for perinatal mental health from pregnancy to the first year. PANDA's helpline and support services (panda.org.au) are available to ECEC services to refer expectant parents and parents of babies with perinatal mental illness.

Headspace
Australia's national not-for-profit organisation, which offers early intervention mental health services for Australia's young people and their families. Early childhood education and care (ECEC) professionals can make early intervention referrals for older children and adolescent siblings to headspace (headspace.org.au).

Emerging Minds
Australia's Centre of Excellence for Infant, Child, and Adolescent Mental Health. Has free online training, practice, and research summaries for people working with children and families with mental health adversity (emergingminds.com.au).

Child and Family Health Nurses (CHN)
Offer universal health and developmental surveillance and parenting support. CHNs are key ECEC partners, providing information about development and early detection of mental health and substance use issues. Consulting with CHNs enhances identification and referral of families at risk.

6. Resources for educators and children
Programs, Projects & Websites
Program
BeYou
beyou.edu.au—Australia's national early childhood education and care (ECEC) and school mental health program. Free professional learning, well-being, and classroom resources for teachers for supporting the mental health of children of all ages and in all settings (BeYou, 2015).

Program
Emerging Minds - Families
emergingminds.com.au - Free resources for evidence-based practice and e-learning modules for ECEC practitioners on the care of children of parents with mental illness, grief, trauma, and substance use (Emerging Minds, 2024).

Website
PANDA - Perinatal Support
panda.org.au - Information, helplines, and peer support for families about perinatal mental health. Parents of babies and young children can be informed of PANDA by teachers if perinatal mental illness is a concern.

Online
AIFS - Trauma-Informed Care
aifs.gov.au - Policy and practice papers on trauma-informed care in child and family welfare. Evidence to guide ECEC services to build trauma-informed policies and procedures (AIFS, 2015). Allows children to express their feelings of sadness. Teachers can read this book to teach words and to normalise feelings.

Children's book (Birth–5 Years)
Storybook
When Sadness Is, at Your Door—Eva Eland (2019)
This storybook personifies sadness as a visitor. The visitor comes to your door. You can acknowledge them. You can live with sadness. This storybook helps children. It helps them name sadness. It helps them explore the feeling of sadness. They do not have to be afraid of sadness. Educators can use this storybook to teach children about emotions. They can use it to model vocabulary. They can help make difficult feelings
seem normal. The storybook can help with this. It can help educators and young children understand sadness.

Storybook
Ruby Finds a Worry—Tom Percival (2019).
A book about Ruby, who shares her worry and that it's smaller when you talk about it. A simple book about anxiety for young children can be used by teachers to discuss fears and worries.

Storybook
In My Heart: A Book of Feelings - Jo Witek (2014)
A children's book about feelings for young children that introduces them to a variety of emotions—happy, sad, angry, brave. Promotes emotional literacy. Read at circle time to promote discussion of feelings.

Storybook
Wemberley Worried - Kevin Henkes (2000)
This book is about a worrying child mouse. Calming and relatable to worrying children. Teachers can read this storybook to help children understand that it's OK to worry and how to problem-solve and self-soothe.

Videos, Shows and Podcasts
TV Show
Daniel Tiger's  Neighbourhood (ABC Kids)
Brilliantly approaches issues of emotional regulation, worry, sadness, and anger with easy-to-remember strategies "(When you feel so mad that you want to ROAR, take a deep breath and count to four)". Teachers can use particular episodes to model and practice strategies.

TV Show
Bluey - Emotions Episodes (ABC)
There are several episodes of Bluey dealing with parent's stress, big emotions, grief, family relationships, and more in age-appropriate ways. Teachers can choose episodes that cover particular emotional topics for discussion and emotional literacy skills building.

Documentary
Old People's Home for 4-Year-Olds (ABC iview)
Explores the benefits of relationships and play in improving the lives of both the young and the old. Can be used to discuss feelings of belonging, community, and being loved (ABCiview, 2024).

TV Show
Play School - Big Feelings Episodes (ABC)
Explores a variety of big feelings in playful, creative ways suitable for early learners (0-5 years). Teachers can use Play School's predictable, safe structure as a settling activity that promotes regulating feelings and calm.