What can be known as 'crises' are clearly evident in natural disasters and situations of domestic violence and displacement. Disasters such as bushfires, floods or extreme weather conditions may impact living conditions and cause disruptions in using ECEC services. Domestic violence and the case of being displaced might mean parents' inability to keep their families safe. In Australia, 21% of adults above 15 experienced domestic violence (ABS, 2023).
Research on disasters in Australia shows the required consideration of the need for children in crises. For instance, a research study conducted after the Black Summer bushfires (a study with the participation of 233 parents or guardians and 63 emergency officials) revealed that families were sometimes evacuated without having essential food and/or diapers; in the meantime, evacuation centres could not always meet the needs of small children (National Emergency Management Agency, 2025).
According to Bronfenbrenner’s ecological systems theory, children’s experiences can be analysed as being associated with their family, services, and systems, and the Family Systems Theory states that any disruption in a family system will be experienced by the family as a whole (Bronfenbrenner, 1979; Bowen, 1978, as cited in Nolan & Raban, 2015). However, Masten’s multisystem resilience theory asserts that resilience does not depend solely on children. As crises affect families differently according to culture, location and available support, ECEC responses need to be culturally responsive, flexible and strengths-focused.
(AIHW, 2026a)
(1800RESPECT, 2016)
Impact on Children and Families
Disasters can influence development, learning, wellbeing, relationships, and engagement of children. Although negative experiences may affect children, such as having sleep problems, showing distress upon separation, refusing to interact, being aggressive, or having problems concentrating on important activities, they must not always be taken as a sign of trauma. The impact of domestic violence can be seen through children’s behaviour, learning, relationships, and wellbeing in different degrees of severity (AIFS, 2015).
All mentioned effects gain complexity with disasters and displacement that negatively influence housing situations, daily life, friendships, and availability of services. Nevertheless, a supportive environment created by family and society and early childhood educators can help children adjust to various instability situations (Masten, 2021).
Due to these interruptions, ECEC services require consistent routines, flexible involvement, culturally appropriate communication, emergency preparedness, and referral networks. The presence of familiar educators will bring forth stability, while educators are expected to capture incidents and to follow the reporting protocol instead of investigating violence or engaging in counselling tasks.
(The Alliance, 2026)
Social Policy & National Responses
The climate of Australia has been warming at the rate of 1.51 ± 0.23°C since 1910. Thus, disaster preparedness becomes more important (BOM, 2024). The Disaster Ready Fund provides funding of up to $1 billion over a period of five years to reduce risks related to disasters (NEMA, 2026). In Victoria, the ECEC centres have the responsibility of undertaking emergency management and conducting emergency drills every three months (VECRA, 2026).
Crisis also includes the occurrence of domestic violence. 13% of adults in Australia report having witnessed a form of domestic violence involving the father against the mother (AIHW, 2026b). The National Plan to End Violence against Women and Children 2022-2032 aims to provide the necessary measures for the prevention, early intervention, response and recovery of victims, while the other Victorian laws on MARAM and information sharing help the ECEC sector identify potential victims and share information legally and hence provide a more effective response (DSS, 2026; Victorian Government, 2026).
Another concern is displacement; the aim of Australia’s Humanitarian Programme 2026-27 is to grant 20,000 places (Department of Home Affairs, 2024). As for ECEC, efficient participation must be based on cultural safety in the relationships, interpreters, settlement assistance and the availability of services.
(Queensland Government, 2026)
(NEMA, 2026).
(VECRA, 2026).
(DSS, 2026)
01
Build predictable safety
Prepare calmly
Use interpreters and connect families with disaster, settlement, health and family-violence services.
EYLF Connection
2.1: Children develop a sense of connectedness to groups and communities.
Maintain familiar educators, routines and comfort resources
EYLF Connection
1.1: Children feel safe, secure and supported.
Teach children about safety procedures appropriate for their age and help them understand that the adults have plans to keep them safe.
EYLF Connection
3.1: Children become strong in their social, emotional and mental well-being.
Use pictures, stories and puppets to talk about emotions without asking anything. Make observations and follow up reporting procedures without questioning the family.
EYLF Connection
5.3: Children express ideas and make meaning using a range of media
02
Support expression through play
Respond safely to violence
Strengthen connections
Record observations and follow reporting procedures without investigating the family.
EYLF Connection
3.1: Children become strong in their social, emotional and mental well-being.
03
04
05
(ARACY, 2026)
Community and Professional Partnerships
Organisations and Roles and ECEC Collaboration
Australian Red Cross
Write a short description of this category
Provides disaster preparedness and recovery aid. Educators may utilise its emergency preparedness materials in support of families.
Assists young children prior to and following disasters. Educators may use its early childhood resources to create coping mechanisms and build resilience.
Offer food to families in need by means of the network of partners. ECE centres can refer families to food relief services nearby.
Birdie’s Tree
Safe Steps
Maternal and Child Health Service Victoria
Provides free health and wellbeing support from birth to school age. ECEC services can collaborate with MCH nurses when children or families need additional support.
AMES Australia
Assists migrants and refugees with settling in, education, and community participation. Educators may connect families who have been displaced with getting assistance with settling down
Provides round-the-clock human services, assisting victims of domestic violence with safety planning and emergency housing as needed. Educators are urged to refer families who require specialised assistance
• Resource 01
• Resource 02
Birdie’s Tree Early Learning Program
VICSES: SES for Schools
Employs tools that are suitable for children in promoting resilience and wellbeing ahead of, during and after calamities.
Offers emergency management schemes for preschools that teach children about floods, storms and how to remain secure with adults.
• Resource 03
• Resource 04
1800RESPECT: Children and Young People
Refugee Council of Australia: Education for Refugees
Assists educators in knowing how to manage harm caused to children by family violence
Delivers information on childcare services for early childhood educators to utilise when assisting refugee families that have just entered the country
Resources for Educators and Children
Curated storybook selections supporting early childhood education from birth to five years, focusing on cultural and diversity contexts in contemporary Australian early learning environments.
Uses an Australian flood instance to examine disaster, evacuation, community assistance, and reconstruction.
A child-centred story of family violence emphasising that kids are not to blame, along with supportive adults and services assisting families in becoming safe.
Introduces forced relocation and resettlement in Australia, nurturing empathy by overcoming bravery, family ties, and resilience
Unravels bushfire, evacuation, fear, helpers, and recovery while assuring the young ones that it is being taken care of by the adults
A structured multimedia analysis evaluating digital video, broadcast shows, and educational audio resources designed for children from birth through five years of age.
Resource 01
Resource 02
CFA: Be Fire Wise video series
ABC Kids Listen: News Time – Floods
Uses children’s presenters and firefighters to convey bushfire and fire preparedness messages to children about help received in emergencies and what to do when fire strikes.
Resource 03
Resource 04
“I Wish”: A Child’s Perspective of Family Violence
Footsteps on the Wind
Children impacted by flooding in northern New South Wales provide accounts of their experiences to enable children to learn about floods, flood preparedness, and community recovery.
SChildren’s art is used to convey messages about domestic violence, thus promoting children’s empathy and discussions about safety and trusted people.
A short animation about two children who leave their homes and learn about being displaced to build knowledge of loss, hope and resilience. UNHCR recommends it for young audiences with adult supervision.