Media Release: Help needed for kids from disadvantaged families to make successful transition to school

Disadvantaged families with complex needs require a range of supports to assist their children make a successful transition to school according to a new report.

The report, Facilitating children’s transition to school from families with complex support needs – a joint publication between Charles Sturt University, University of Western Sydney, Mission Australia and the NSW Department of Human Services – says transition to school programs and third parties acting as mediators between families and schools are among the keys to getting children from disadvantaged families off to a successful start in education.

According to Mission Australia spokesperson, Paul Andrews, families with complex support needs are less likely to have positive relationship and engagement with schools because of cultural and language differences, poverty, unemployment, dislocation, violence, illness or disability and this can impact on their child’s transition to school.

“For families with complex support needs the transition to school for their child can be a time of great difficulty and vulnerability but it’s also an opportunity to get things right,” according to Mr Andrews.

“There is compelling international evidence that the early years of a person’s life establish the foundations for adulthood. If there is upheaval during this time – particularly during the transition from preschool to school – there is a greater chance a person will experience difficulties, including poverty, unemployment and engaging in criminal behaviour, in later years.

“This report worked with 44 families across NSW – more than half from non-metro areas – to understand what they needed for their kids to start school as successfully as possible.

“They identified supports including establishing ‘transition to school’ programs, providing information for families about schools and enrolment, and professionals acting as links between families and schools.

“Other supports identified by families as helpful include services that can adapt as family needs change and continuity of support.

“In terms of continuity, many early childhood programs cease as children begin school – despite it being a time of great anxiety and uncertainty within these families. Having programs continue while the transition takes place is extremely important.

“The main concerns for the families participating in the report regard their children’s behaviour at school, family engagement with school and the financial pressures of having children at school. Parents were also keen to have an ongoing relationship with their child’s school but were unsure how to go about doing that.

“If services and supports can address those challenges then we’re well on our way to giving kids from struggling families the best start to their education possible,” said Mr Andrews.


The report, Facilitating children’s transition to school from families with complex support needs, is available to download at missionaustralia.com.au/downloads/19-social-policy-reports