2.2 Impact on Children and Families

Children's separation from their parents, and social/geographical isolation have impacts on children's development, learning, well-being and participation, but children's reactions are different. Separation involves changes in living situations, relationships with parents and siblings, routines and interactions with peers. Some children may feel lonely, emotionally distressed, struggle with concentration, or disengagement in learning (AIFS, 2026).

The establishment of predictable routines, supportive relationships and age-appropriate explanations can assist children in feeling secure during family transitions. However, separation does not necessarily have negative consequences, and many children manage to cope well with changing family circumstances (AIFS, 2020, 2026). Social or geographical isolation can restrict children's relationships, community involvement and access to resources especially if there are few services locally.

Educators' response strategies include offering consistent routines, listening to children's worries, building respectful relationships with families and providing opportunities for social interaction.

2.3 Social Policy and Australian Responses

Australia's responses to parental separation seeks to ensure that the well-being of the children is taken care of during the process of change. The Family Law Act 1975 (Cth) lays down the guidelines for parenting after separation, where the best interests of the child are considered first (Family Law Act 1975 [Cth], ss. 60CA–60CC).

In relation to children of geographically isolated families, In Home Care (IHC) is offered as an alternative ECEC for the eligible families who find it difficult to access other forms of approved ECEC owing to their geographical isolation (Australian Government Department of Education, 2026a). In 2024, 27.3% of Australia's children belonged to the regions of remote areas, whereas 20.2% of those attending ECEC belonged to such regions (Australian Government Department of Education, 2026b).

🔎 Learn More

       In Home Care – Australian Government

2.4 Strategies for Practice

• Provide predictable routines and emotional security

Educators could create consistent routines and safe environment to ensure children feel secure during family transformations (Australian Institute of Family Studies [AIFS], 2026).

• Use age-appropriate communication.

Educators could listen to the concerns of children, give developmentally appropriate answers and allow children to express their feelings using talk and play (AIFS, 2026).

• Strengthen child-centred and family partnerships.

Educators could make decisions together with children on their development issues and maintain respectful communication with separated parents (AIFS, 2026).

• Create opportunities for social connection.

Educators could help socially isolated families to participate in various playgroup events and ensure children have a chance to engage in play and social interaction (AIFS, 2025).

• Connect families with appropriate support services.

educators could inform families about the community and professional services available with their permission (AIFS, 2026).

2.5 Community and Professional Partnerships

• Family Relationship Centres: Provide information, dispute resolution, and parenting advice to separating families. Teachers can offer information and referral services with the parents' permission (Family Relationships Online, 2024).
• Family Relationship Advice Line: Provides information, advice and referrals for families experiencing separation. Educators can use the service to identify appropriate support for families (Family Relationships Online, 2024).
• Supporting Children after Separation Program: Provide appropriate help to children whose parents are separating. Teachers may refer families to the program if further help is required (Family Relationships Online, 2024).
• Playgroups and Playgroup Australia: Provide opportunities for children aged 0–5 to play and interact while helping parents build social connections. Educators can connect isolated families with local playgroups (AIFS, 2025).
• Family and Relationship Services: Provide early intervention, counseling, referrals, and education to families who are separated or vulnerable. Educators can develop referrals in collaboration with the families’ permission (Department of Social Services, 2026).

2.6 Resources for Educators and Children

Projects, Programs and Websites

• Family Relationships Online – Services for Children

Provides details on services such as Supporting Children After Separation and assists educators in identifying services appropriate for children (Family Relationships Online, 2024).

• Raising Children Network – Separation and Divorce

Provides advice on how to support children during separation by maintaining routines and support systems (Raising Children Network, 2026).

• Australian Institute of Family Studies – Children's Support Needs Following Parental Separation

Provides a summary of literature on children’s psychological and relational needs after parental separation (AIFS, 2026).

• Playgroup Australia

Offers opportunities for children and carers to play and interact. Educators can refer isolated families to their nearest playgroup (AIFS, 2025).

Children’s Storybooks

Children's Videos, Educational Programs and Shows

• • Play School – Me & My Place

  Focuses on exploring various living situations and helps children understand different types of homes and belonging (ABC Kids, n.d.).

  • Play School – Where I Belong

  Focuses on exploring relationships in family, friendships, and community, and helps children understand their relationships and belonging (ABC Kids, n.d.).

  • Play School – My Family, Your Family

  Helps children understand different family structures (ABC Kids, n.d.).

  • Community Garden – Play School

  Helps in showing the cooperation between families and friends (ABC Kids, n.d.).

   

  Using the Resources to Build Understanding, Empathy and Resilience

  The above-mentioned resources assist children in investigating aspects related to family changes, belonging and connections. Questions can be used by educators to help children express their emotions, show empathy and build resilience (Family Relationships Online, 2024).