A new report from Victoria University’s Mitchell Institute, Unequal from the Start, paints a sobering picture of the early childhood landscape in Australia. It reveals that children from disadvantaged backgrounds are falling behind in critical areas of development before they even start school—and that these gaps often persist throughout their education journey.
ECMS is deeply committed to giving every child the best start in life. This report reinforces the need to not only continue our work in supporting children from all walks of life but to rethink how we design and deliver programs to more directly tackle structural inequality.
In this blog, we unpack the key findings from the report and explore what they mean for the broader sector and for ECMS’s own practice and programming.
Key findings: a deepening divide
The Unequal from the Start report draws on national datasets including the Australian Early Development Census (AEDC) and NAPLAN results to track the development of children across socio-economic, cultural, and geographic lines. Some of the most critical findings include:
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One in five children in Australia is developmentally vulnerable in their first year of school.
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Children from low-income households are up to five times more likely to be vulnerable in key developmental areas compared to their more advantaged peers.
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These vulnerabilities don’t disappear over time—they are compounded through school years, leading to poorer educational outcomes in later life.
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Children from Aboriginal and Torres Strait Islander communities, those from non-English speaking backgrounds, and children with disabilities are disproportionately affected.
The data is compelling. Inequality doesn’t just begin in school—it’s embedded in the earliest experiences children have. And without the right supports, those early gaps only grow wider.
What does this mean for ECEC?
The early years are the most powerful lever we have to address disadvantage. This report confirms what the sector has long known: high-quality early childhood education has the potential to disrupt cycles of poverty and disadvantage. But quality alone isn’t enough—we must design programs that are deliberately inclusive, culturally responsive, and equity-focused.
Here’s how these insights can inform ECMS’s approach—and the sector more broadly:
1. Intentional equity in programming
At ECMS, our philosophy is grounded in the belief that all children are capable, competent learners. But the Unequal from the Start report challenges us to go further. It’s not just about providing a universally high-quality program—it’s about targeting that quality to meet the unique needs of each child and family.
This means:
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Embedding equity as a core principle in program planning, not just as an outcome.
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Using data (like AEDC results) at a local level to inform programming and resource allocation.
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Identifying children who may be at greater risk of developmental vulnerability and implementing targeted interventions and individualised support plans from the earliest stages.
2. Stronger partnerships with families
The report highlights the role of home environments in shaping developmental outcomes. This reinforces the need for ECEC providers to work in true partnership with families, recognising them as experts in their children’s lives.
At ECMS, we’ll continue our work in:
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Enhancing culturally safe communication strategies to better engage families from diverse backgrounds.
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Actively involving families in the curriculum, creating shared goals for children’s learning and development.
And with a focus to enhancing our partnerships with families, we will look to providing home learning support—simple, accessible activities and guidance that empower parents to support their child’s learning journey.
3. Building culturally responsive practice
The data shows that Aboriginal and Torres Strait Islander children and those from culturally and linguistically diverse (CALD) communities face significant barriers in early childhood development. For ECMS, and the sector more broadly, cultural competence is not a ‘nice to have’—it’s essential.
This includes:
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Embedding Aboriginal and Torres Strait Islander perspectives throughout the curriculum in meaningful and sustained ways, guided by community voices.
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Providing ongoing professional learning for educators in cultural safety, anti-bias approaches, and inclusive pedagogy.
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Ensuring language inclusion in learning environments, and respecting home languages as a strength, not a deficit.
4. Prioritising mental health and wellbeing
The report shows a concerning trend: increasing developmental vulnerability in the social and emotional domains. This points to the importance of mental health and wellbeing in the early years—for both children and the adults who support them.
At ECMS, we strengthen our wellbeing focus by:
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Embedding trauma-informed practice across all services.
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Supporting educator wellbeing to ensure emotionally safe, attuned relationships with children.
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Collaborating with child and family health services to build a wraparound support model for children who need it most.
5. Investing in the workforce
High-quality, equity-driven programming relies on a skilled, supported workforce. The report makes it clear: children facing disadvantage benefit most from experienced, qualified educators—yet attracting and retaining staff in areas of greatest need remains a challenge.
At ECMS. We’re responding to the challenge by:
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Advocating for better pay, conditions and career pathways for educators.
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Providing ongoing professional development focused on inclusive practice, trauma-informed care, and child development.
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Fostering reflective practice and pedagogical leadership, ensuring continuous improvement aligned with the NQS and the EYLF.
Looking ahead: the role of ECMS
At ECMS, we are committed to being part of the solution. Our mission is grounded in social justice, inclusion, and the transformative power of early learning. This report serves as both a warning and a call to action: to double down on our commitment to equity-focused early education, ensuring that no child is left behind because of their postcode, background, or life circumstances.
As we reflect on our programs, we will continue to:
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Use data to inform program design and delivery.
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Deepen our partnerships with families and communities.
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Strengthen our cultural competence and inclusive practices.
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Support and uplift our workforce to deliver the very best for children.
Because we know that what happens in early childhood doesn’t just prepare children for school—it shapes their entire future.
Final thoughts
The findings from Unequal from the Start are clear: disadvantage takes root early, and without targeted, thoughtful, and inclusive early learning experiences, many children will carry the burden of that disadvantage for life.
For ECMS and the ECEC sector, this is our moment. A moment to lead with purpose, to reimagine programming through an equity lens, and to ensure that every child—no matter their background—has access to the high-quality early learning experiences they need to thrive.
Let’s not wait for the gap to grow. Let’s close it before it begins.