Out of control: WA Kindergarten teacher speaks on ‘shocking’ violence 

An early childhood teacher (ECT) from Western Australia has spoken out about the violence, swearing and ‘out of control’ behaviour she encounters in the course of her role, as debate continues about the validity and appropriateness of having five days a week of structured school based learning for four year old children. 

Made as a pre-Election promise by the WA Labor Party, who secured power at the recent election, the free full-time kindergarten trial will be a nationwide first, and will roll out at ten pilot locations across the state in 2027, costing more than $33 million, progressing to a state wide roll out if successful. 

The teacher, who works at a public school in a high socio-economic area, outlined that in 2025 she had two kindy classes this year with 19 children in each. Another teacher who was assigned to fill in for the teacher while she had non teaching periods quit after a fortnight as she “couldn’t cope” with the behaviours she encountered. 

“The main behaviours are hitting, punching, kicking, wiping poo on walls and themselves,” the ECT wrote in an anonymous plea for support.

“Screaming, yelling, ignoring any adult instruction and the swearing! Calling each other motherf—er, di-khe-ds etc,” she outlined.

Despite the challenges she encounters, the teacher is expected to spend two hours each day in explicit literacy instruction, something which is a point of concern for many in the early childhood education and care (ECEC) sector, who say that schools pushing formalised teaching methods onto younger and younger children is unrealistic, particularly when a growing number of those children are starting kindy in nappies or with speech delays. In WA, children start kindy aged between 3 1⁄2 and 4 1⁄2 years of age.

“I have one education assistant in each of the sessions and we are all at a loss and exhausted,” the teacher wrote. “I removed a lot of the toys, these were being broken (by) children walking through them and kicking them, smashing them. The most shocking part is that most of these children are from supportive families.”

The literacy teaching, she continued, is “impossible” because the bulk of the children “refuse to listen and will wilfully tell me no, turn their backs, and start crying.”

“My blood pressure is at an all-time high and my team no longer want to come to work,” she added when speaking with The West Australian. 

Many others in the sector responded to the ECT, saying structured lessons were not suitable for this age group, and that a play based learning programme would be more suitable. 

Others commented that children entering preschool/kindergarten post the COVID-19 pandemic are ‘more difficult’ than in previous years.

This perspective was backed by Early Years in Education Society president Justine Moorman who said early childhood educators in schools across the State had reported increasing challenges, “including reduced maturity, delayed oral language and behavioural issues”.

“These challenges are compounded by lengthy delays in accessing vital therapies like speech pathology,” she said. “At the same time, many schools are shifting toward more formalised teaching approaches, placing unrealistic expectations on young children who lack foundational skills.”

This situation, she continued, reflects poor understanding at a higher level of developmentally appropriate practices for early childhood education. 

Urgent action is needed, Ms Moorman continued, to address these gaps in understanding and behaviour through increased support, early intervention services and tailored approaches that prioritise the unique needs of young learners.

To read the original coverage of this story please see here.