Balancing child safety and practice: sector responds to device ban

New child safety regulations are now in force across Australia’s early childhood education and care (ECEC) sector, following the implementation of national reforms that commenced on 1 September 2025.

Among the changes introduced are restrictions on the use of personal mobile phones, smartwatches, and photographic devices by educators during periods of direct supervision. These measures form part of a broader national effort to strengthen child safety and enhance transparency and accountability within early learning environments.

Under the new regulations, educators are no longer permitted to use personal electronic or non service owned image-capturing devices while directly supervising children. The changes are aligned with recent updates to the Education and Care Services National Law and National Regulations, and are supported by the Australian Children’s Education and Care Quality Authority (ACECQA) in collaboration with state and territory regulators.

The intent of the restriction is to minimise distractions, reduce privacy risks, and ensure that supervision responsibilities remain the clear focus during contact hours. However, the reform has sparked mixed reactions from across the ECEC community.

Some educators and providers have expressed concern about how the policy will be applied in day-to-day practice. Questions have been raised about the availability of clear guidance regarding appropriate use of devices during rest breaks, access to phones in emergencies, and the use of personal devices for legitimate work-related documentation. Services have been encouraged to update internal policies and procedures to ensure clarity and consistency with the new requirements.

Conversely, others in the sector have welcomed the change, viewing it as a proactive step towards reinforcing professional boundaries and prioritising child safety. The removal of personal devices from the supervision environment is seen by some as a measure that may also enhance workplace focus and reduce the risk of inadvertent breaches of privacy or distraction.

In response to the reforms, many services have undertaken a review of existing technology policies, updated staff handbooks, and provided training to ensure teams understand the intent and expectations of the changes. Some providers have introduced designated storage areas for personal devices, while others have incorporated device-use guidance into broader discussions about child safety and workplace conduct.

Sector representatives have also used the implementation period to draw attention to broader issues that impact safety and educator capacity, such as educator-to-child ratios, workload pressures, and staff wellbeing. There is consensus that while child safety reforms are essential, their success is contingent upon a stable, well-supported workforce.

The new device restrictions are part of a larger national reform agenda that includes mandatory child safety training, a national educator register, and more frequent compliance checks. Collectively, these initiatives aim to improve sector oversight while reinforcing public confidence in early learning services.

As the new requirements take effect, services may benefit from maintaining open communication with staff, families and governing bodies. Transparent implementation and ongoing support are identified as important factors in achieving the policy’s intended outcomes of safe, high-quality environments for children.