New resources: Supporting neurodivergent children 

The Child Family Community Australia (CFCA) team at the Australian Institute of Family Studies (AIFS) has developed important new tools and guides that offer practical support for those working with neurodivergent children, their families, and early childhood services. These resources are especially relevant in the early years sector, where the foundations for learning, social/emotional growth, inclusion and wellbeing are laid.

CFCA has released three new information sheets that aim to improve neurodivergence literacy amongst carers, practitioners and educators, and provide concrete support strategies. These are:

1. Supporting sensory processing for neurodivergent children — introducing what sensory processing differences involve, and how to accommodate and support sensory needs.
2. Defining key terms relating to neurodivergence — an accessible guide to language, definitions, and misconceptions. 
3. Strategies to support neurocognitive functioning for neurodivergent children — practical ideas for supporting memory, attention, executive functioning and more. 

These resources are intended as foundational “starting points” to help those in caring and early education roles build awareness, reflect, and adapt their environments and practice to better support neurodivergent children. 

Why these resources matter in early years settings

• Inclusive practice: Understanding sensory processing and neurocognitive differences helps educators, carers and practitioners to design learning environments, routines and interactions that are more inclusive and less overwhelming for neurodivergent children
• Shared language & clarity: Defining key terms helps reduce misunderstandings and builds confidence in communication with families, colleagues and allied professionals
  
• Practical strategies: The “how to support” sheets give actionable suggestions, not just theory. For many early learning services that are resourced thinly, having ready‑made ideas is a big help
  
• Play and peer settings: The playgroup guide helps ensure that playgroup environments are welcoming and can respond to the needs of neurodivergent children, contributing to better engagement, belonging and learning
  

Here are some suggestions for making the most of the CFCA resources:

• Introduce them at staff meetings, and discuss how existing practice aligns (or doesn’t) with the strategies in the sheets
• Use the “sensory processing” and “neurocognitive” sheets to audit your environment / routines: what sensory triggers might exist, what supports can be added (visual supports, predictable routines, flexible spaces etc.)
• Share relevant sheets with families or carers: they help build common understanding, strengthen home‑service collaboration and support co‑planning

CFCA is part of the Australian Institute of Family Studies, funded by the Department of Social Services, and its purpose is to provide evidence‑based resources for professionals and services working with children, families and communities. 

These new resource sheets reflect growing recognition of neurodiversity in early childhood systems and the need for early, environment‑based support, not just relying on clinical or diagnostic pathways, but strengthening practices in everyday settings. The more that practitioners, carers and families share a common understanding and language, the more able the whole system becomes to meet neurodivergent children’s needs in respectful, inclusive ways.

You can access all of CFCA’s neurodivergence‑focused resources and many other resources on the CFCA website here or contact CFCA here.