Global partnership strengthens supports for children with learning differences

A partnership between the US-based Child Mind Institute and the Oak Foundation has resulted in a suite of open-access resources aimed at improving support for children with learning disorders. While designed for a broad audience, the resource suite offers insights of direct relevance to early childhood education and care (ECEC) professionals in Australia.

Available in English and Spanish, the suite includes videos, fact sheets, articles and a college readiness toolkit, all grounded in the latest evidence and freely available via childmind.org.

The resources acknowledge that learning disorders, such as dyslexia, ADHD, and dyscalculia, often co-occur with emotional and behavioural challenges. Rather than focusing on these conditions in isolation, the materials promote an integrated approach, encouraging early and holistic support that considers each child’s academic, social and emotional development.

Key components include:

• Short videos explaining learning differences and how they impact children’s lives
• Fact sheets describing eight types of learning disorders and their signs
• Articles addressing how mental health intersects with learning
• A college readiness toolkit supporting adolescents with learning differences as they transition to further education

All resources are freely available and designed for use by educators, families, clinicians and community organisations.

While the resources originate from a US context, their underlying principles align closely with the Early Years Learning Framework (EYLF) and National Quality Standard (NQS). Specifically, they support:

• Outcome 1: Children have a strong sense of identity – by fostering understanding of learning differences and affirming neurodiversity
• Outcome 3: Children have a strong sense of wellbeing – by addressing mental health and emotional needs alongside cognitive development
• Quality Area 1: Educational program and practice – through guidance on inclusive and differentiated pedagogies
• Quality Area 6: Collaborative partnerships with families and communities – by providing shared language and tools for families and services to work together

With increasing awareness of neurodiversity in early childhood, the resources offer timely guidance to help educators recognise early signs of learning difficulty, respond supportively, and work collaboratively with families to access further support where needed.

To maximise impact in local settings, services may consider:

• Embedding selected videos or fact sheets into professional learning or team discussions
• Using articles to inform updates to inclusion or additional needs policies
• Sharing relevant content with families as part of enrolment, transition, or support planning
• Reflecting on how learning difference is discussed and represented in everyday practice

While developed for a broad audience, the materials also offer conceptual parallels to Australia’s transition-to-school initiatives, where continuity of learning and support is critical. Adapting the college readiness toolkit for younger transitions could provide further benefit.

Australia’s ECEC sector has long recognised the importance of inclusive, child-centred practice. These resources from the Child Mind Institute and Oak Foundation add to the suite of tools available to educators seeking to deepen their understanding of learning diversity and create safe, supportive environments for every child.

As the sector continues to engage with neurodiversity and mental health, partnerships such as this underscore the value of free, accessible, evidence-informed tools that can support best practice and foster equitable outcomes for all children.

To explore the full resource suite, visit childmind.org.