Supporting adopted children in early childhood education and care settings

Adoption is a complex and deeply personal journey that brings unique strengths, challenges and experiences to every child and family. In early childhood education and care (ECEC) environments, educators play a critical role in supporting adopted children to feel safe, seen and included, while also partnering respectfully with families to ensure children’s individual needs are met.

As inclusive practices continue to evolve across the ECEC sector, it’s important that educators understand the potential implications of adoption on children’s development, relationships and sense of identity. Creating responsive, trauma-informed environments is not only good practice, but essential to ensuring the wellbeing and belonging of all children, including those who have joined their families through adoption.

Every adopted child has a unique story, and no two adoption experiences are the same. Some children may have joined their family through local adoption, permanent care or intercountry adoption. Others may have experienced complex trauma, disrupted attachments or extended periods in out-of-home care before being adopted.

These early experiences can influence how children respond to transitions, separations, attachment figures and new environments. Educators should be prepared for a range of behaviours and emotional responses, and approach each child with empathy, curiosity and flexibility.

Educators may notice heightened anxiety at drop-off, difficulty with trust, strong reactions to perceived rejection, or regression in behaviour. Understanding these as potential signs of past trauma or disrupted attachment helps educators respond supportively rather than punitively.

Adopted children benefit from environments that affirm their identity and reflect diverse family structures. Educators should:

• Use inclusive language that acknowledges all kinds of families (e.g. ‘grown-ups’, ‘family’, or ‘people who care for you’ instead of ‘mum and dad’)
• Ensure books, posters and learning materials include representations of adopted children and non-traditional families
• Avoid assumptions about children’s backgrounds, cultural heritage or biological relationships
• Be mindful during family-tree or “all about me” activities, which can be distressing or confusing for some children

Curriculum planning should also include opportunities for all children to explore themes of belonging, difference, resilience and family diversity in a respectful and age-appropriate way.

Open, respectful communication with adoptive families is essential. While some families may be open about their child’s adoption, others may wish to maintain privacy. Educators should:

• Ask families how they would like their child’s story and family circumstances to be shared or referred to
• Respect confidentiality and avoid discussing sensitive details unless invited to do so
• Seek information about any supports, strategies or routines that help the child feel safe and regulated
• Collaborate with families to plan for transitions, routines and emotional support strategies

Being attuned to the language and tone used when speaking with families can also build trust and partnership. Terms like “real parents” or “gave up for adoption” can be hurtful; educators should instead use respectful alternatives like “birth parents” or “placed for adoption”.

Supporting adopted children can be emotionally demanding, particularly when children’s behaviours or experiences activate strong personal responses. Regular professional reflection, access to trauma-informed training, and supervision or peer debriefing can help educators to maintain a compassionate, strengths-based approach.

Educators and leaders are encouraged to build knowledge around the impact of early trauma, attachment and loss, and to embed these understandings into daily practice.

Creating a welcoming, inclusive environment for adopted children is not the responsibility of individual educators alone. Service leaders, providers and policy-makers also have a role to play in embedding inclusive practices, guiding professional development, and ensuring policies reflect the diversity of children’s lived experiences.

By cultivating environments that honour each child’s story, educators can make a profound difference in the lives of adopted children and their families – helping them feel not only included, but genuinely valued.

Resources for educators and families:

• Australian Childhood Foundation: Trauma-informed practice
• Emerging Minds: Resources on child mental health
• Adoption Act 2009 (Qld), Adoption Act 2000 (NSW), and other relevant state legislation
• Raising Children Network: Information on adoption and parenting