Research spotlight: Australian Early Development Census 2024

Results from the latest Australian Early Development Census (AEDC) show a concerning increase in developmental vulnerability among Australian children, particularly those living in the most disadvantaged communities. The findings, analysed by the Mitchell Institute at Victoria University, reveal sharp rises across all domains of child development compared to 2021.

The AEDC is a national survey of children in their first year of primary school, assessing development across five domains:

• Physical health and wellbeing
• Social competence
• Emotional maturity
• Language and cognitive skills
• Communication skills and general knowledge

Data is collected every three years, with teachers completing assessments. In 2024, participation reached a record high of 94.6% of children, the highest since the census began in 2009.

Key findings from the 2024 AEDC

• Thousands more children are starting school developmentally vulnerable than in 2021.
  • Vulnerability in one domain rose by 1.5 percentage points (around 4,000 more children).
  • Vulnerability in two or more domains rose by 1.1 percentage points (around 2,900 children).
• Children’s results declined across all domains, with the steepest drops in emotional maturity and social competence.
• Record levels of vulnerability were recorded in three areas:
  • Social competence
  • Emotional maturity
  • Physical health and wellbeing (with rates now exceeding 16%).
• While “communication” and “language/cognitive skills” improved from 2009 to 2018, both have trended upwards in vulnerability since then.

Children in Disadvantaged Communities Hit Hardest

• Children living in the most disadvantaged areas (Q1) showed increased vulnerability in all domains since 2021.
• About three in ten are developmentally vulnerable in one domain, and one in five in two or more.
• The proportion of children “on track” in all five domains has decreased steadily since 2009.
• In 2024, more children in disadvantaged communities were “not on track” (3 in 5) than “on track” (2 in 5).

Several factors may be contributing:

• COVID-19 pandemic impacts – reduced social interactions, family stress, increased screen time.
• Cost-of-living pressures – financial stress affecting family wellbeing.
• Teaching differences – shifts in teacher training or increased awareness of children’s behaviour.

Similar declines have been reported overseas, including in Japan, the US, and the UK, suggesting global pandemic impacts on child development.

The 2024 AEDC shows some of the sharpest increases in developmental vulnerability since the census began, with disadvantaged children most affected.

Key takeaways for policymakers include:

• Equity focus is urgent – vulnerability emerges well before school (as early as age 2–3).
• Place matters as much as income – disadvantage is entrenched in specific locations.
• Access alone is not enough – efforts to expand early learning must also prioritise quality, inclusion, and equity.

The AEDC 2024 findings indicate that more Australian children are entering school developmentally vulnerable, with higher levels of vulnerability observed in disadvantaged communities. The data highlights the importance of developing strategies to address these disparities in the early years.

This article includes information and analysis drawn from the Mitchell Institute Research Spotlight: Australian Early Development Census 2024 (Victoria University) and the Australian Early Development Census (AEDC). For full details and the original report, visit the Mitchell Institute website.

Read the full AECE 2024 report here.