Health-related and wellbeing challenges within families influence developmental trajectories of children and their ability to thrive in early learning environments. Such children, if living with a parent experiencing mental illness, may be subjected to inconsistent caregiving, increased stress, and diminished emotional availability on part of the parent, which may translate into behavioural problems in the classroom, anxiety, or withdrawal from tasks (Reupert & Maybery, 2014). On the other hand, parental substance use has been linked with neglect, domestic instability, and trauma, thereby compromising the safety and well-being of children (Australian Institute of Family Studies [AIFS], 2021).
Trauma and grief, stemming from family breakdown, losses, or exposure to violence, have the potential to impair children's emotional regulation, social skills, and cognitive functioning (NSW Department of Education, 2022). Studies indicate that children who are abused or neglected stand at a greater risk of developmental delay, attachment disorder, and difficulty in forming trusting relationships (Hughes et al., 2017). According to Bath, early childhood settings must therefore be trauma informed: they recognise signs of distress and provide consistent and empathic responses that uphold the child’s emotional safety and feeling of belonging or acceptance (Bath, 2015).
Impact on families extends further away from just that of the child. Parents or caretakers with mental health issues or substance dependence need assistance to fulfill daily responsibilities and engage adequately with early childhood services. Shame and stigma attached to these issues create barriers for seeking help and to having fuller participation in their child’s education (Reupert & Maybery, 2014).