How OSHC programs support neurodivergent children
In this article, you'll learn:
- What an inclusive OSHC program looks like for children with autism, ADHD and other additional needs
- How YMCA educators support neurodivergent children
- How OSHC services partner with families and schools
- What funding and support options may be available
- How to prepare your child for a successful transition to OSHC
- Answers to frequently asked questions about OSHC and additional needs
Considering OSHC for your child with additional needs?
Parents and carers of children with additional needs often have lots of questions about OSHC. Will the environment overwhelm my child? Will my children’s interests be explored? Can the educators manage my child’s emotional needs and behaviour? Will my child feel included?
Here we’ve put together everything you need to know, to answer your questions and ease any worries you might have.
Find out:
- What an inclusive OSHC should look like
- How educators support children with additional needs
- How OSHC services partner with families to support you
- What OSHC funding may be available for your family
- Answers to frequently asked questions
We also provide a useful checklist you can use to help your child transition into OSHC.
What does an inclusive OSHC program look like?
An inclusive OSHC program is designed to work for the broadest possible range of children. The environment, daily structure, and culture of the service should accommodate those with additional needs. This could include those with sensory sensitivities, executive function challenges, and social communication differences.
In YMCA OSHC settings, this looks like:
- Sensory-friendly spaces: We provide a quiet corner where children can take a break from the noise and activity in the main room. This quiet area does not exclude children. Instead, it’s a recognised support strategy which allows them to choose between relaxation and activity and reset their nervous system. The space is filled with comfort options and quiet activities such as books.
- Visual timetables and predictable routines: Uncertainty can often bring a lot of anxiety for neurodivergent children. At the Y, our educators display clear schedules (arrival, free play, snack time, activity, departure) so children know what to expect. You can also watch our videos about a typical day of OSHC at the Y to help prepare your child.
- Choice-based activities: Offering neurodivergent children choices (within the structure of the program) helps them feel less anxious and more in control. At the Y, children can choose which activities to take part in. This could be a sports game, reading in the quiet corner, or a creative activity. We also offer child-led clubs where children can pursue individual interests like Lego, chess, dance, drama, cooking or art.
- Supporting school transitions: Neurodivergent children often need extra time to adjust to new environments. That’s why YMCA OSHC programs include dedicated time to settle in. At before school care, this helps children ease into the morning. At after school care, it allows them to decompress after a busy day before joining group activities.
How are YMCA OSHC educators trained to support additional needs?
At the Y, our OSHC team includes educators who hold an ACECQA-approved qualificatio. These qualifications often cover inclusion and supporting children with additional needs, however we also offer professional development opportunities focused on neurodivergent children.
Key areas of YMCA OSHC educator training include:
- Neurodiversity-affirming practice: Our educators view autism and ADHD as a difference, not as something that needs to be corrected. This impacts how educators interact with, plan for, and talk about the children in their care. They always act with kindness, understanding and professionalism.
- Trauma-informed practice: Many children with autism and ADHD have histories of school-based distress. Our educators recognise children’s behaviour as a way for them to communicate their emotions. If a child is in distress, they will respond with co-regulation rather than consequence to help calm them. This builds trust and helps children learn self-regulation skills over time.
- Positive behaviour support: Our educators are trained to understand the reasons behind challenging behaviour, such as sensory overload, unmet needs or anxiety about transitions. They work to address the underlying cause rather than just the surface behaviour.
- Mandatory ongoing professional development: Under the NQF, our OSHC services must demonstrate continuous quality improvement. Our professional development plans for educators include inclusion-specific training, which supports our commitment to continually improving our services.
How OSHC services can support families
Design an individual support plan
Effective inclusion is never a one-size-fits-all. Families often find it helpful to work with the OSHC team to develop a plan that supports their child’s individual needs.
At the Y, this process typically includes:
- A conversation with the family: Before you enrol, you can meet with our OSHC coordinator to share your child’s preferred communication style, sensory sensitivities, known triggers, effective de-escalation strategies and what a good day looks like. This helps us support your child from day one.
- Coordination with the child’s school support team: With the family’s consent, our team will communicate with the school to share strategies that already work in the classroom and can be used at OSHC. This ensures continuity for your child.
- Flexible support plans: Our support plans are reviewed and updated regularly. We consider feedback from families and educators, and your child’s development, to ensure plans are up to date.
- Shared decision making: We treat families as partners and children are included in all decisions. We’ll always keep you informed and work with you to support your child in the best way we can.
Ensure regular and effective communication
A common challenge for families of neurodivergent children is the gap between what happens at school and what happens in OSHC.
At the Y, we bridge this gap with structured handover processes and open, ongoing communication. This includes:
- Daily verbal handovers: At pick-up and drop-off, YMCA OSHC educators will speak with parents, carers and school staff about how your child is doing. A quick "she had a hard morning" or "he's anxious about something that happened at lunch" allows them to adapt their approach before the child arrives.
- App-based and written communication: Many of our OSHC services use printed reflection journals which you can discuss with the team at pick up. We will also be rolling out Xplor in the future so that families will receive updates digitially
- Visual supports and resources: If your child uses a specific visual cue card, feelings chart or social story at school, please bring this in or share copies with the OSHC team. We can incorporate this into the OSHC program to support your child. The familiarity can also help to reduce anxiety.
- Share the information that helps most: Let the OSHC team know the details that make the biggest difference to your child. This could include the activities that calm or de-escalate them, how your child prefers to communicate when distressed, any changes to medication or routine, and who the child trusts when they’re struggling.
OSHC funding for families of children with additional needs
If your child needs extra support at before or after school care, help is available.
The Australian Government's Inclusion Support Program (ISP) helps children with additional needs take part in OSHC alongside their peers.
What is the Inclusion Support Program?
The Inclusion Support Program provides funding, advice and resources to OSHC services so that they can include children with additional needs. It provides support such as:
- Professional advice from Inclusion Agencies
- Specialist equipment like ramps, standing frames and specialist seating
- Funding for other solutions, support, or extra educators.
Who can access ISP support?
Your child may be eligible for ISP support if they have:
- A disability or developmental delay
- Challenging behaviours
- A medical or health condition (including mental health)
- Trauma-related behaviours
- Cultural, language, or refugee backgrounds that need extra consideration
Your child does not need a formal diagnosis to access support.
How does IPS work?
Families don't apply for ISP funding themselves. Instead, the OSHC service (like the Y) does it for you. If you think your child might benefit, chat with the OSHC team. If they think ISP may be appropriate for your family, they can organise this on your behalf and guide you through the process.
Is there any financial support for families?
While ISP does not provide financial support directly to families, there are other ways to make OSHC more affordable.
Eligible families can get the Child Care Subsidy (CCS) for outside school hours care. This covers part of the daily fee, and the amount you receive will depend on your family’s circumstances (such as your income).
Together, ISP and CCS can help make quality inclusive care more accessible for families.
Getting ready: A checklist for families transitioning their child into OSHC
If your child has autism, ADHD or another additional needs, the steps below can help make the transition to OSHC a smoother journey for your child.
- Contact the YMCA OSHC Coordinator before you enrol to share your child’s support needs.
- Request a visit to the service so your child can become familiar with the team, space and the routine before they officially start
- Share any visual supports or resources that your child uses at school so the OSHC team can replicate them.
- Identify key educators for your child at the OSHC service so your child has a few key educators to go to when they need support.
- Ask about the service’s access to the Inclusion Support Program and whether additional funding is available to support your child’s participation.
- Establish daily communication with the OSHC team at pick-up, drop-off, or another method, so that we can best support your child.
FAQs
Is outside school hours care safe for children with autism and ADHD?
Yes. At the Y, our OSHC programs are regulated under the National Quality Framework and assessed against the National Quality Standard. This means we maintain safe environments and inclusive practices for all children, including those with additional needs. We have an educator-to-child ratio of 1:15 (and we reduce ratios during excursions for additional support) to ensure attentive supervision and can organise additional support where needed through the Australian Government's Inclusion Support Program.
How does OSHC support child development for neurodivergent children?
Our OSHC programs provide opportunities for structured social opportunities in a lower-pressure environment than the school day. For children with autism or ADHD, this allows them to practice skills like turn-taking, reading social cues, managing emotions and building friendships all within a supportive environment.
How do I know if OSHC is the right fit for my child?
We recommend having an honest conversation with the OSHC coordinator before you enrol. At the Y, we welcome families of children with additional needs to visit the service, meet the team, and ask any questions you have. We can chat with you about how our program would accommodate your child’s individual needs.
Learn more about OSHC at the Y
YMCA OSHC programs are built on the understanding that every child deserves a place where they feel safe, known and supported. That includes the hours before and after school.
Learn more about our inclusive OSHC programs and contact your nearest OSHC service to get started.
