Listening to families: Access to support for Aboriginal and Torres Strait Islander children with communication needs
Background: Families’ voices are central to understanding children’s communication needs. Strong speech, language, and communication skills support children’s connection to culture, community, learning, and well-being. However, Aboriginal and Torres Strait Islander children are more likely to experience speech, language, and communication needs (SLCN), shaped by the ongoing impacts of colonisation and inequitable access to services. Despite the importance of early support, children’s needs are often identified by parents but not met by services.
Aim: To identify the parent-reported prevalence of SLCN in Aboriginal and Torres Strait Islander children (0–6 years) and to explore service gaps, barriers, and facilitators to accessing support, as reported by parents. The author team includes Indigenous and non-Indigenous researchers with expertise in public health and speech-language pathology.
Method/approach: This longitudinal study analysed data for 474 children from the Footprints in Time: Longitudinal Study of Indigenous Children. Children were aged between six and 24 months in Wave 1, and were followed up annually across Waves 1–6. Quantitative analyses examined prevalence and factors associated with access to support, while qualitative content analysis explored parent-reported barriers and facilitators. Approval to access data was obtained from the Australian Department of Social Services and noted by the UNSW Human Research Ethics Committee.
Results/findings: Nearly half (47%) of children were identified by parents as having SLCN; however, only 48% of those identified accessed support. Parents’ voices highlighted key service gaps, including limited availability, a lack of awareness of services and their benefits, and challenges navigating systems. Facilitators included recognition of need, particularly where children had additional health or developmental concerns. These findings demonstrate a disconnect between children’s identified needs and access to responsive, culturally safe services.
Conclusion: Many Aboriginal and Torres Strait Islander children’s communication needs remain unmet, despite being recognised by families. Embedding parents’ voices in service design is critical to addressing inequities and creating inclusive, accessible systems that support children to thrive.
Implications for children and families: When families are heard, services are better able to respond to children’s communication needs, supporting connection, participation, and well-being.
Implications for practitioners: You can improve access by partnering with families, strengthening culturally responsive practice, increasing service visibility, and adopting public health approaches that prioritise prevention, early identification, and equity.
Keywords: Aboriginal and Torres Strait Islander children, speech-language and communication needs, access to services, public health
This presentation relates to the following United Nations Sustainable Development Goals: