Understanding and responding to children’s vulnerability: What educators need from professional learning
Background: Vulnerability involves exposure to short- or long-term risk. Children experiencing vulnerability, particularly those in marginalised communities, often face constraints on inclusion, well-being and future opportunities. Professional learning and development is essential for strengthening early childhood educators’ and teachers’ practice and improving outcomes for all children. Participation depends on workplace conditions, supportive leadership and opportunities for embedded learning.
Aim: This research explores how early childhood educators and teachers in Gippsland, Victoria, are supported through professional learning to educate and care for children experiencing vulnerability. Although well-trained educators are key to high-quality, inclusive education, significant learning gaps persist in areas such as trauma, attachment, and children’s social and emotional development. These gaps affect educators’ capacity to support children’s inclusion and well-being.
Method: This qualitative, interpretative case study drew on Bronfenbrenner’s bio‑ecological framework, Bourdieu’s concepts of capital, field and habitus, and an early childhood professional learning framework. Ethical processes included approval, informed consent, voluntary participation and pseudonyms. Thirty‑three educators and teachers completed an online survey, with nine participating in follow‑up interviews and reflections, ensuring a strong representation of professional voices.
Results/findings: The findings show that although professional learning and development is necessary, inconsistent approaches lead to fragmented implementation. Educators reported insufficient support to recognise and respond to children’s vulnerabilities. Despite this, inclusion, well-being, and social justice remained central to their practice.
Conclusion: The study highlights the need for accessible, contextualised professional learning and broader policy reform. When it is relevant, collaborative, and aligned with real-world practice, educators feel equipped to support inclusion and well-being and drive positive change.
Implications for children and families: Educators are here to provide you with a safe, high-quality place to learn and grow, and when well prepared, they can help you and your child thrive even in challenging times.
Implications for practitioners: Contextualised professional learning strengthens pedagogy, equipping you to educate and care for vulnerable children with greater confidence, understanding, and impact.
Funding: This doctoral research was partially funded by an Australian Government Research Training Program stipend and fee-offset scholarship through Federation University Australia.
Keywords: children’s vulnerability, equity and inclusion, child well-being, contextualised professional learning and development, marginalisation
This presentation relates to the following United Nations Sustainable Development Goals: