Thriving Kids Advisory Group Report

On 3 February, the federal government released the final report from the Thriving Kids Advisory Group, setting out a national model for services and supports delivered outside the NDIS. Here is an overview. 

The Thriving Kids Advisory Group was a temporary expert advisory committee set up by the Australian Government in September 2025. The group was established to bring together knowledge from different sectors (health, education, disability, child development, lived experience) to make sure the design of the Thriving Kids system was well-informed and practical.  

Speech pathologist Ms Denise Imms (CPSP) was a part of the Thriving Kids Advisory group. Other group members represented a broad range of sectors, including health care and early education, child and family services, disability services, and Aboriginal and Torres Strait Islander led organisations. The group also included representatives from research, policy, and state and territory governments.  

The Advisory Group provided advice and recommendations to government to help finalise the proposed Thriving Kids model. It sought to ensure the model was evidence-based and informed by real-world experience through collaborative meetings with stakeholders and in-depth discussions with key groups in the early childhood sector. 

The group made several recommendations in its final report, released 3 February 2026: 

System design 

  • Access to Thriving Kids should not depend on a diagnosis, with a range of entry pathways available, including ‘soft referral’ options. Those children who are not attending school or Early Childhood Education and Care (ECEC) settings should still be able to access supports.
  • Supports should be offered in a way that fits the child and family — one-on-one, in groups, in person, or online. These supports should be affordable with no or low costs for families.
  • Services should involve family and child centred supports, that are strengths based. They will ideally be delivered in everyday settings where children spend most of their time, this includes home, early childhood centres, and schools.
  • Supports should be outcomes focused, considering development, participation and inclusion for children and families.
  • Intervention should be provided early, to build skills and confidence in children and families before challenges become more complex. This includes teachers, early childhood educators, and allied health professionals having access to practical guidance and training so they can identify children’s needs early and respond appropriately. 

Collaboration 

  • Services should be co-ordinated, to reduce the burden on families and avoid duplication. The Advisory Group proposed the development of a national digital child health record that would be accessible to families and services, to connect different parts of the system.
  • Supports should be offered within a multi-tiered system of supports model. Allied health professionals should collaborate closely with families, educators, and other support staff to provide coordinated care. Everyone in the child’s life, including ECEC staff, education staff and allied health providers should work together so that strategies and supports are embedded in daily routines.
  • Families should be partners in the process, receiving guidance and resources to support their child at home and in the classroom.
  • There should be consideration of a Key Worker role, that is a person who assists in supporting the family and co-ordinating care when there are multiple supports involved. Note that this would be a role that a member of the child’s care team might play, and could be transferrable to a different person if the child or family’s needs change.
  • The Advisory Group’s recommendations should be considered alongside the National Best Practice Framework for Early Childhood Intervention, particularly the framework’s decision making guide. 

Workforce 

  • The report noted shortages and pressures in the current workforce and suggests that actions addressing these shortfalls are essential for the success of Thriving Kids. 
  • The Advisory Group emphasised the importance of investing in workforce development to support early identification and intervention. This includes training more workers in child development, disability inclusion, culturally responsive practice, and neuro-affirming approaches.
  • The Advisory Group highlighted the need for supervision, ongoing professional development, and systems that maintain quality practice across allied health, health and education professionals.
  • There is a need to support service sustainability in all locations, including regional and remote areas, so families can access services when and where they need them. 

Supports for priority groups 

  • The program must ensure that Aboriginal and Torres Strait Islander families, families from culturally and linguistically diverse backgrounds, and children in out-of-home care can access services easily and safely.
  • Services should respect families’ cultural backgrounds and values, using approaches that are culturally safe, inclusive, responsive, and strengths-based.
  • Some priority groups may need additional support to navigate services and access programs. This includes accessible information and outreach strategies to ensure meaningful engagement and equitable access.

Members can share their perspectives on the report by providing feedback to SPA’s Policy and Advocacy team here.