2025
Beyond the Bell
Transforming Australia’s
outside-school-hours landscape
Enhancing outcomes for children and revitalising our communities
Acknowledgements
We acknowledge Aboriginal and 89 Degrees East Torres Strait Islander peoples as the At 89 Degrees East, we collaborate Traditional Owners of Australia and with our clients, drawing on data, their continuing connection to both insights, creativity and our many their lands and seas. We also pay our years of executive experience to respects to Elders – past and present tailor high quality strategies. We – and generations of Aboriginal and don’t observe problems. We design, Torres Strait Islander peoples now develop and deliver enduring and into the future. solutions that stand the test of time. Our team of experienced and diverse Sydney Policy Lab specialists is led by CEO Alister The Sydney Policy Lab was created Jordan and Founder Annie O’Rourke. by the University of Sydney to be a multi-disciplinary, non-partisan Further acknowledgements space where the academy and the We would like to thank the following community can come together to academics and professional staff who investigate and solve complex policy took part in a series of workshops issues that face our world, build we convened that informed the community and make progress. It development of this discussion represents a powerful contribution by paper: Michael Anderson; Emma the University to the common good. Barrett; Louise Baur; Robyn Ewing;
Luara Ferracioli; Elizabeth Hill; Tim
Brain and Mind Centre Gill; Hossein Hosseini; Olivia Karaolis; The Brain and Mind Centre is a global Haley LaMonica; Alyssa Milton and leader in research and treatment. Fotini Vasilopoulos. We focus on conditions that affect child development, youth mental This paper does not represent their health and brain ageing. We aim to views directly but we hope the understand individual circumstances discussion it frames and fosters will and to develop solutions that improve be better thanks to their pre-existing the quality of life for both patients research and participation. Any and their loved ones. errors are, of course, ours alone.
Beyond the Bell
Transforming Australia’s
outside-school-hours landscape
Enhancing outcomes for children and revitalising our communities
Contents
Foreword 02 How you can contribute 04 Introduction 05 After-school-hours landscape 07 Child development and wellbeing 08 Equity and opportunity 14 Community and social cohesion 18 Conclusion 22 Further reading 23 References 24
Foreword
Dr Kate Harrison Brennan Professor Ian Hickie
Sydney Policy Lab Brain and Mind Centre
As demands on working families intensify, social patterns change and cost of living pressures hit, it has become increasingly urgent to rethink what happens after the formal school day ends and how we could do better for kids, their families and our communities.
While there has been significant enhance their happiness, health, and but also their emotional resilience
focus on education and care in the skill development, while also reducing and physical health. Creating safe,
early years (up to 5 years old), and the risks associated with excessive stimulating, and supportive spaces
significant reforms made, a gap exists screen time. where children can learn, grow, stay
for many children and their families active and form positive relationships
between when the formal school day Time and cost pressures can is key to ensuring their future success
ends and when parents and carers complicate parents’ ability to and wellbeing.
are able to finish work for the day and coordinate and manage their child’s
be with their children. participation in extracurricular For those that can access it, outside-
activities, placing strain on both school-hours care (OSHC) has
The time between the school bell and families and children. become a vital component of weekly
the end of the workday is a crucial care arrangements. So much so that
period for children and parents alike. For children to thrive, they need the Productivity Commission’s Inquiry
Providing young people with access environments that nurture not just Report into universal early childhood
to positive, affordable activities can their educational development education and care advocates for
02
an expansion of OSHC in all state the workforce, addressing gender For our part, we commit toschools as part of a broader strategy disparities in employment and continuing the conversationto provide comprehensive, affordable economic participation. Flexible, with researchers, educators,and accessible care options for accessible OSHC programs alleviate policymakers and communitiesfamilies, to enhance workforce stress for working parents, fostering about how we can best deliverparticipation and support children’s more stable family environments, opportunities for young peopledevelopment. which, in turn, benefit children. ‘beyond the bell’. We also know that communities that The Sydney Policy Lab is partnering embrace diversity and encourage with the Brain and Mind Centre intergenerational engagement to build a roadmap for future create richer, more supportive investigations, policy development environments. Programs that and planning around how to cater to encourage community participation, families’ needs once the school day particularly in diverse forms of is over. engagement, help to create more vibrant, resilient communities We hope this paper initiates an that offer a network of support important conversation and takes for families and contribute to the us closer to transforming Australia’s wellbeing of future generations. outside-school-hours landscape to better support children’s Outside-school-hours services development, boost workforce also empower parents, particularly participation and strengthen mothers, to participate more fully in our communities.
03
How you can contribute
You can contribute to this discussion by sharing your experiences, insights and suggestions regarding after-school care and other extracurricular programs. Your input will help inform the next steps in shaping policies and initiatives aimed at improving accessibility and quality in after-school programs, ensuring they meet the needs of students, families and communities.
Students and families Schools and OSHC services Researchers
Students, families and communities Schools and OSHC services are Researchers are encouraged to
are encouraged to share their encouraged to share their reflections take an evidence-based approach
experiences of after-school care on Australia’s after-school care to addressing the issues in this
and related activities, and how it has landscape. This includes what is paper. This includes sharing existing
made a difference. We welcome your working and what is not, and what research or proposing new research
suggestions about how after-school needs to change to ensure every that may be needed to explore the
care and activities can be better and student can access high quality issues further.
more accessible. activities close to home or school. Industry and employers
Community groups and volunteers Government and policymakers Industry, unions and employers
Community groups and volunteers Government departments and are encouraged to tell us how
are encouraged to share information statutory authorities are encouraged after-school care and activities
about their current role in Australia’s to respond to this paper by sharing connect to the world of work in
after-school care landscape with their insights around funding, terms of workforce participation
reference to specific examples. We accessibility, and planning around and productivity among parents
welcome your suggestions on how education, care, children’s safety and of school-age children as well as
after-school care provision and health and wellbeing. opportunities for skills acquisition
activities can be enhanced through and job preparedness among greater involvement of community school-leavers. groups and volunteers.
Please get in touch via email at: policy.lab@sydney.edu.au
0404
Introduction
Improving outcomes for children requires targeted support for families and communities to better meet the social, emotional, educational and physical needs of children beyond the school day.
Children’s development extends Programs must be designed to This paper underscores the
beyond the classroom, with the provide more than just supervision; importance of improving access
hours following the school day they should offer enriching activities to outside-school-hours programs
providing crucial opportunities that foster creativity, physical activity across our communities, ensuring
for growth and engagement. and social engagement. This paper that every child has the chance to
High quality outside-school-hours highlights a range of innovative benefit, at the same time supporting
programs offer a structured programs delivered in diverse settings greater workforce participation and
environment where children can from galleries to kitchen gardens to family cohesion.
thrive emotionally, physically showcase the myriad approaches and socially. to engaging children in sport, art, cooking and other pursuits. Research shows that many families face significant barriers to accessing These activities have been shown quality outside-school-hours to build emotional resilience, programs due to availability, cost physical fitness and academic skills, or geographical location. In urban supporting children as they navigate centres, access may be limited due an increasingly complex world. In this to high demand, while rural and way, outside-school-hours programs regional areas often lack sufficient can act as a cornerstone of child infrastructure to support the delivery wellbeing, community vitality of local services. and connectedness.
0505
After-school-hours landscape
Working parents rely on different types of care for their to children aged 10 and older (ABS, 2010). As children get children while they are at work. Once children reach older, they become more independent and capable of school age, before and after-school-hours care and managing time at home, reducing the need for structured supervision becomes an important consideration for care. Alternatively, they are undertaking extracurricular families, with parents relying on a range of formal and activities like sports, music, or tutoring off-site, requiring informal care arrangements to stay in the workforce. parents to transport them.
Outside-school-hours care (OSHC) services play a crucial Peer influence and a desire for greater autonomy role in the modern working family’s support system, can also drive older children away from OSHC, as they offering care and enrichment activities before and after may prefer spending time with friends or engaging in school, as well as during holidays. Yet many families often activities that align more closely with their interests. face significant challenges in accessing these services. Additionally, parents may feel more comfortable leaving As few as 19.2% of 5-12 year olds in major cities access older children at home alone, especially as they develop OSHC, falling to 3.3% in remote and very remote parts greater responsibility and self-sufficiency. of Australia.1 Yet, when children are left unsupervised for Quality of care is inconsistent, with many parents extended periods they are more likely to engage struggling to find programs that meet educational in excessive screen time, which can impact their standards and offer engaging activities. Costs can also development, physical health, and sleep patterns. be prohibitive, especially for families with multiple Quality OSHC and extra-curricular activities benefit children, and availability is limited in regional areas which children’s health and wellbeing and educational leads to long waitlists or the need for extended travel. outcomes, whilst reducing harms associated with Formal OSHC programs are more frequently attended by excessive screen time, isolation, and exposure to children in the early years of primary school, compared harmful online content.4
Percentage of children in formal or informal before or afer school care
Age 6–7 (2010) 25% Age 8–9 (2012) Age 10–11 (2014)
20%
15%
10%
5%
0
Formal care before School-based Other formal care Informal care before or Grandparent
or after school program (child care centre not after school
at a school or family day care)
Source: Growing Up in Australia (2017) LSAC Annual Statistical Report chapter 9
– published November 2018. This is the last published statistical report in the series.
0606
Number of OSHC services Number of OSHC services by state and territory by region
June Quarter 20242 June Quarter 2024
5,062
5,062
3,640
1,589 1,470 1,047 815
392 514 122 55 105 328 47
NSW VIC QLD SA WA TAS NT ACT NATIONAL Major Inner Outer Remote &
Cities of Regional Regional Very Remote NATIONAL
Australia Australia Australia Australia
Number of families using OSHC Number of families using OSHC by state and territory by region 418,720
June Quarter 2024 June Quarter 2024
418,720 345,220
131,160 95,680 97,730 54,080
35,000 38,180 6,410 3,730 11,010 18,850 1,400
NSW VIC QLD SA WA TAS NT ACT NATIONAL Major Inner Outer Remote &
Cities of Regional Regional Very Remote NATIONAL
Australia Australia Australia Australia
Number of services by Average hourly fee provider management type3 by region
June Quarter 2024
2,679 Private for profit
793 Private not for profit community managed Major Cities of Australia $9.10
838 Private not for profit other organisations Inner Regional Australia $9.25
123 State/Territory and Local Government managed
Outer Regional Australia $8.85
314 State/Territory government schools
Remote & Very Remote Australia $10.65
145 Independent schools
141 Catholic schools
11 Other / Not stated
0707
Child development and wellbeing
Mental and physical wellbeing Lack of physical activity. Australian children are facing declining physical fitness Prevalence of children’s mental health challenges levels, with a growing trend toward sedentary lifestyles such as anxiety, depression and behavioural disorders. fuelled by increased screen time and reduced outdoor play. This has contributed to rising childhood obesity rates,In Australia, children’s mental health challenges such with around one in four Australian children now classifiedas anxiety, depression and behavioural disorders are as overweight or obese. This poses significant long-termbecoming increasingly prevalent. According to the health risks.Australian Institute of Health and Welfare (AIHW), around one in seven children aged four to 17 are diagnosed with Children in their early years typically spend about twoa mental health disorder, with anxiety being the most hours per day engaged in physical activity, but thiscommon. Depression and behavioural disorders, such reduces as they move into structured primary schoolingas conduct disorders and ADHD, also affect significant environments. According to the Australian Departmentproportions of young people. of Health, children aged 3-5 are recommended to have at least three hours of physical activity per day. However,A report by the Australian Research Alliance for Children by primary school, the Australian Institute of Health andand Youth (ARACY) found that 22% of Australian children Welfare (AIHW) notes a dramatic reduction in physicalaged 4-11 have difficulties with social and emotional activity among Australian children, with only 30% of thosedevelopment, which increases with age. In 2021, the aged 5-12 meeting the daily physical activity guidelinesAustralian Early Development Census (AEDC) also noted an (one hour per day).increasing number of children arriving at school with low levels of social confidence and emotional maturity. Some of the leading causes of mental health challenges among children in Australia include increased exposure to Vacation care social media, gaming, cyberbullying and heightened pressure to conform. How can we maintain kids’ health, fitness and wellbeing over the school holidays? Academic pressures and high expectations at a young age In the summer holidays, Australian children are getting can also lead to stress and emotional difficulties. Family less physical activity and more screen time while dynamics, including parental conflict, divorce and financial eating more junk food and less fruit than they do instability contribute to emotional strain. Additionally, during term time. children who face social isolation, bullying or difficulties in forming peer relationships are at greater risk of developing Interventions targeted at the holiday period (such behavioural disorders. as summer camps and programs which offer a mix of physical and learning activities), at the home environment, or at effectively extending the in-school environment (such as shortening the holiday period) may provide the structured day needed to prevent weight gain and losses in aerobic fitness.
There is accumulating evidence that interventions which are structured in their programming have been effective in North America and Europe, where summer camps are common.
0808
Educational outcomes Outside-school activities play a crucial role in filling the gap for creative and artistic pursuits among Australian children, particularly as school curriculums increasinglyDeclining literacy and numeracy scores and focus on academic achievement. Programs like communitysocio-economic disparities are exacerbating arts classes, music lessons, drama groups and creativethe educational divide. workshops provide opportunities for self-expression, skillAustralian children have shown declining results in development and social engagement.literacy and numeracy scores, particularly in international assessments such as PISA where performance in reading, These activities foster creativity, enhance emotionalmathematics and science has slipped over the past and social development, and allow children to exploredecade. Educational outcomes are also marked by their artistic interests in a more flexible, less structuredgrowing disparities, with students from disadvantaged environment than traditional schooling.backgrounds, rural areas and Indigenous communities facing greater challenges in achieving academic success. Social and emotional developmentStudents from lower socio-economic backgrounds face numerous systemic challenges – such as limited access to Fostering creativity, unstructured play and cognitivequality resources and support systems – that compound development to support holistic child growth.as they progress through the school years. For example, Department of Health guidelines suggest children needa review of NAPLAN data shows minimal improvements a balance of structured and unstructured play, yetbetween Year 3 and Year 5 scores for students who start in Australian kids participate, on average, in over six hoursthe lower percentiles.5 of scheduled activities weekly, leaving limited time for decompression.7 Data indicates that only 15% of childrenInternational PISA data from 2016 and 2019 reveals that the aged 3-12 engage in the recommended amount of freegaps between high and low socio-economic status (SES) play daily, compared to nearly double this figure 20students, and between those in remote and metropolitan years ago.8schools, are equivalent to three to five years of learning.
Research from the Australian Institute of Family StudiesThe role of arts and creativity in fostering (AIFS) highlights that screen time has increasingly replacedholistic development. in-person interactions for children, with 68% of AustralianThere is ongoing debate about whether Australian children aged between 5 and 14 spending more time onschools do enough to support creative arts, dance, screens than recommended by health guidelines.music and drama in the curriculum. While the Australian Curriculum mandates arts education from Foundation The 2020 Growing Up in Australia study by the Longitudinalto Year 10, both formal and anecdotal reports suggest Study of Australian Children (LSAC) reports a notable shift,that the implementation and emphasis on these subjects showing that already reduced face-to-face interactionvary significantly between schools, often depending on was exacerbated during the COVID-19 pandemic due toresources, teacher expertise and school priorities. increased screen reliance for education and socialisation. For example, a 2019 report by the Australian Council for OSHC and other extracurricular programs encourageEducational Research (ACER) highlighted that although the creativity, unstructured play and cognitive developmentarts are valued, some schools struggle to provide sufficient by providing children with opportunities for imaginativetime and quality teaching in creative subjects due to expression, self-directed exploration and skill-buildingconstraints like funding or a focus on other academic in a supported environment. This promotesareas. Parent reports suggest there can be reliance on holistic growth by enhancing social, emotionaldigital platforms, such as YouTube, in the classroom to and intellectual development.provide explicit instruction in these subject areas, in the place of a specialist or classroom teacher.6
0909
Online safety Workforce development
Exposure to online risks among school children The importance of an educated, well-compensated Australian children are increasingly exposed to online risks workforce in childhood education and care, with as their digital engagement grows, with many accessing opportunities to work in places that also care for them. the internet at a young age through social media, gaming As more Australian children access OSHC, efforts to platforms and educational tools. Common online risks ensure quality education and care are more important include cyberbullying, exposure to inappropriate content, than ever. Research consistently demonstrates that the online predators and privacy violations. quality of education and care significantly influences children’s cognitive, social and emotional development. The Digital Australia 2022 report indicates that 17% of The AIFS highlights that access to high-quality education, Australian children aged 8-17 engage in excessive gaming delivered by well-trained and supported educators, (defined as more than three hours per day). The report contributes to improved school readiness, reduced links excessive gaming to increased aggression, anxiety developmental vulnerability and long-term social benefits. and social withdrawal. Key measures include enhancing professional The Australian Office of the eSafety Commissioner development opportunities, providing ongoing training found that 44% of children aged 9-16 had encountered and creating pathways for educators to gain formal pornography online, with exposure typically occurring qualifications. The National Quality Framework (NQF) by age 12. This has been linked to distorted views of sets standards for staffing, educator-to-child ratios, relationships and sexual behaviour, as well as the and programming to promote holistic development. exacerbation of mental health issues such as anxiety and Additionally, efforts are being made by governments depression. to improve pay and working conditions for OSHC staff, recognising their important role in delivering enriching A significant challenge for parents, educators and and supportive environments for children outside school policymakers is to address early and widespread access hours. These initiatives aim to maintain high standards of to inappropriate content, while supporting the care while fostering job satisfaction and retention within development of digital literacy and technology skills by the sector. an appropriate age. Educators are more likely to remain in the profession when Government responses to online safety they feel supported and valued, reducing turnover and Recent proposals include introducing national age ensuring continuity of care, which is essential for fostering restrictions on accessing social media and gaming strong, secure relationships with children. platforms, aimed at limiting children’s exposure to harmful content. This is part of a broader strategy to regulate the digital environment and ensure that children under certain ages are better protected from risks like exposure to pornography.
1010
Key stats
−On average, children aged 5–14 spend more −Children aged 10–14 spend more time in front than 2 hours (123 minutes) each day sitting or of screens (145 minutes a day, on average) lying down for screen-based activities.9 than children aged 5–9 (102 minutes).15
−Childhood obesity rates are higher than −Children spend 25% less time engaging in face-to-face the OECD average: around 1 in 4 children socialisation today compared to pre-pandemic levels.16 aged 5–14 are overweight or obese.10 −Only 26% of boys aged 11+ from single-parent −1 in 3 Australian primary school-age children ‘feel families have regular contact with mentors or bad for long periods of time,’ while 53 per cent of adults outside their immediate family, compared secondary school children ‘feel very stressed’.11 to 45% of boys in dual-parent households.17
−Almost 14% of Australian children aged 4-11 −About 100,000 Australian teenagers are have a mental illness, with anxiety and ADHD clinically addicted to gaming.18 being the two most common diagnoses.12 −44% of children aged 9-16 have −By the age of 10, one quarter of young people encountered pornography online.19 are using social media and messaging apps. −38% of early-career educators are planning to Two thirds of 14-to-17 year olds have viewed leave the profession within the next decade.20 violence, drug use and self-harm online.13 −Teacher satisfaction levels have plummeted from−Most Australian children spend more time on 65.9% in 2019 to 45.8% and less than 14% of teachers in screens than is recommended; only 15% of 5–12 Australia report that their workload is manageable.21 year olds meet screen-time guidelines.14
11
Case Studies
The Stephanie Alexander ArtPlay
Kitchen Garden Program Melbourne
Combating childhood obesity and The role of arts and creativity in promoting physical activity fostering holistic child development
Overview: Overview: This program is designed to provide children with ArtPlay Melbourne offers children from diverse hands-on experience in growing, harvesting, preparing socio-economic backgrounds opportunities to engage and sharing fresh, healthy food. It encourages children in creative arts activities. The program emphasises to develop a healthy relationship with food while unstructured, creative play and interactive workshops promoting physical activity through gardening. The led by professional artists. programs are run in schools, sports clubs, recreation centres, outside-school-hours care and council-owned Success factors: facilities. For schools and other organisations, ArtPlay offers specific sessions, such as school holiday programs and Success factors: outreach initiatives, that focus on art forms like visual The program fosters holistic child development by arts, music, theatre and dance, ensuring widespread combining structured education (gardening and community participation. ArtPlay helps improve cooking) with unstructured play (children exploring children’s cognitive development, emotional resilience the gardens). It addresses physical wellbeing through and critical thinking, bridging socio-economic gaps in healthy eating and movement, alongside mental educational attainment. It fosters social inclusion and wellbeing through teamwork and mindful practices emotional development, especially for children who during food preparation. may not have access to creative resources at home.
Impact: Impact: Today, over 1000 primary and secondary schools, early Over two decades, the ArtPlay program has engaged childhood and community services are running the more than 275,000 participants in more than Stephanie Alexander Kitchen Garden Program. Schools 4,500 artistic experiences including workshops, participating in the program report improvements performances and collaborations with artists. in students’ physical health and social skills, as well Participants demonstrate improved problem-solving as reduced anxiety and behavioural issues. 86% of skills, emotional literacy and better overall educational surveyed teachers found improvements in students’ outcomes, particularly in literacy and numeracy. teamwork skills.22
12
Denmark’s Discussion questions
Skolefritidsordning
Denmark’s education system emphasises 1. How can schools and communities work together
the value of unstructured outdoor play to address the rising mental health challenges in children, such as anxiety and depression, while also tackling physical health issues like childhoodOverview: obesity and declining physical activity?Danish culture supports the idea of children
having autonomy in outdoor environments, often 2. What is the role of outside school hours care
extending into after-school hours. Danish schools in closing the socio-economic gap in literacy offer Skolefritidsordning, which are after-school and numeracy outcomes, and how can arts and care programs where unstructured play is a major creativity be integrated to support a more holistic component. development for all children?
- In what ways can we foster creativity,Success factors: unstructured play and continued social-emotionalDanish schools often have large, open schoolyards learning outside of school hours to enhancewith natural features like sandpits, trees and climbing cognitive development and support overall childstructures. After academic lessons end, children are growth?encouraged to explore these areas freely, with minimal
adult supervision. 4. What steps can be taken to ensure educators
are well-compensated, equipped with the Impact: skills needed to provide high-quality care and Daily opportunities to engage in a wide range of education in OSHC settings, and able to work in self-directed activities allow Danish children to unwind OSHC settings in which they want to work? and learn through exploration and creativity in a safe,
- How can parents, educators and policymakerssupportive environment, supporting their physical and work together to reduce children’s exposure tosocial development throughout childhood. online harm and excessive screen time?
13
Equity and opportunity
Addressing disadvantage Where you grow up and your family’s resources strongly influence your access to critical educational Inequities in access to after-school programs, opportunities and services. particularly for low-income, rural and regional A report from the Smith Family revealed that the cost of communities. extracurricular activities, including after-school programs, Children and families in different regions in Australia, is a significant barrier for disadvantaged children, with up from inner cities to rural areas, experience inequitable to 30% of low-income families citing financial constraints access to outside-school-hours care and extra-curricular as the primary reason for non-participation.23 opportunities. Barriers such as cost, transportation and program availability disproportionately affect low-income The Australian Early Development Census (AEDC) and outer-metropolitan, regional and rural communities. highlights that children in rural and remote communities are more likely to be developmentally vulnerable across Research from the AIFS has found that children in regional social, emotional and cognitive domains due to reduced and rural areas are less likely to have access to after- access to enriching programs and support services, school programs compared to their urban counterparts, further amplifying the impact of limited after-school with participation rates lower by as much as 15-20% in program availability. Children with parents in the bottom some regions. or top of the income scale are more likely to remain there themselves. Many of these communities tend to lack sufficient funding or resources to offer a wide range of quality programs, Similarly, affluent areas tend to receive better-funded, reducing children’s access to activities that support social higher-quality services, while lower-income, regional, development, physical health and academic achievement. rural and remote communities face reduced access to skilled care providers and programs to meet the needs of Market-driven care systems often prioritise profit, leading different children and their families. to fewer affordable, accessible services in underserved communities, disproportionately affecting vulnerable populations. The reliance on market-based care provision Museums and galleries in Australia exacerbates socio-economic inequalities Broadening access to young people who might by making access to high-quality care dependent on a not otherwise visit museums can provide powerful family’s ability to pay. enrichment opportunities. Encounters with collections can aid the development of cultural capital by offering opportunities to individuals and communities who have previously felt excluded from museums. These experiences could plant the seeds of a lifelong interest in museums and what they have to offer. Museums provide a lively and interesting setting for students of all ages, and spark a love of learning that lasts a lifetime.
14
Skills for the future Gender equality and workforce participation
Equipping young people with behavioural and technical The motherhood penalty, and the link between flexible skills to meet the challenges of a changing world and work and after-school care availability. workforce. Preparing Australian students to thrive in an evolving The motherhood penalty refers to the career world and workforce, shaped by digital transformation, disadvantages women face after becoming mothers, automation and global competition, is a challenge. Social including reduced wages, limited career advancement and emotional development, creativity, adaptability, and gaps in employment. This is often exacerbated by problem-solving and collaborative skills will be critical the lack of flexible work arrangements and inadequate for navigating a future of increasing complexity, as well as support systems including access to after-school care. unpredictable and shifting job markets. For many, the lived experience of the way the school day is Schools can not meet this skills gap alone. Young people designed and the lack of accessible or quality after-school can build these essential skills through extracurricular care means that education and care for school-aged activities, OSHC programs, internships and part-time jobs children in Australia needs to be facilitated by at least one that provide real-world experience. Involvement in team parent or carer who does not work full-time. sports, volunteering and community projects can also foster behavioural skills like teamwork, leadership and Providing flexible work options alongside affordable, problem-solving. accessible after-school care can help families balance work and caring responsibilities more easily and Growing need for post-secondary qualifications. effectively. It would also remove a barrier for fathers to It is projected that more than 90% of new jobs created become more involved in caring. in Australia over the next five years will require post secondary qualifications. This growth is driven, in Families who do not feel chronically stressed and particular, by the growing demand for skilled workers in stretched by work and care commitments are also more industries such as health care, professional services and likely to be able to provide emotionally responsive care technology, where higher-level education and specialised to their children, which has positive effects for children, training are essential. parents and communities.
Children’s involvement in outside-school-hours care and extracurricular activities promotes lifelong learning by developing critical thinking, problem-solving and social skills that complement formal education.
These experiences in diverse learning environments can ignite interests in specific fields, provide opportunities for inquiry-based or interest-led learning, and build childrens’ confidence to explore potential career pathways, and better prepare for post-secondary education.
15
Key stats
−About 15% of 5–12 year olds attend outside-school- −90% of jobs growth in the next 10 years will hours care. Students attend for 11.8 hours a week require post-secondary education.30 on average (approximately 2.5 hours per day).24 −Women earn less on average than men at all age levels. −50.6% of low-SES children achieve the national Across current superannuation balances, 61 per cent minimum standard for literacy and numeracy in the is held by men and only 39 per cent by women.31 middle years of school compared to 91.3% −The average Australian Year 10 student in 2018 was of high-SES children.25 eight months behind in reading compared to where −Compared to children who attend a government Year 10 students were at the turn of the century.32 school, the odds of participating in a school-provided −Children from high-income suburbs are much more extracurricular activity are double for children who likely to take part in extracurricular activities than attend a Catholic school and almost 3 times higher those in low-income areas.33 for children who attend an independent school.26 −Women’s earnings fall by an average of 55 per cent−Almost 15% of people with parents in the bottom in the first 5 years after entry into parenthood, income decile remain there themselves.27 while men’s are unchanged.34 −Over 3.3 million (1 in 8) Australians, including over −70% of females engage in the physical and emotional 700,000 children, are currently living in poverty. care of children compared to 42% of males.35 34% of sole parent households live in poverty.28 −30% of low-income families cite financial constraints−Unemployment rates are above 10% among young as the primary reason for non-participation.36 adults without Year 12 or any tertiary qualification.
That rate drops to 3.5% for those with higher −Mothers spend an average of 3 hours and 34 education qualifications.29 minutes participating in child care activities a day,
while fathers spend 2 hours and 19 minutes.37
16
Case Studies
The Smith Family’s FIRST®
Learning for Life Program LEGO® League
Inequities in access to after-school programs for disadvantaged communities Overview: For Inspiration and Recognition of Science and Technology (FIRST) LEGO League introduces science, technology, engineering and maths to school-ageOverview: children through interactive hands-on learning. TheThe Smith Family’s Learning for Life program provides programs are designed for schools and community-financial and educational support to children from based youth groups, supported by a vast network oflow-income families across Australia, with a particular volunteers, educators and sponsors.focus on rural and regional areas. It addresses barriers to education and after-school learning opportunities by Success factors:offering scholarships, mentoring and access to after Friendly competition is at the heart of the competition,school tutoring and extracurricular activities. as teams of students engage in research, problem solving, coding and engineering. The competitionSuccess factors: is about inspiring young people’s interest andThe program ensures children from disadvantaged participation in science and technology.backgrounds can access learning resources and extracurricular programs that would otherwise be Impact:unaffordable. The holistic support, including family Participants gain real-world problem-solvingengagement and mentorship, helps children thrive both experience through a guided, global robotics program,academically and socially. with lasting, positive impact on participants across all demographic groups in team-building, hands-onImpact: learning, technical skills and presentation skills.The program has seen significant improvements in educational outcomes, including better school attendance, higher retention rates and improved confidence among participants. Families also benefit from increased access to educational resources and community support.
Discussion questions
-
What policy changes could help bridge the gap in access to after-school programs for low-income and rural communities, and how might these changes alleviate broader socio-economic inequalities?
-
How can outside-school-hours services support young people to develop social, behavioural and technical skills necessary to thrive in a changing world?
-
In what ways can increased investment in after-school care not only boost women’s workforce participation but also address the broader issues of financial security, the motherhood penalty and gender equality in the workplace?
-
What is the government’s role in reducing the barriers to setting up outside-school-hours services in thin markets?
17
Community and social cohesion
Fostering a sense of community Redesigning after-school programs
Results of the Mapping Social Cohesion survey 2023 Leveraging local knowledge to co-design care systems show social cohesion in decline. In the last 12 months, that reflect the needs of diverse families. the Scanlon-Monash Index of social cohesion fell by four In Australia, the diversity of communities – particularly in points to 79, the lowest score on record. Since a peak terms of cultural background, socio-economic status, and in social cohesion during the COVID-19 pandemic in geography – means that a one-size-fits-all approach to November 2020, social cohesion has declined by 13 points. care is often inadequate. Co-designing care systems with input from local communities ensures that services are Connections with family, friends and the community responsive to the unique challenges and strengths of the Children’s experience of positive caring relationships and populations they aim to serve. interactions with others plays a crucial role in healthy brain development. Positive connections and interactions Involving local families and community leaders in the with adults outside the family home support children’s design of care systems allows for services to be tailored social and emotional wellbeing, as they provide diverse to cultural norms and values. For example, care systems role models, support the development of social skills and designed for Aboriginal and Torres Strait Islander families foster a sense of belonging and security, which are critical that reflect their specific cultural protocols, kinship for healthy emotional growth. structures and knowledge.
Part of this story can be attributed to smaller sized Place-based and community-led initiatives addressing families, where in previous generations children grew up in local needs in the provision of care and education. large extended families and neighbourhoods were full of The Australian government is increasingly interested kids. Australia’s fertility rate has steadily declined, with the in place-based initiatives to reduce disadvantage in average number of children per family dropping from 2.9 communities, empowering local stakeholders to co-design in 1970 to 1.74 in 2021 (ABS, 2022). and implement tailored solutions that address the unique challenges of specific regions. According to The Smith Family, boys aged 11 and older benefit from non-parental adult role models, especially Local co-design ensures that care and education systems in single-parent households. Yet social trends like smaller are designed in ways that make them more accessible families and less communal living are reducing these to the communities they serve. For example, rural and opportunities, and traditional community structures remote families often face barriers related to distance (sports and clubs) have declining participation. and transportation. Co-design enables actors in systems to address specific barriers related to socio-economic The role of after-school activities, sports and status or geographic isolation as they are understood by organised programs in fostering a sense of belonging those involved. and community among children. Extracurricular activities and outside-school-hours Place-based initiatives like Logan Together offer a care provide crucial opportunities for children to form model for community-led, co-designed systems aimed positive connections with peers and adults outside the at improving the lives of children from areas with high family home. These settings promote social interaction, disadvantage. Logan Together works with local families, teamwork and problem-solving, which are key to service providers and government to develop care systems developing their emotional intelligence and resilience. that reflect the needs of the local community.
Engaging in structured activities with supportive adult leaders fosters a sense of belonging, helps children build self-esteem and enhances their communication skills, all of which contribute to their social and emotional development.
18
Key stats
−70% of Australian children aged 5-14 participate −71% is the proportion of couple families with children in organised sports outside of school hours. where both parents are employed, compared with Participation declines with age, particularly 56% in 2000 and 40% in 1979.42 during the transition to secondary school.38 −1.8 is the average number of children per −56% of Australian children aged 12 to 14 years engage family in Australia.43 in creative pursuits like art, music, drama and dance −Almost 1 in 7 Australians experience social isolation.44 outside school, with higher participation among children from higher-income households.39 −2.5 people is the average household size in Australia, compared to 3.6 in 1961.45−The Scanlon-Monash Index of social
inclusion and justice has declined −1 million single-parent families in Australia (15.9%), from 112 in July 2020 to 77 in 2023.40 compared to 5.5 million couple families (43.7%).46
−1 in 5 Australian young people live in the −Within couple families, the proportion with both lowest socio-economic areas.41 parents working full-time hours is increasing:
31% in 2021, up from 22% in 2009.47
19
Case Studies
Uniting’s Connect, Promote, The Children’s Ground -
Protect Program (CP3) Northern Territory
Co-Designed social connection and Co-Designing care systems with wellbeing framework local knowledge
Overview: Overview: Connect, Promote and Protect Program (CP3) is the first Children’s Ground is a community-led initiative co-designed social connection and wellbeing program designed by Indigenous Australians to provide a specifically for primary school aged children (five to culturally appropriate, place-based approach to 12 years old) in after-school-care settings. CP3 is a education and childcare. The program involves families partnership between the University of Sydney’s Brain in the co-design of after-school and early childhood and Mind Centre and Uniting NSW/ACT. care systems to reflect Indigenous cultural values and meet local needs. Success factors: Each program is community-driven so each Success factors: participating OSHC community creates activities The program has been highly successful in engaging tailored to their specific needs, from robotics and Indigenous families, improving early childhood coding to cooking and dancing. Children and educators education outcomes, and preserving Indigenous work together to create unique activities that promote culture. The use of local knowledge in program design social and community connections, and their resilience helps to build trust and foster meaningful participation and wellbeing. among families.
Impact: Impact: CP3 shows us that when children are involved in the Children’s Ground shows how leveraging local decision-making process and encouraged to take knowledge and engaging families in the co-design ownership of their wellbeing, it significantly improves process can lead to more inclusive and effective their pro-social behaviours and sense of connection to childcare systems that resonate with the community. their peers and community.
2020
Lau Niu Children’s Museum, Discussion questions
Beijing
Museums as after-school 1. How can after-school programs, sports and
learning spaces organised activities be structured to not only support individual development but also foster a strong sense of belonging and community among Overview: children?
From 2016-2019, the Center on Chinese Education 2. What examples exist of different cultural andcollaborated with the Children’s Museum Research artistic experiences that successfully buildCenter on a research project exploring the educational bridges in communities?effects of a newly founded children’s museum in Beijing.
3. How can local knowledge and family engagement Success factors: be incorporated in the co-design of after-school The introduction of the Lao Niu Children’s Museum care systems to create more inclusive and in Beijing has inspired the development of informal effective solutions for diverse communities?
learning and out-of-school education for young 4. How can place-based, community-led initiativeschildren. in childcare provision address the specific needs
of local families and contribute to reducing socio Impact: economic disparities?Children learn through life experiences outside formal schooling contexts. Museum-based learning has been found to provide high quality learning experiences and stimulate valuable educational processes to improve children’s learning outcomes.
21
Conclusion
This discussion paper invites readers to consider the role of outside-school-hours care as a critical factor in supporting Australian children, families, and communities. Through accessible, high quality and inclusive OSHC programs, we can create an environment where children are able to develop essential life skills and engage in positive, enriching activities.
Beyond the Bell seeks to foster a national dialogue on the future of Australia’s outside-school-hours landscape. By engaging educators, policymakers, families and communities, we aim to build a shared vision of OSH care that is both sustainable and transformative. Through collaboration, innovation and commitment, we can create a future where every child has access to the resources and support they need to flourish.
22
Further reading
This reading list aims to provide further insights into O’Donnell, A. W., and Barber, B. L., Ongoing engagement our current understanding of the potential role and in organised activities may buffer disadvantaged youth impact of quality outside-school-hours opportunities in against increasing externalising behaviours. Journal of children’s development. While several useful resources Leisure Research, 52(1), 22–40 (2020).
exist, comprehensive research on Australia's OSHC Olds, T., Dumuid, D., Eglitis, E. et al., Changes in fitness andlandscape remains limited. Key areas such as the impact fatness in Australian schoolchildren during the summeron child wellbeing and development and contributions holidays. A cohort study. BMJ Public Health 23, 2094to productivity and the economy, as well as cost and (2023).accessibility challenges are underexplored. This reading
list helps to fill some of these gaps. Productivity Commission, Fairly equal? Economic mobility in Australia: a Research Paper (2024).Cooper, Rae and Elizabeth Hill, What do women want from work post-pandemic?, University of Sydney (2022). Productivity Commission, A path to universal early childhood education and care, Inquiry report (2024).Fenech, M., Wong, S., Boyd, W. et al., Attracting, retaining and sustaining early childhood teachers: an ecological Rioseco, Pilar, Jennifer Baxter and Diana Warren, Kids’ conceptualisation of workforce issues and future research care and activities before and after school, Australian directions. Aust. Educ. Res. 49, 1–19 (2022). Institute of Family Studies (2017). Lamb, S., Huo, S., Walstab, A., et al., Educational The Smith Family, Improving the educational outcomes opportunity in Australia 2020: Who succeeds and of disadvantaged young Australians: the Learning for Life who misses out. Centre for International Research on program (2016).
Education Systems, Victoria University, for the Mitchell Westmore, Ben, Fully realising the economic potential ofInstitute: Melbourne (2020). women in Australia, OECD (2024).
Milton, Alyssa et al., Supporting Children’s Social Yu, Maggie and Jennifer Baxter, Australian children’sConnection and Well-Being in School-Age Care, JMIR screen time and participation in extracurricular activities,Pediatrics and Parenting (2023). Australian Institute of Family Studies (2015).
23
References
1 Jobs and Skills Australia (2024) The Future of the Early 24 Productivity Commission (2024) A path to universal early
Childhood Education Profession: Early Childhood Education and childhood education and care, Inquiry report, page 4. Care Workforce Capacity Study, 34. 25 Mitchell Institute (2020) Educational opportunity in Australia
2 Australian Department of Education (2024) Child Care Subsidy 2020: Who succeeds and who misses out, Victoria University.
data report - June quarter 2024. Australian Children’s
26 Growing Up in Australia (2017) LSAC Annual Statistical Report Education & Care Quality Authority (ACECQA) (2024) NQF
Chapter 9. Snapshot: State of the sector.
27 Productivity Commission (2024) Fairly equal? Economic mobility3 Australian Children’s Education & Care Quality Authority
in Australia: a Research Paper. (ACECQA) (2024) NQF Snapshot: State of the sector.
28 ACOSS & UNSW (2022) Poverty in Australia 2022: A Snapshot.4 A Razak, J Jackson, E Greaves (2023) “Transitions to outside
An ACOSS/UNSW Sydney Poverty and Inequality Partnership school hours care: Opportunities hiding in plain sight”, Early Report. Childhood Australia Blog The Spoke.
29 Jobs and Skills Australia (JSA) (2024) “Skills system needs5 S Larsen (2022) “Does background determine student
rebalancing”, quoting Commissioner Professor Barney achievement?”, Australian Education Research Organisation
Glover AO. (AERO).
30 JSA (2024).6 See K Robinson (2016) Creative Schools: Revolutionising
Education from the Ground Up, Penguin. 31 CEDA (2022) The gender wealth gap is a critical barrier to
Australia’s economic growth. Article by Emily Callander.7 Department of Health (2017) Guidelines for Healthy Growth and
Development for Your Child. 32 Grattan Institute (2024) The Reading Guarantee: how to give
every child the best chance of success, page 9. Report by8 P Sahlberg and W Doyle (2019) Let the Children Play. Oxford Jordana Hunter, Anika Stobart and Amy Haywood. University Press. 33 AW O’Donnell and G Redmond (2021) “The kids who’d get the9 Australian Institute of Health and Welfare (AIHW) (2024) Health most out of extracurricular activities are missing out - here’s of Children: Physical activity. how to improve access”. The Conversation 18 October 2021. 10 AIHW (2022) Overweight and obesity. Australia’s children series. 34 AIHW (2024) Children and the Gender Earnings Gap:: Evidence
11 Australian Council for Educational Research (2023) Social- for Australia. Economic Record published by John Wiley & Sons
Emotional Wellbeing survey. Australia Ltd on behalf of the Economic Society of Australia.
12 D Lawrence et al. (2015) The Mental Health of Children and 35 ABS (2021) Time Use Survey: How Australians Use Their Time
Adolescents: Report on the second Australian Child and 2020-21. Adolescent Survey of Mental Health and Wellbeing. 36 The Smith Family (2016), Improving the educational outcomes of
13 eSafety Commissioner (2022) Mind the Gap: Parental awareness disadvantaged young Australians: the Learning for Life program.
of children’s exposure to risks online.
37 ABS (2021) Time Use Survey: How Australians Use Their
14 AIFS (2021) Too much time on screens? Screen time effects and Time 2020-21.
guidelines for children and young people. 38 Australian Government: Sports Commission. AusPlay Focus.
15 AIHW (2024) Health of Children: Physical Activity. Children’s Participation in Organised Physical Activity Outside of
School Hours. 2018. 16 Growing Up in Australia longitudinal study (2020). 39 ABS (2017-18), Participation in Selected Cultural Activities. 17 HILDA Survey (2021). 40 J. O’Donnell (2023) Mapping Social Cohesion Report. 18 P Tchounwou (2022) Internet Gaming Disorder: Evidence for a
Risk and Resilience Approach. 41 AIHW (2024) Health of young people (analysis of ABS data).
19 AIFS (2017) The effects of pornography on children 42 Australian Institute of Family Studies (2023) Employment
and young people. patterns and trends for families with children.
20 Monash University (2022) Australian Teachers Perceptions of 43 ABS (2021) Household and families: Census data.
Their Work in 2022. 44 AIHW (2024) Social isolation and loneliness. 21 Monash University (2022) Australian Teachers Perceptions of
45 Australian Institute of Family Studies (2023) Population, Their Work in 2022.
households and families.
22 Stephanie Alexander Kitchen Garden Foundation (2023)
46 ABS (2021) Household and families: Census data. Impact Report.
47 AIFS (2023) Employment patterns and trends for23 The Smith Family (2016) Improving the educational outcomes of
families with children. disadvantaged young Australians: the Learning for Life program.
24
25
For more information
Sydney Policy Lab
Level 5, RD Watt Building
The University of Sydney NSW 2006
+61 2 8627 5977 policy.lab@sydney.edu.au sydney.edu.au/policy-lab