Beyond the Bell

Transforming Australia’s outside-school-hours landscape Enhancing outcomes for children and revitalising our communities

Acknowledgements

Acknowledge Aboriginal and Torres Strait Islander peoples as the is Traditional Owners of Australia and has continuing connection to both their lands and seas. Also pay our respects to Elders – past and present – and generations of Aboriginal and Torres Strait Islander peoples now as well into the future.

The Sydney Policy Lab was created in order to be a multi-disciplinary, on-partisan space where academy and community can come together to investigate and solve complex policy issues that face world, build community and make progress. It represents powerful contribution from University to common good.

The Brain and Mind Centre is global leader in research and treatment. We focus on conditions affecting child development, youth mental health and brain ageing. We aim understand individual circumstances and to develop solutions improving quality of life for both patients and their loved ones.

89 Degrees East

at 89 Degrees East, we collaborate with clients, drawing data, insights, creativity many years executive experience tailor high quality strategies. Don’t observe problems. Design, develop deliver enduring solutions stand test time. Our team experienced diverse specialists led by CEO Alister Jordan Founder Annie O’Rourke.

Further acknowledgements

Thank academics professional staff who took part series workshops convened informed this discussion paper: Michael Anderson; Emma Barrett; Louise Baur; Robyn Ewing; Luara Ferracioli; Elizabeth Hill; Tim Gill; Hossein Hosseini; Olivia Karaolis; Haley LaMonica; Alyssa Milton Fotini Vasilopoulos.

This paper does not represent views directly but hope the discussion frames fosters will be better thanks pre-existing research participation. Any errors are, course, ours alone.

National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026

Submission 4247 - Attachment 6

Beyond the Bell

Transforming Australia’s outside-school-hours landscape

Enhancing outcomes for children and revitalising our communities

Contents

• • Foreword
• • How you can contribute
• • Introduction
• • After-school-hours landscape
• • Child development and wellbeing
• • Equity and opportunity
• • Community and social cohesion
• • Conclusion
• • Further reading
• • References

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 focus on education and care in the early years (up to 5 years old), and significant reforms made, a gap exists for many children and their families between when the formal school day ends and when parents and carers are able to finish work for the day and be with their children.

The time between the school bell and the end of the workday is a crucial period for children and parents alike. Providing young people with access to positive, affordable activities can enhance their happiness, health, and skill development, while also reducing the risks associated with excessive screen time.

time and cost pressures can complicate parents’ ability to coordinate and manage their child’s participation in extracurricular activities, placing strain on both families and children.

For children to thrive, they need environments that nurture not just their educational development but also their emotional resilience and physical health. Creating safe, stimulating, and supportive spaces where children can learn, grow, stay active and form positive relationships is key to ensuring their future success and wellbeing.

For those that can access it, outside-school-hours care (OSHC) has become a vital component of weekly care arrangements. So much so that the Productivity Commission’s Inquiry Report into universal early childhood education and care advocates for

National Disability Insurance Scheme – Attachment 6

Supporting Families: A Roadmap for Outside School Hours Care (OSHC)

an expansion of OSHC in all state the workforce, addressing gender disparities in employment and For our part, we commit to schools as part of a broader strategy economic participation. Flexible, schools as part of a broader strategy accessible OSHC programs alleviate continuing the conversation with researchers, educators, policymakers and communities to provide comprehensive, affordable stress for working parents, fostering about how we can best deliver opportunities for young people ‘beyond the bell’. accessibl care options for flexible family environments which, in turn benefit children. embraces diversity and encourage intergenerational engagement create richer supportive environmen Programs that encou community particulary diverse forms engagemen help creat vibrant resilient communi offer network suppor families contribute wellbeing future generat. The Sydney Policy Lab is partnering outside-school hours services also empow parnts particular mothers particip mor fullin We hope this paper initiates an important conversati takes us closer transform Australia’s landscape better support childr development boost workforc participa strengthen commu.

How you can contribute

You can contribute to this discussion by sharing your experiences, inights 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 are encouraged to share their exeperiences of after-school care are encouraged to share their reflections Researchers are encouraged to and related activities, and how it has on Australia’s after-school care take an evidence-based approach has made a difference. We welcome your landscape. This includes what is to addressing the issues in this suggestions about how after-school working and what is not, and what paper. This includes sharing existing care and activities can be better and needs to change to ensure every research or proposing new research is more accessible. student can access high quality that may be needed to explore the actions close to home or school. iues further.

Community Groups and Volunteers ### Government and Policymakers ### Industry and Employers

Community groups and volunteers Government departments and statutory authorities are encouraged Industry, unions and employers arre encouraged to share information to respond to this paper by sharing are encouraged to tell us how about their current role in Australia’s their insights around funding, after-school care landscape with accessibility, and planning around education, care, children’s safety and health and wellbeing. after-school care and activities connect to the world of work in terms of workforce participation welcome our suggestions on how after-school care provision and and productivity among parents avtivities can be enhanced through greater involvement of community groups and volunteers. of school-age children as well as opportunities for skills acquisition nd job preparedness among school-leavers.

Please get in touch via email at: policy.lab@sydney.edu.au

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 fostering creativity, physical activity to outside-school-hours programs providing crucial opportunities that foster creativity, physical activity across our communities, ensuring or growth and engagement. High quality outside-school-hours programs delivered in diverse settings showcasing myriad approaches to engaging children in sport, art, cooking and other pursuits. High quality outside-school-hours offer a structured environment where can thrive emotionally, physically showcase the myriad approaches Research shows that many families face significant barriers to accessing These activities have been shown resilience, fitness and academic skills supporting as they navigate an increasingly complex world In this way act cornerstone child wellbeing community vitality connectednessthe same time greater workforce participation family cohesion.

After-school-hours landscape

Working parents rely on different types of care for their children while they are at work. Once children reach school age, before and after-school-hours care and supervision becomes an important consideration for families, with parents relying on a range of formal and informal care arrangements to stay in the workforce.

Outside-school-hours care (OSHC) services play a crucial role in the modern working family’s support system, offering care and enrichment activities before and after school, as well as during holidays. Yet many families often face significant challenges in accessing these services. As few as 19.2% of 5-12 year olds in major cities access OSHC, falling to 3.3% in remote and very remote parts of Australia.¹

The quality of care is inconsistent, with many parents struggling to find programs that meet educational standards and offer engaging activities. Costs can also be prohibitive, especially for families with multiple children, and availability is limited in regional areas which leads to long waitlists or the need for extended travel. Formal OSHC programs are more frequently attended by children in the early years of primary school compared to children aged 10 and older (ABS, 2010). As children get older, they become more independent and capable of managing time at home, reducing the need for structured care. Alternatively, they are undertaking extracurricular activities like sports, music, or tutoring off-site, requiring parents to transport them.

Peer influence and a desire for greater autonomy can also drive older children away from OSHC, as they may prefer spending time with friends or engaging in activities that align more closely with their interests. Additionally, parents may feel more comfortable leaving older children at home alone, especially as they develop greater responsibility and self-sufficiency.

Yet, when children are left unsupervised for extended periods they are more likely to engage in excessive screen time, which can impact their development, physical health, and sleep patterns. Quality OSHC and extra-curricular activities benefit children’s health and wellbeing and educational outcomes whilst reducing harms associated with excessive screen time, isolation, and exposure to harmful online content.⁴

The Percentage of children in formal or informal before or after school care:

| | Age 6–7 (2010) | Age 8–9 (2012)| age 10–11(2014) |—————————————||—————:|–––––––:–|———–– | 25% | | |
| 20% | | |
| 15% | | |
| 10% | | |
| 5% | | |
| 0 | Formal care before | School based | Other Formal Care | |or afer school program |(child care centre not at a school/family day care)| Informal care before or afterschool Grandparent Source: Growing Up in Australia (2017) LSAC Annual Statistical Report chapter 9 – published November 2018. This is the last published statistical report in this series.

National Disability Insurance Scheme Amendment (Securing the NDIS For Future Generations) Bill 2026

Submission 4247 - Attachment 6

The number of OSHC services by state and territory June Quarter 2024

The Number of OSHC Services By Region – June quarter 2024.

The number of families using OSHC by State and Territory. June Quarter 2024.

The number of Families Using OSHC - By region-June Quarter 2024.

• Private for profit: 2,679
• Private not for profit community managed: 793
• Private not for profit other organisations: 838
• State/Territory and Local Government Managed: 123 *State / Territory government schools: 314
• Independent Schools: 145
• Catholic School: 141 Other / Not stated: 11 Averge hourly fee – June quarter 2024. Major Cities Of Austrailia $9.10 Inner Regional Ausralia$9.25 Outer Reginal Australia-$8.85 remote&very remore austrilai -$10.65

Child development and wellbeing

Mental and physical wellbeing

The Prevalence of children’s mental health challenges such as anxiety, depression and behavioural disorders.

in Australia, children’s mental health challenges such as anxiety, depression and behavioral disorders are becoming increasingly prevalent. According to the Australian Institute of Health and Welfare (AIHW), around one in seven children aged four to seventeen are diagnosed with a mental health disorder, with anxiety being the most common. Depression and behavioral disorders, such as conduct disorders and ADHD, also affect significant proportions of young people.

A report by the Australian Research Alliance for Children and Youth (ARACY) found that twenty-two percent (%) of Australian children aged four to eleven have difficulties with social and emotional development, which increases with age. In two thousand and twenty-one (2021), the Australian Early Development Census (AEDC) also noted an 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 social media, gaming, cyberbullying and heightened pressure to conform.

Academic pressures and high expectations at a young age can also lead to stress and emotional difficulties. Family dynamics, including parental conflict, divorce and financial instability contribute to emotional strain. Additionally, children who face social isolation, bullying or difficulties in forming peer relationships are at greater risk of developing behavioural disorders.

Lack of physical activity:

The Australian children are facing declining physical fitness levels, with a growing trend toward sedentary lifestyles fuelled by increased screen time and reduced outdoor play. This has contributed to rising childhood obesity rates, with around one in four Australian children now classified as overweight or obese. This poses significant long-term health risks.

Children in their early years typically spend about two hours per day engaged in physical activity, but this reduces as they move into structured primary schooling environments. According to the Australian Department of Health, children aged three to five are recommended to have at least three hours of physical activity per day. However, by primary school, the Australian Institute of Health and Welfare (AIHW) notes a dramatic reduction in physical activity among Australian children, with only thirty percent (%) of those aged five to twelve meeting the daily physical activity guidelines (one hour per day).

Vacation care

How can we maintain kids’ health, fitness and wellbeing over the school holidays?

in the summer holidays, Australian children are getting less physical activity and more screen time while eating more junk food and less fruit than they do during term time.

Interventions targeted at the holiday period (such 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 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.

Educational outcomes

Declining literacy and numeracy scores and socio-economic disparities are exacerbating the educational divide.

Australian children have shown declining results in literacy and numeracy scores, particularly in international assessments such as PISA where performance in reading, in mathematics and science has slipped over the past decade. Educational outcomes are also marked by growing disparities, with students from disadvantaged backgrounds, rural areas and Indigenous communities facing greater challenges in achieving academic success.

Students from lower socio-economic backgrounds face numerous systemic challenges – such as limited access to quality resources and support systems – that compound as they progress through the school years. For example, a review of NAPLAN data shows minimal improvements between Year 3 and Year 5 scores for students who start in the lower percentiles.¹

The International PISA data from 2016 and 2019 reveals that the gaps between high and low socio-economic status (SES) students, and between those in remote and metropolitan schools, are equivalent to three to five years of learning.

The role of arts and creativity in fostering holistic development

There is ongoing debate about whether Australian schools do enough to support creative arts, dance, music and drama in the curriculum. While the Australian Curriculum mandates arts education from Foundation to Year 10, both formal and anecdotal reports suggest that the implementation and emphasis on these subjects vary significantly between schools, often depending on resources, teacher expertise and school priorities.

A 2019 report by the Australian Council for Educational Research (ACER) highlighted that although the arts are valued, some schools struggle to provide sufficient time and quality teaching in creative subjects due to constraints like funding or a focus on other academic areas². Parent reports suggest there can be reliance on digital platforms, such as YouTube, in the classroom to provide explicit instruction in these subject areas, in place of a specialist or classroom teacher.

Social and emotional development

Outside-school activities play a crucial role in filling the gap for creative and artistic pursuits among Australian children, particularly as school curriculums increasingly focus on academic achievement. Programs like community arts classes, music lessons, drama groups and creative workshops provide opportunities for self-expression, skill development and social engagement.

These activities foster creativity, enhance emotional and social development, and allow children to explore their artistic interests in a more flexible, less structured environment than traditional schooling.

Fostering creativity, unstructured play and cognitive development to support holistic child growth

The Department of Health guidelines suggest children need a balance of structured and unstructured play, yet Australian kids participate, on average, in over six hours of scheduled activities weekly, leaving limited time for decompression.³ Data indicates that only 15% of children aged 3–12 engage in the recommended amount of free play daily, compared to nearly double this figure²⁰ years agoª .

Research from the Australian Institute of Family Studies (AIFS) highlights that screen time has increasingly replaced in-person interactions for children, with 68% of Australian children aged between 5 and 14 spending more time on screens than recommended by health guidelines.

A study conducted by The Longitudinal Study of Australian Children (LSAC) reports a notable shift showing increased reliance on digital platforms during COVID-19 pandemic due to education and socialization needs.⁶

OSHC and other extracurricular programs encourage creativity,

unstructured play and cognitive development by providing children with opportunities for imaginative expression, self-directed exploration and skill building in a supported environment. This promotes holistic growth by enhancing social, emotional and intellectual development.

Online Safety

The importance of an educated, well-compensated workforce in childhood education and care, with opportunities to work in places that also care for them.

As more Australian children access OSHC, efforts to ensure quality education and care are more important than ever. Research consistently demonstrates that the quality of education and care significantly influences children’s cognitive, social and emotional development. The AIFS highlights that access to high-quality education, delivered by well-trained and supported educators, contributes to improved school readiness, reduced developmental vulnerability and long-term social benefits.

Key measures include enhancing professional development opportunities, providing ongoing training and creating pathways for educators to gain formal qualifications. The National Quality Framework (NQF) sets standards for staffing, educator-to-child ratios, and programming to promote holistic development. Additionally, efforts are being made by governments to improve pay and working conditions for OSHC staff, recognising their important role in delivering enriching and supportive environments for children outside school hours. These initiatives aim to maintain high standards of care while fostering job satisfaction and retention within the sector.

A significant challenge for parents, educators and policymakers is to address early and widespread access to inappropriate content, while supporting the development of digital literacy and technology skills by an appropriate age.

Government responses to online safety Recent proposals include introducing national age restrictions on accessing social media and gaming 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.

Exposure to online risks among school children Australian children are increasingly exposed to online risks as their digital engagement grows, with many accessing the internet at a young age through social media, gaming platforms and educational tools. Common online risks include cyberbullying, exposure to inappropriate content, online predators and privacy violations.

The Digital Australia 2022 report indicates that 17% of Australian children aged 8–17 engage in excessive gaming (defined as more than three hours per day). The report links excessive gaming to increased aggression, anxiety and social withdrawal.

The Australian Office of the eSafety Commissioner found that 44% of children aged 9–16 had encountered pornography online, with exposure typically occurring by age 12. This has been linked to distorted views of relationships and sexual behaviour, as well as the exacerbation of mental health issues such as anxiety and depression.

Key stats

• On average, children aged 5–14 spend more than 2 hours (123 minutes) each day sitting or lying down for screen-based activities.⁹

• Children aged 10–14 spend more time in front of screens (145 minutes a day, on average) than children aged 5–9 (102 minutes).¹⁵

• Childhood obesity rates are higher than the OECD average: around 1 in 4 children aged 5–14 are overweight or obese.¹⁰

• Children spend 25% less time engaging in face-to-face socialisation today compared to pre-pandemic levels.¹⁶

• Only 26% of boys aged 11+ from single-parent families have regular contact with mentors or adults outside their immediate family, compared to 45% of boys in dual-parent households.¹⁷

• About 100,000 Australian teenagers are clinically addicted to gaming.¹⁸

• Almost 14% of Australian children aged 4-11 have a mental illness, with anxiety and ADHD being the two most common diagnoses.¹²

• By the age of 10, one quarter of young people are using social media and messaging apps. Two thirds of 14-to-17 year olds have viewed violence, drug use and self-harm online.¹³

• 44% of children aged 9-16 have encountered pornography online.¹⁹

• 38% of early-career educators are planning to leave the profession within the next decade.²⁰

• Teacher satisfaction levels have plummeted from 65.9% in 2019 to 45.8% and less than 14% of teachers in Australia report that their workload is manageable.²¹

• Most Australian children spend more time on screens than is recommended; only 15% of 5–12 year olds meet screen-time guidelines.¹⁴

Case Studies

The Stephanie Alexander Kitchen Garden Program ArtPlay Melbourne Combating childhood obesity and The role of arts and creativity in promoting physical activity fostering holistic child development

Overview:

This program is designed to provide children with hands-on experience in growing, harvesting, preparing and sharing fresh, healthy food. It encourages children to develop a healthy relationship with food while promoting physical activity through gardening. The programs are run in schools, sports clubs, recreation centres, outside-school-hours care and council-owned facilities.

Success factors:

For schools and other organisations, ArtPlay offers specific sessions, such as school holiday programs and outreach initiatives, that focus on art forms like visual arts, music, theatre and dance, ensuring widespread community participation​. ArtPlay helps improve children’s cognitive development, emotional resilience and critical thinking, bridging socio-economic gaps in educational attainment. It fosters social inclusion and emotional development, especially for children who may not have access to creative resources at home.

Impact:

Over two decades, the ArtPlay program has engaged more than 275,000 participants in more than 4,500 artistic experiences including workshops, performances and collaborations with artists. Participants demonstrate improved problem-solving skills, emotional literacy and better overall educational outcomes, particularly in literacy and numeracy.

Overview:

The Stephanie Alexander Kitchen Garden Program fosters holistic child development by combining structured education (gardening and cooking) with unstructured play (children exploring the gardens). It addresses physical wellbeing through healthy eating and movement, alongside mental wellbeing through teamwork and mindful practices during food preparation.

Impact:

Today, over 1000 primary and secondary schools, early childhood and community services are running the Stephanie Alexander Kitchen Garden Program. Schools participating in the program report improvements in students’ physical health and social skills, as well as reduced anxiety and behavioural issues. 86% of surveyed teachers found improvements in students’ teamwork skills.

Denmark’s Skolefritidsordning

Denmark’s education system emphasises the value of unstructured outdoor play.

Discussion questions

1. How can schools and communities work together to address the rising mental health challenges in children, such as anxiety and depression, while also tackling physical health issues like childhood obesity and declining physical activity?
2. What is the role of outside school hours care in closing the socio-economic gap in literacy and numeracy outcomes, and how can arts and creativity be integrated to support a more holistic development for all children?
3. In what ways can we foster creativity, unstructured play and continued social-emotional learning outside of school hours to enhance cognitive development and support overall child growth?
4. What steps can be taken to ensure educators are well-compensated, equipped with the skills needed to provide high-quality care and education in OSHC settings, and able to work in OSHC settings in which they want to work?
5. How can parents, educators and policymakers work together to reduce children’s exposure to online harm and excessive screen time?

Overview:

Danish culture supports the idea of children having autonomy in outdoor environments, often extending into after-school hours. Danish schools offer Skolefritidsordning, which are after-school care programs where unstructured play is a major component.

Success factors:

Danish schools often have large, open schoolyards with natural features like sandpits, trees and climbing structures. After academic lessons end, children are encouraged to explore these areas freely, with minimal adult supervision.

Impact:

Daily opportunities to engage in a wide range of self-directed activities allow Danish children to unwind and learn through exploration and creativity in a safe, supportive environment, supporting their physical and social development throughout childhood.

National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026

Submission 4247 - Attachment 6

The Equity and opportunity

Addressing disadvantage Where you grow up and your family’s resources strongly influence your access to critical educational opportunities and services. A report from the Smith Family revealed that the cost of extracurricular activities, including after-school programs, is a significant barrier for disadvantaged children, with up to 30% of low-income families citing financial constraints as the primary reason for non-participation.^2^^

The Australian Early Development Census (AEDC) highlights that children in rural and remote communities are more likely to be developmentally vulnerable across social, emotional and cognitive domains due to reduced access to enriching programs and support services,urther amplifying the impact of limited after-school program availability. Children with parents in the bottom or top of the income scale are more likely to remain there themselves.

Similarly, affluent areas tend to receive better-funded, higher-quality services, while lower-income, regional, rural and remote communities face reduced access to skilled care providers and programs to meet the needs of different children and their families.

Museums and galleries Broadening access to young people who might not otherwise visit museums can provide powerful 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.

National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026

Submission 4247 - Attachment 6

Skills for the future

Equipping young people with behavioural and technical skills to meet the challenges of a changing world and workforce. Preparing Australian students to thrive in an evolving world and workforce, shaped by digital transformation, automation and global competition, is a challenge. Social and emotional development, creativity, adaptability, problem-solving and collaborative skills will be critical for navigating a future of increasing complexity, as well as unpredictable and shifting job markets. Schools cannot meet this skills gap alone. Young people can build these essential skills through extracurricular activities, OSHC programs, internships and part-time jobs that provide real-world experience. Involvement in team sports, volunteering and community projects can also foster behavioral skills like teamwork, leadership and problem-solving. Growing need for post-secondary qualifications. it is projected that more than 90% of new jobs created in Australia over the next five years will require post-secondary qualifications. This growth is driven, in particular, by the growing demand for skilled workers in industries such as health care, professional services and technology, where higher-level education and specialised training are essential. 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 children’s confidence to explore potential career pathways, and better prepare for post-secondary education.

Gender equality and workforce participation

The motherhood penalty, and the link between flexible work and after-school care availability. The motherhood penalty refers to the career disadvantages women face after becoming mothers, including reduced wages, limited career advancement and gaps in employment. this is often exacerbated by the lack of flexible work arrangements and inadequate support systems including access to after-school care. For many, the lived experience of the way the school day is designed and the lack of accessible or quality after-school care means that education and care for school-aged children in Australia needs to be facilitated by at least one parent or carer who does not work full-time. Providing flexible work options alongside affordable, accessible after-school care can help families balance work and caring responsibilities more easily and effectively. it would also remove a barrier for fathers to become more involved in caring. families who do not feel chronically stressed and stretched by work and care commitments are also more likely to be able to provide emotionally responsive care to their children, which has positive effects for children, parents and communities.

Key stats

• About 15% of 5–12 year olds attend outside-school- hours care. Students attend for 11.8 hours a week on average (approximately 2.5 hours per day).^[24]

• 90% of jobs growth in the next 10 years will require post-secondary education.^[30]

• Women earn less on average than men at all age levels. Across current superannuation balances, 61 percent is held by men and only 39 percent by women.^[31]

• The average Australian Year 10 student in 2018 was eight months behind in reading compared to where year 10 students were at the turn of the century.^[32]

• Children from high-income suburbs are much more l likely to take part in extracurricular activities than those in low-income areas.^[33]

• Compared to children who attend a government school, the odds of participating in a school-provided extracurricular activity are double for children who attend a Catholic school and almost three times higher for children who attend an independent school.^[26]

• Almost 15% of people with parents in the bottom in come decile remain there themselves.^[27]

• Over 3.3 million (1 in 8) Australians, including over 700,000 children, are currently living in poverty. 34% of sole parent households live in poverty.^[28]

• Unemployment rates are above 10% among young adults without year 12 or any tertiary qualification. The rate drops to 3.5% for those with higher education qualifications.^[29]

• Mothers spend an average of 3 hours and 34 minutes participating in child care activities a day, while fathers spend 2 hours and 19 minutes.^[37]

Case Studies

The Smith Family’s Learning for Life Program FIRST® LEGO® League Inequities in access to after-school programs for disadvantaged communities

Overview:

the Smith family’s learning for life program provides inancial and educational support to children from olow-income families across Australia, with a particular ofocus on rural and regional areas. it addresses barriers to education and after-school learning opportunities by offering scholarships, mentoring and access to after- school tutoring and extracurricular activities.

Success factors:

the program ensures children from disadvantaged backgrounds can access learning resources and extracurricular programs that would otherwise be unaffordable. he holistic support, including family entitlement engagement and mentorship, helps children thrive both academically and socially.

Impact:

th eprogram has seen significant improvements in educational outcomes, including better school attendance, higher retention rates and improved confidence among participants. amilies also benefitrom increased access to educational resources and€ommunity support.

Overview: For Inspiration and Recognition of Science and Technology (first) lego league introduces science,

technology, engineering and maths to school-agechildren through interactive hands-on learning. the programs are designed for schools and communitybased youth groups, supported by a vast network ofvolunteers, educators and sponsors.

success factors:

f riendly competition is at the heart of the competition, as teams of students engage in research, problem solving, coding and engineering. hte competitionis about inspiring young people’s interest andparticipation in science and technology.

impact:

p articipants gain real world problem solvingexperience through a guided, global robotics program,with lasting, positive impact on participants acrossall demographic groups in team building, hands onlearning, technical skills and presentation skills.

discussion questions

1. what policy changes could help bridge the gap in access to afterschool programs for low income andrural communities, and how might these changes alleviate broader socio economic inequalities?
2. how can outside school hours services support young people to develop social, behavioural andtechnicalskills necessary to thrive in a changing world?
3. in what ways can increased investment ina fter school care not only boost women s workforce participationbut also address the broader issues offinancial security, the motherhood penaltyand gender equalityin the workplace? 4. hat is the government’s role in reducingthe barriers to setting up outside schoohours servicesin thin markets?

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 s \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
ovember 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
san 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. a 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 average number of children per family dropping from 2.9\in place-based initiatives to reduce disadvantage in 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 Local co-design ensures that care and education systems benefit from non-parental adult role models, especially are designed in ways that make them more accessible
in single-parent households. Yet social trends like smaller to the communities they serve. For example, rural and families and less communal living are reducing these remote families often face barriers related to distance opportunities, and traditional community structures and transportation. Co-design enables actors in systems(sports and clubs) have declining participation. to address specific barriers related to socio-economic status or geographic isolation as they are understood by those involved. \ The role of after-school activities, sports and Place-based initiatives like Logan Together offer a organised programs in fostering a sense of belonging model for community-led, co-designed systems aimed at improving the lives of children from areas with high and community among children. disadvantage. Logan Together works with local families, extracurricular activities and outside-school-hours service providers and government to develop care systemscare provide crucial opportunities for children to form that reflect the needs of the local community. p positive connections with peers and adults outside the family home. These settings promote social interaction,\teamwork and problem-solving, which are key to developing their emotional intelligence and resilience.\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 andemotional development\’.

Key stats

• −70% of Australian children aged 5–14 participate in organised sports outside of school hours. Participation declines with age, particularly during the transition to secondary school.¹⁸
• −56% of Australian children aged 12 to 14 years engage in creative pursuits like art, music, drama and dance outside school, with higher participation among children from higher-income households.³⁹
• The Scanlon-Monash Index of social inclusion and justice has declined from 112 in July 2020 to 77 in 2023.⁴⁰
• 1 in 5 Australian young people live in the lowest socio-economic areas.ª¹
• −71% is the proportion of couple families with children where both parents are employed, compared with 56% in 2000 and 40% in 1979.ª²
• −1.8 is the average number of children per family in Australia.ª³
• Almost 1 in 7 Australians experience social isolation.ª⁴
• −2.5 people is the average household size in Australia, compared to 3.6 in 1961.ª⁵
• −1 million single-parent families in Australia (15.9%), compared to 5.5 million couple families (43.7%).ª⁶
• Within couple families, the proportion with both parents working full-time hours is increasing: 31% in 2021, up from 22% in 2009.ª⁷

Case Studies

Uniting’s Connect, Promote, Protect Program (CP3)

Co-Designed social connection and wellbeing framework

Overview: Connect, Promote and Protect Program (CP3) is the first co-designed social connection and wellbeing program specifically for primary school aged children (five to 12 years old) in after-school care settings. CP3 is a partnership between the University of Sydney’s Brain and Mind Centre and Uniting NSW/ACT.

Success factors: each participating OSHC community creates activities tailored to their specific needs, from robotics and coding to cooking and dancing. Children and educators work together to create unique activities that promote social and community connections, and their resilience and wellbeing.

Impact: CP3 shows us that when children are involved in the decision-making process and encouraged to take ownership of their wellbeing, it significantly improves their pro-social behaviours and sense of connection to their peers and community.

The Children’s Ground - Northern Territory

Co-Designing care systems with local knowledge

Overview: The Children’s Ground is a community-led initiative designed by Indigenous Australians to provide a culturally appropriate, place-based approach to education and childcare. The program involves families in the co-design of after-school and early childhood care systems to reflect Indigenous cultural values and meet local needs.

Success factors: the program has been highly successful in engaging Indigenous families, improving early childhood education outcomes, and preserving Indigenous culture. The use of local knowledge in program design helps to build trust and foster meaningful participation among families.

Impact: Children’s Ground shows how leveraging local knowledge and engaging families in the co-design process can lead to more inclusive and effective childcare systems that resonate with the community.

Lau Niu Children’s Museum, Beijing

\ Museums as after-school \ Learning spaces

Overview:

From 2016–2019, the Center on Chinese Education collaborated with the Children’s Museum Research Center on a research project exploring the educational effects of a newly founded children’s museum in Beijing.

Success factors:

The introduction of the Lao Niu Children’s Museum in Beijing has inspired the development of informal learning and out-of-school education for young children.

Impact:\ 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.

Discussion questions

1. How can after-school programs, sports and organised activities be structured to not only support individual development but also foster a strong sense of belonging and community among children?
2. What examples exist of different cultural and artistic experiences that successfully build bridges in communities?
3. How can local knowledge and family engagement be incorporated in the co-design of after-school care systems to create more inclusive and effective solutions for diverse communities?\ 4. How can place-based, community-led initiatives in childcare provision address the specific needs of local families and contribute to reducing socio-economic disparities?

Conclusion

The following document discusses how important after school hours childcare (OSHC) services are.

A lot more needs done so Australian kids have access to these vital supports - especially those from disadvantaged backgrounds or with disabilities.

Through accessible, high quality and inclusive OSHC programs, we could provide environments for our young people to grow essential life skills while participating in fun enrichment opportunities!

• We want Beyond The Bell, which aims at fostering conversations about what’s next for out-of-school hour settings across all states & territories, to bring together educators; policy makers; families & broad community members towards building consensus around sustainability/transformation within this sector—ensuring everyone gets needed assistance! Collaboration will be key here too – alongside innovative approaches coupled wth dedication toward creating brighter futures filled possibilities.

Further reading

This reading list aims to provide further insights into our current understanding of the potential role and impact of quality outside-school-hours opportunities in children’s development. While several useful resources exist, comprehensive research on Australia’s OSHC landscape remains limited. Key areas such as the impact on child wellbeing and development and contributions to productivity and the economy, as well as cost and accessibility challenges are underexplored. This reading list helps to fill some of these gaps.

Cooper, Rae and Elizabeth Hill, What do women want from work post-pandemic?, University of Sydney (2022).

Fenech, M., Wong, S., Boyd, W. et al., Attracting, retaining and sustaining early childhood teachers: an ecological conceptualisation of workforce issues and future research directions. Aust. Educ. Res. 49, 1–19 (2022).

Lamb, S., Huo, S., Walstab, A., et al., Educational opportunity in Australia 2020: Who succeeds and who misses out. Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute: Melbourne (2020).

Milton, Alyssa et al., Supporting Children’s Social Connection and Well-Being in School-Age Care, JMIR Pediatrics and Parenting (2023).

O’Donnell, A. W., and Barber, B. L., Ongoing engagement in organised activities may buffer disadvantaged youth against increasing externalising behaviours. Journal of Leisure Research, 52(1), 22–40 (2020).

olds, T., Dumuid, D., Eglitis, E. et al., Changes in fitness and fatness in Australian schoolchildren during the summer holidays. A cohort study. BMJ Public Health 23, 2094 (2023).

Productivity Commission, Fairly equal? Economic mobility in Australia: a Research Paper (2024).

Productivity Commission, A path to universal early childhood education and care, Inquiry report (2024).

Rioseco, Pilar, Jennifer Baxter and Diana Warren, Kids’ care and activities before and after school, Australian Institute of Family Studies (2017).

The Smith Family, Improving the educational outcomes of disadvantaged young Australians: the Learning for Life program (2016).

Westmore, Ben, Fully realising the economic potential of women in Australia, OECD (2024).

yu, Maggie and Jennifer Baxter, Australian children’s screen time and participation in extracurricular activities, Australian Institute of Family Studies (2015).

References

• Jobs and Skills Australia (2024) The Future of the Early Childhood Education Profession: Early Childhood Education and Care Workforce Capacity Study.

• Australian Department of Education (2024) Child Care Subsidy Data report - June quarter 2024. ACECQA (2024) NQF Snapshot: State of the sector.

• A Razak, J Jackson & E Greaves (2023) “Transitions to outside school hours care: Opportunities hiding in plain sight”, Early Childhood Australia Blog The Spoke.

• S Larsen (2022) “Does background determine student achievement?”, Australian Educational Research Organisation (AERO).

• See K Robinson (2016) Creative Schools: Revolutionising Education from the Ground Up, Penguin.

• Department of Health (2017) Guidelines for Healthy Growth and Development for Your Child.

• P Sahlberg & W Doyle (2019) Let the Children Play. Oxford University Press.

• AW O’Donnell & G Redmond (2021) “The kids who’d get the most out of extracurricular activities are missing out – here’s how to improve access”. * The Conversation* 18 October 2021.

• AIHW (2024) Health of Children: Physical activity.

• CEDA (2022) The gender wealth gap is a critical barrier to Australia’s economic growth. Article by Emily Callander.

• Grattan Institute (2024) The Reading Guarantee: How to give every child the best chance of success, page 9. Report by Jordana Hunter, Anika Stobart & Amy Haywood.

• Jobs and Skills Australia (JSA) (2024):

25

National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026

Submission 424’′ Attachment 6