Health, Wellbeing, Education, and Understanding Trauma for OOHC Carers

Children and young people may arrive with very different experiences around food. Some might feel anxious at mealtimes, unsure of what to expect, or only comfortable with certain foods. Go slowly. What feels like a small moment to you may be a big step toward safety for them.

Start with simple, warm conversations

• Ask what foods they enjoy and what they don’t.
• Check what their usual meals looked like before, and gently explain how your family does mealtimes.
• Reassure them that there’s no pressure — you’re learning each other’s rhythms, one day at a time.

Healthy habits that support wellbeing

• Keep fresh fruit and vegetables available. Home-cooked meals don’t need to be fancy — simple and nourishing is enough.
• Encourage water as their main drink, and keep fizzy drinks or sugary juices as occasional treats.
• Save takeaway and hot chips for special moments rather than everyday meals.
• Support good rest. A consistent bedtime that suits their age helps their bodies grow and their minds settle.
• Move together when you can — a walk after dinner, shooting hoops, a scooter ride, swimming, or kicking a ball around.
• If they’re interested, explore local sports, dance classes, or activity groups. These can build confidence, belonging, and friendships.

And when you can, swap a bit of screen time for fresh air and movement.
Turn off the TV — get kids walking, exploring, and feeling good in their bodies!

Good hygiene helps children feel confident, comfortable, and ready to take part in school, sport, and everyday life. For many kids entering care, hygiene habits might be new, inconsistent, or tied to past experiences. A gentle, strengths-based approach makes all the difference.

Support them to learn new routines

• Talk about caring for our bodies in a positive way — how being clean helps us feel healthy, comfortable and proud.
• Keep bath or shower time at a regular time each day so it becomes part of their natural rhythm.
• Show them how to wash their face, feet, underarms, behind their ears, and how to shampoo and rinse their hair.
• Help with trimming fingernails and toenails as needed.
• Check for nits using conditioner and a fine-tooth comb — almost every child gets them at some stage. Keeping long hair tied back can help.
• Teach them how to blow their nose and explain why it matters (“This helps you breathe easier and keeps your ears clear”).
• Avoid comments like “smelly” or “stinky.” Focus on encouragement, reassurance, and building their confidence.
• Keep clothes clean and fresh — this helps them feel comfortable at school and blend in with their peers.
• Show teens how to use deodorant and let them know where pads or tampons are kept so they can access them privately.

A little patience, routine and encouragement go a long way. Over time, these small skills help children feel safe in their bodies — and proud of themselves.

Teenagers in care are juggling big changes — new environments, new people, and a body that’s developing fast. Hygiene can be a sensitive topic, so kindness and respect matter more than ever. Your gentle guidance helps them feel confident, included, and in control of their own wellbeing.

Keep conversations open and respectful

• Talk about hygiene as a way of feeling comfortable, confident, and ready for the day — not as a criticism.
• Ask what they already know or what routines they had before, and build from there.
• Keep instructions simple and private. Teens appreciate dignity.

Building healthy routines

• Encourage a daily shower or bath, especially after sport or on hot days.
• Show them how to wash their hair properly and how often might suit their hair type.
• Talk about washing their face once or twice daily to help with sweat or breakouts.
• Support them to keep their clothes clean and remind them to put dirty clothes in the wash.
• Make sure they have deodorant and explain how to use it.

Supporting periods and personal care

• Let young people who menstruate know where pads or tampons are stored and that they can ask you privately if they need anything.
• A small pouch or toiletry bag can help them feel prepared and confident at school or outings.

Respect their privacy

• Knock before entering their room.
• Give them space to manage their own care, stepping in only when needed.
• Avoid teasing, jokes, or comments about smell or appearance — these can be deeply hurtful for teens.

Troubleshooting common worries

• Nits: reassure them it happens to everyone and help treat it privately.
• Body odour: talk about it calmly and explain that regular washing and deodorant help.
• Skin concerns: support them to find gentle products, and chat with your caseworker if they need more help.

With patience, trust, and encouragement, teens learn that caring for themselves isn’t about being judged — it’s about pride, confidence and feeling good in their own skin.

Create simple, steady routines

Babies and toddlers feel more secure when their day has a gentle rhythm.

• Try to keep feeding, bath time, naps and bedtime around the same time each day.
• Predictable routines help them learn what comes next and build trust in the adults caring for them.

Talk, smile and connect

Your voice and your face help little ones feel safe.

• Talk, smile, sing and repeat simple sounds.
• These small interactions teach the baby that you are the person who shows up, cares, and keeps them safe.

Keep an eye on new movers

Once babies start rolling or crawling, they can move quickly and unexpectedly.

• Never leave them alone on a bed, couch or change table where they could fall.
• Check the floor often — babies explore with their mouths!

Feeding safely and simply

• Around six months, babies start trying mashed foods like soft rice, pasta, mashed veggies, banana or avocado.
• Formula and water are the best drinks. Avoid juice, cordial and sugary drinks.
• No cow’s milk until around 12 months unless guided by a health professional.

Sleep needs

Babies usually need two naps a day and quiet, predictable surroundings.

• Keep sleep time calm and consistent.
• Always follow safe sleep guidelines — babies should sleep on their back, in their own safe sleep space, with no pillows or loose blankets.

Safety first for crawlers and climbers

Little ones are curious and can get into everything.

• Keep poisons, sharp objects and dangerous items stored up high or locked away.
• Toddlers love climbing and exploring — stay close and help them stay safe.
• Use barrier gates or locked doors to block off unsafe areas.
• Keep matches and lighters well out of reach.

Growing toddlers need comfort and guidance

Toddlers learn through connection, repetition, and lots of reassurance.

• Offer plenty of cuddles and calm words so they know they matter and belong.
• By around 18 months, they may start feeding themselves, saying simple words like “milk” or “car,” and naming familiar things.
• They are full of energy and curiosity — guiding them gently through this stage helps them feel safe while learning about their world.

Little ones can be fussy with food — that’s normal. Offer simple, healthy options they can explore at their own pace, like:

• yoghurt
• carrot sticks
• avocado
• brown rice, noodles or pasta
• soft meats or fish (without bones)
• mashed veggies or fruit
• fruit kebabs
• soft-cooked chicken with mashed potato and peas

Avoid adding extra salt or sugar — their taste buds don’t need it, and healthier habits start early.

Make mealtimes relaxed and joyful. Sit together, yarn, laugh, and gently teach them how to use their fork and spoon. Praise small steps — it helps them feel proud and capable.

Preschoolers often catch colds and infections, so simple routines make a big difference:

• Teach them to wash their hands before eating and after using the toilet.
• Help them brush their teeth after brekkie and before bed. Celebrate their efforts — kids love feeling successful.
• Encourage good sleep, rest and downtime.

And always tell them they’re amazing and strong—children thrive when they know adults see their strengths and believe in them.

if a child isn’t talking much or seems to miss sounds, share your observations with your caseworker. They can help you figure out what’s typical, what might need a closer look, and whether a hearing check could be helpful. Ear troubles can impact speech, learning and behaviour later on, so early attention really matters.

Support their growing communication by:

• Talking with them often — name objects, describe what you’re doing, and respond to their sounds or early words.
• Reading or storytelling every day — picture books, songs and simple stories build language, bonding and imagination.
• Getting down to their level — eye contact and calm attention help them feel safe, seen and willing to try new words.
• Praising all communication attempts — pointing, gestures, babbling and new words are all progress worth celebrating.
• Reducing background noise — turning down loud TVs or chatter helps little ones hear clearly and practise language.

If something still doesn’t feel quite right, trust your instincts. Chat with your caseworker and together you can decide whether to check in with a GP or child health nurse. Early support helps children feel confident, included, and ready for learning.

The key to navigating this is bringing a positive, super patient, and step-by-step attitude to the process. Focusing on clear, simple words and making sure they feel safe and secure (whether on a little potty or a seat with a step) can make all the difference. Remember, there's no race here.

Most children start toilet training around two to three years old, with boys often starting a little later than girls. You’ll notice they may show signs of readiness by:

• Pulling at wet or dirty nappies
• Telling you when they’re wet
• Saying they don’t want to wear nappies anymore

Getting Started

Take it step by step, keeping it positive and relaxed:

• Use simple words: wet, dry, wee, poo, it’s coming. This helps children understand their body signals.
• Choose the right toilet setup: a child-sized potty or a toilet seat with a step so they feel safe and secure.
• Keep it safe: store cleaners, deodorants, and toiletries out of reach.
• Dress for success: use clothes that are easy to pull on and off.
• Teach hygiene: show them how to wash their hands after using the toilet or potty.

Encouragement Matters

Toilet training can take time, and accidents will happen. Celebrate small steps and praise their efforts — this builds confidence and shows them you’re there to support them. Try not to get cross; your calm guidance helps them feel safe and capable.

Let's be honest, nighttime dryness is a whole different ballgame and often takes much longer than toilet training. Bedwetting happens to so many children, and it’s important to treat it with calmness and real empathy. 

Children can feel sad or worried when they wake up in a wet bed. Tell the child that bedwetting happens sometimes, don’t be shamed and that they will grow out of it over time.

Explain that sometimes the brain doesn’t send the message to the body to go to the toilet. Change the sheets, don’t make a big fuss. Make sure they have a wash in the morning to feel fresh.

• try leaving a potty in the room at night
• leave a soft light on or tell them to call for you if they don’t like the dark
• waking them up to go to the toilet later in the night sometimes works
• don’t punish or tease the child – this will make it worse
• don’t make young children change the bed – it might feel like punishment.

Talk to the caseworker, doctor or nurse if you are worried.

Remember: your support helps them build the confidence to eventually master night dryness.

• Talk about feelings. Help them find the words: “You look upset… are you tired or sad, or just needing a break?”
• Make sure they’re rested. Many tantrums happen when kids are hungry, tired or overstimulated - stepping in early helps.
• Gently distract. Offer a book, a favourite toy, or sing a little song to shift their focus and reset.
• Show you’re listening. Look them in the eyes, nod, keep your voice soft and reflect back to them: “I hear you. I’m here. It hurts my ears when you shout, let’s breathe together.”
• Use closeness to calm. A cuddle, sitting next to them, or holding their hand can help them settle.
• Keep routines steady. Predictable mealtimes, rest times, and quiet times help children feel grounded and less overwhelmed.

A gentle reminder: Children thrive when the adults around them show steady love, kindness and understanding. Your calm energy teaches them how to handle their own big feelings and helps them feel safe to grow, learn, and heal.

Never punish, yell at, or hit a child during a tantrum. Remember, their behaviour is a way of communicating feelings, not a sign of “bad” behaviour. 

Tantrums often happen because they’re tired, frustrated, or overwhelmed, and they need your calm presence to feel safe. 

If you feel yourself getting frustrated, step aside for a moment, breathe, and come back calm. Caring for kids takes patience, and looking after yourself helps you look after them.

You can also use gentle words, physical reassurance like a hand on their shoulder, or a quiet activity to help them settle. 

Staying respectful, patient, and steady not only keeps them safe but also teaches them how to recognise and manage their emotions in healthy ways.

Water is fun—but it can be dangerous. Keeping children and young people safe around water is one of the most important things you can do as a carer.

• Even a small amount of water—in a bucket, esky, bath, or shallow pool—can be dangerous. Always supervise children and empty water containers after use.

Important safety tips:

• Never leave children alone near water. If you must step away, take them with you.
• Watch toddlers closely near dams, creeks, canals, rivers, pools, or even shallow water. Hold their hand when near open water.
• Not all young people can swim, especially those who didn’t grow up in Australia or near water. Always ensure they are supervised.
• If you’re having a party, picnic, or BBQ by water, nominate adults specifically to keep an eye on children at all times.
• Make sure anyone looking after the kids is fully alert and not drinking alcohol.

In NSW, all pools and spas must have a compliant safety barrier (Public Health Regulation 2012). Follow these rules:

• Ensure fences, gates, and latches are in good condition.
• Keep pool doors shut and never prop them open.
• Clear the area of climbable objects, like pots or chairs, that children could use to get over the fence.
• Consider taking a first aid or CPR course so you’re ready in an emergency.

Fun in the sun is great—but protection is key.

• Slip, slop, slap: slip on a t-shirt, slop on sunscreen (SPF30+), slap on a hat.
• Keep children out of the sun during peak hours (10am–3pm).
• Drink plenty of water to stay hydrated.
• Set a good example by being sun smart yourself.

Useful links:

• Sun safety in schools
• Sun protection Cancer Counil NSW

• Work with them, not against them. Let them have a say in what they enjoy watching or playing, but make it clear that you’re responsible for choosing what’s safe and appropriate. This helps them feel heard without feeling like they’re “in charge.”
• Be upfront about why some things aren’t OK. Gently explain that certain shows, games or online content can be scary, confusing, or not meant for kids. When they understand why a limit is there, it feels fairer and less like punishment.
• Avoid shows or apps with lots of swearing, violence or sexual content. Kids and teens in care can be especially sensitive to intense or unsafe themes.
• Help them learn to think critically. Explain that ads are designed to make people want things they don’t always need — and that choosing for themselves is a powerful skill.
• Keep mealtimes screen-free. Eating together without TV or devices helps build connection and calm.
• Choose age-appropriate content. Pick shows, games or apps that match their age and developmental stage. Avoid leaving TVs or devices on in the background — constant noise can make it harder to relax or concentrate.
• Protect time for fun, imagination and rest. Switching off screens creates room for play, talking, creativity, exploring outdoors, and simply being together.

Starting 10 December 2025, the law in Australia says that children under 16 years old cannot hold accounts on many social media platforms.

This change is designed to keep children safer online by giving them time to grow, learn and engage in more real-life connections before being exposed to the risks of social media. 

• Explain the changes to the child or young person in a calm way: “Because you’re under 16, this means you won’t be able to keep or start an account on these apps right now—it’s about helping you stay safe and have room to grow.”
• Help them find other ways to stay connected: phone calls, video chats with trusted people, offline hobbies and joining groups that meet in person (sports, culture, art).
• Create a family screen-plan: when screens are OK, when they’re off, what devices we use and in what rooms.
• Monitor how they use devices and talk about what they’re doing online—a safe, open conversation is better than a hidden screen world.
• If they are worried, anxious, feeling left out or pressured because of social media changes, encourage talking with you, a caseworker, teacher or counsellor.
• Remind them: This isn’t a punishment or “you did something wrong”—it’s about safety, wellbeing and helping them build strong connections in real life.

We strongly recommend having open conversations with your caseworker to help navigate this space and best support the children/young people in your care.

Resources to help parents & carers keep children safe online:

• Online safety book for parents and carers
• Online safety book for under 5s
• eSafety Parents advice and resources
• Webinars for parents and carers.

Resources to help with reporting online harms:

• ‘What to do if something bad happens online’ is a flowchart listing the reporting options available for online harm, with links to both eSafety and the Australian Centre to Counter Child Exploitation.
• The eSafety Guide is where you can learn about the latest games, apps and social media, including how to protect your information and report harmful content.  
  For full details and guidance: eSafety Commissioner – Social media age restrictions page. ESafety Commissioner FAQs,

Turning off the screens creates space for play, talking, creativity, exploring the outdooes and having fun with you.

• Never smoke or vape in the same room or car as a child.
• If you smoke, consider quitting or using smoke-free areas outside the home.
• Wash hands and change clothes after smoking to reduce exposure to smoke residue

Remember: Keeping children safe from smoke is one of the simplest ways to protect their health, now and in the future.

• Quitline: 13 78 48
• Your GP and local health services can provide free advice, programs, and support to quit.

Under the National Immunisation Program (NIP), vaccinations are provided free to infants, children, adolescents, and adults who have, or are eligible for, a Medicare card. These vaccines help protect against serious illnesses and prevent life-threatening complications.

Here’s what carers should know

• Free vaccines through the NIP can be accessed at your local GP, Aboriginal Medical Service or community clinic.
• A full schedule of recommended vaccines is available at the Australian government’s site.
• If you want a child’s immunisation history, you can get a copy by:
  • Logging into your Medicare-online account
  • Visiting the Medicare website and requesting an “Immunisation History Statement”
  • Calling the Australian Immunisation Register on 1800 653 809

Why this matters

Children in out-of-home care often need every available protection—good immunisation is part of helping them stay strong in body, mind and community. For Aboriginal children, extra vaccine protection is available because of higher risk of some diseases.

Useful links

• Immunisation for children
• Immunisation for Aboriginal and Torres Strait Islander children
• NSW Health immunisation programs

Getting a flu vaccine is quick, easy and recommended for everyone aged 6 months and over.

Your yearly flu vaccine offers the best protection from getting really sick and is free for:

• children aged 6 months to under 5 years
• pregnant women
• Aboriginal people aged 6 months and over
• anyone aged 65+
• people with serious health conditions

Book your flu vaccine at your GP, pharmacy, or Aboriginal Medical Service. Everyone aged 2 years or over can get vaccinated at a pharmacy. Parents or carers with children aged 6 months to under 2 years old should see their GP for their flu vaccine.

See NSW Health Influenza site for more information including an easy read flu fact sheet

Children and young people entering statutory OOHC are referred by the Department of Communities and Justice to commence a primary health assessment as soon as possible, ideally within 30 days of a child or young person entering care.

These assessments are undertaken by a range of health care providers, including General Practitioners, Aboriginal Medical Services, Child and Family Health Nurses, and headspace and Youth Health Services where available.

After the primary health assessment, the health professional may then refer the child or young person for a comprehensive multidisciplinary health assessment. On the basis of these assessments, each child or young person has a Health Management Plan developed for/with them. The Health Management Plan identifies their state of health, recommended interventions and appropriate review process.

The program supports young people as they plan to leave care, including supporting the young person to establish and maintain an ongoing relationship with a primary health care provider. As young people grow, we seek their consent for and encourage their participation in health care and planning.
 

The program is a collaboration between NSW Health, Department of Communities and Justice, OOHC service providers, Department of Education, carers, and children and young people themselves.

Carers will be contacted by a health staff member from the child or young person's local health district to organise a primary health assessment after the child/young person enters care.
 

Each local health district has an OOHC Health Pathway coordinator responsible for managing and coordinating referrals. The contact details for each local coordinator, and information about local programs, can be found below. To find out which local health district you live in, search for your closest town using this map locator.

Useful links

Out-of-Home Care Health Pathway program

Animation OOHC Health Pathway - information for children and young people (1min 56 sec)

Animation OOHC Health Pathway - information for carers (1min 41 secs)

The OOHC health assessments do not replace the services offered by a GP or emergency department. If a child or young person in your care is unwell or injured, and requires attention, please seek immediate medical attention.

• Find local preschool or child care: These programs help children learn routines, social skills, and confidence.
• Reading and stories: Share books, tell stories, or play story CDs. Reading together helps language, imagination, and bonding.
• Limit screens: Avoid too much TV — children learn best through interaction, play, and exploring the world around them.

• Simple toys are enough: Babies and toddlers enjoy wooden spoons, cardboard boxes, pegs, and saucepans.
• Explore outdoors: Take them to the park, bush, or beach. Point out birds, trees, and other nature around them. Ask, “What’s that?” to encourage curiosity.
• Pretend play: Boxes, old clothes, hats, or a sheet over chairs can become cubbyhouses or imaginative worlds.
• Creative play: Pencils, crayons, paints, sand, and blocks help them learn about colours, shapes, and building skills.

Children at this age are starting to follow simple rules. They enjoy helping, taking turns, sharing, and playing alongside others. Encouraging these behaviours helps them feel confident, capable, and connected.

More you can add:

• Model kindness and patience. Kids learn by watching. When they see you taking turns, speaking kindly, and managing frustration, they copy those behaviours.
• Praise effort, not perfection. Notice when they try to share, wait, or help — even if it isn’t perfect. Simple praise like “Great helping!” or “You tried really hard” builds confidence.
• Give small responsibilities. Let them help with tasks like putting toys away, carrying a cup, or choosing a book. It builds pride and independence.
• Support their friendships. Arrange playtime with other kids, join community groups, or spend time at the park. Social time helps them practise sharing, taking turns, and communicating.
• Use routines to teach rules. Simple sequences like “pack away → wash hands → snack time” help them understand what comes next and feel secure.
• Help them name their feelings. When they’re upset or excited, put words to it: “You’re feeling frustrated because the block tower fell.” This builds emotional awareness.
• Encourage imagination. Dress-ups, painting, blocks, pretend play, and outdoor exploring help them learn problem-solving and cooperation.
• Stay close during tricky moments. Preschoolers still need lots of comfort and guidance. Your calm presence helps them settle and try again.

The OOHC Education Pathway is an agreement between the Department of Communities and Justice (DCJ) and the three major education sectors in NSW (Government, Catholic and Independent). The pathway is designed to support children and young people regardless of who they are case managed by (Funded Service Provider or DCJ) and which school they attend (Government or Private).

The Pathway is available to all children in OOHC who are beginning school for the first time, or who enter care at school age.

The Pathway provides children and young people with:

• collaborative and consistent educational support
• early identification of educational needs and proactive planning to address their needs
• regular monitoring and review of educational planning
• support to improve and maintain school engagement
• funding to support their learning, wellbeing, or access to the curriculum (Government schools).

About the OOHC Education Pathway

Aboriginal children must have a Personalised Learning Pathway (PLP). This is a collaborative plan that forms part of the PLaSP process to identify, organise and apply personal approaches to learning and engagement, to ensure Aboriginal students reach their educational potential.

The caseworker will make sure the education of Aboriginal students upholds self-determination and genuine participation and supports and maintains meaningful connections to culture and Country.

Every NSW Government school has a designated OOHC Teacher to support children in OOHC at school. OOHC teachers work with schools and educational services staff, to build the capacity of teachers and schools to support students in OOHC and to improve their educational outcomes.

OOHC teachers collaborate with school, non-school-based staff, and external agencies to support students. They are the contact point for receiving and sharing information about children and young people in statutory OOHC, to support their safety, welfare, wellbeing, and engagement at school.

It is a good idea to know who the OOHC teacher is at your child’s school. They may attend the PLaSP meetings. If you’re not sure who the OOHC teacher is at your child’s school – ask at the school. 

Checklist for schools

school refusal is when a child becomes very emotionally distressed or anxious about going to school, to the point that they refuse to attend. School refusal is different from regular truancy, as it is not concealed and comes from the belief that the child genuinely can’t cope with attending.

Talk to the teacher and your caseworker if your child is refusing to go to school or if you have any concerns regarding their behaviour. Together, try to work out why this is happening and what strategies can be put in place to encourage school attendance.

Check out this Beyond Blue Factsheet and visit Reach Out for some helpful information and resources to help you navigate school refusal.

• Provide any relevant information to the school to help identify the needs of the child (such as previous school records) or issues which may impact their safety or welfare at school.
• Encourage the child to be involved and participate in decisions about their education.
• Encourage the child to think and talk about what they need and what they want to achieve.
• Have a variety of relevant and age-appropriate learning materials available at home.
• Facilitate access to activities outside of school, guided by the child’s interests.
• Facilitate access to additional learning support such as tutoring.
• Help the child complete their homework.
• Participate in school events to demonstrate your support and interest in your child’s education.
• Attend parent-teacher meetings to discuss supports and the child’s progress.
• Contact your caseworker if any concerns or difficulties arise. 

For more information on supporting the education of children in care, visit Educational Resources for Carers at Carers for Kids NSW.