Target 4
By 2031, increase the proportion of Aboriginal and Torres Strait Islander children assessed as developmentally on track in all five domains of the Australian Early Development Census (AEDC) to 55%
Nationally in 2024, 33.9% of Aboriginal and Torres Strait Islander children commencing school were assessed as being developmentally on track in all five AEDC domains (figure CtG4.1).
This is a decrease from 35.2% in 2018 (the baseline year).
Nationally, based on progress from the baseline, the target is worsening. However, this assessment should be used with caution as it is based on a limited number of data points. Please refer to the How to interpret the data page for more information.
The state and territory assessments below reflect progress from the baseline (improvement, worsening or no change). There are no state and territory targets. The Australia assessment reflects progress from the baseline towards the national target.
| NSW | Vic | Qld | WA | SA | Tas | ACT | NT | Aust | |
|---|---|---|---|---|---|---|---|---|---|
| Assessment of progress 2018 to 2024 |
improvement no change worsening no assessment available. improving and target on track to be met (Aust only). improving but target not on track to be met (Aust only).
Note: These assessments of progress should be used with caution as they are based on a limited number of data points.
Every child deserves to grow up in an environment that supports them to thrive. Although definitions of thriving will vary, they often include children having their health, nutrition, learning, caregiving, safety and security needs met (Black et al. 2020). Aboriginal and Torres Strait Islander child development is understood holistically, encompassing social, emotional, cognitive and physical skills. The social and emotional wellbeing of a child is supported by strong connections to body, mind, family and kinship, community, culture, Country, and spirituality (Dudgeon et al. 2025; Gee et al. 2014). To enable Aboriginal and Torres Strait Islander children to thrive, assessment, supports and services should be culturally responsive and strengths-based (AIHW 2025; D’Aprano et al. 2025).
For thousands of years Aboriginal and Torres Strait Islander families have raised their children safe and strong. However, colonisation has disrupted social structures, access to reliable and healthy food sources, and connection to culture, language, and Country. Government interventions that removed children from their families and destroyed connection to extended family and kinship networks have continued to disrupt these supports. Children remain over-represented in out-of-home care and many families face ongoing challenges arising from intergenerational trauma, and systemic and interpersonal racism (Dudgeon et al. 2021; SNAICC et al. 2026).
Alongside strong cultural, familial and community ties, supporting Aboriginal and Torres Strait Islander children’s physical and emotional development requires access to nutritious food, stable housing and culturally responsive healthcare, childcare and education. This calls for diverse, linked and complementary services and supports, delivered throughout a child’s life (AIHW 2025). Aboriginal and Torres Strait Islander community-led services in early intervention, primary healthcare, community preschools and family support programs play a critical role in keeping children safe and supported. Shared decision-making with Aboriginal and Torres Strait Islander community controlled organisations in service design and delivery can help to ensure these supports are culturally grounded to assist families, preserve community ties, and contribute to improved lifelong health, learning, and wellbeing outcomes (SNAICC 2023). Aboriginal and Torres Strait Islander cultures are diverse, programs that support one community, may not necessarily work in another. Collaborative approaches between government and non-government agencies, and local Aboriginal and Torres Strait Islander people and organisations are required to ensure that the services and programs offered meet the community’s specific needs (SNAICC et al. 2026).
Access to culturally safe and supportive healthcare for families, including culturally responsive, timely and holistic care during pregnancy and birth, has positive impacts on wellbeing and outcomes for children (Australian Government Department of Health and Aged 2023; Molly Wardaguga Institute and Charles Darwin University 2023). Supporting the health and social and emotional wellbeing of mothers and families also encourages children to thrive throughout their life journey (QATSICPP 2024). Traditionally, Aboriginal birthing and child-rearing practices were strongly connected to the land and plants that provided the necessary elements for early-life cultural practices (Marriott and Ferguson-Hill 2014). Connection to Country is a significant and enduring feature in the wellbeing of the mother, infant, family and community in general (Dudgeon et al. 2025). Birthing on Country, with the support of family, kin and Aboriginal and Torres Strait Islander health workers, can help set up children and mothers to thrive (IUIH nd; Waminda nd). Self-determination and valuing Aboriginal and Torres Strait knowledges, as well as community and cultural connection from birth, can support the child’s health, behaviour and development (SNAICC et al. 2026).
As children grow, access to early childhood education and care, particularly strengths-based services, supports positive transitions into full-time schooling by grounding education in community and culture (Armstrong et al. 2012; Deloitte Access Economics 2025). Early detection and management of health, disability and developmental needs through culturally safe, Aboriginal and Torres Strait Islander-led services, can further promote educational participation and attendance (AIHW 2025).
Kinship plays a central role in sustaining cultural knowledge and connection to community. Through defined roles grounded in responsibility, care and reciprocity, kinship systems provide a support network for Aboriginal and Torres Strait Islander children. These relationships strengthen family resilience, support culturally embedded child-rearing practices and promote the health and wellbeing of Aboriginal and Torres Strait Islander children and families, including in times of adversity (Dietsch et al. 2011; Salmon et al. 2019).
Aboriginal and Torres Strait Islander cultures and spirituality are a source of strength and resilience for children, and they establish a foundation to build strong and positive identities (Amnesty International 2016; Priest et al. 2017; Salmon et al. 2019). Supporting the spirit to emerge as children grow and experience life is one of the key collective responsibilities of Aboriginal and Torres Strait Islander communities (Lohoar et al. 2014). The community build on the child's understanding of their identity over time, in relation to their family, the broader society, the environment and the living spirits of their sacred ancestors and land (SNAICC 2011). Strengthening connection to community through practicing culture and language supports Aboriginal and Torres Strait Islander cultural identity, pride, belonging, resilience, social and emotional wellbeing, promoting better school engagement, confidence and skills which support future achievements (Colquhoun and Dockery 2012; Prehn et al. 2025; Regan and Troy 2014; Rogers et al. 2025).
The children of today are the community leaders, knowledge holders, teachers and workforce of tomorrow. Setting children up to thrive in their early years contributes to positive health outcomes, greater educational and employment opportunity, a strong and positive sense of identity and greater resilience, which carry through to adulthood (Rogers et al. 2025; Salmon et al. 2019). Thriving children grow into engaged and flourishing adults who contribute to nurturing communities. Over time, new generations of families and kin reinforce children’s wellbeing and success (AIHW 2025; Rogers et al. 2025). Supporting children in early life creates a powerful cycle that can help reverse entrenched disadvantage and improve outcomes across family, social, community and economic life for Aboriginal and Torres Strait Islander people (Dudgeon et al. 2025).
AIHW (Australian Institute and Welfare) 2025, Closing the Gap targets: key findings and implications - Children thriving, Australian Institute of Health and Welfare.
Amnesty International 2016, ‘Heads held high’ Keeping Queensland kids out of detention, strong in culture and community, Broadway, https://www.amnesty.org.au/wp-content/uploads/2016/12/Heads_Held_High_-_Queensland_report_by_Amnesty_International.pdf (accessed 22 January 2026).
https://www.amnesty.org.au/wp-content/uploads/2016/12/Heads_Held_High_-_Queensland_report_by_Amnesty_International.pdfArmstrong, S, Sarah Buckley, Lonsdale, M, Milgate, G, Kneebone, LB, Cook, L and Skelton, F 2012, Starting School: A strengths-based approach towards Aboriginal and Torres Strait Islander children, Australian Council for Education Research.
Australian Government Department of Health and Aged Care 2023, Birthing healthy and strong babies on Country, text, Australian Government Department of Health and Aged Care, https://www.health.gov.au/news/mrff-birthing-healthy-and-strong-babies-on-country (accessed 4 March 2025).
Black, MM, Lutter, CK and Trude, AC 2020, ‘All children surviving and thriving: re-envisioning UNICEF’s conceptual framework of malnutrition’, Elsevier, The Lancet Global Health, vol. 8, no. 6, pp. e766–e767.
Colquhoun, S and Dockery, AM 2012, ‘The link between Indigenous culture and wellbeing: Qualitative evidence for Australian Aboriginal peoples’, Centre for Labour Market Research and School of Economics and Finance.
D’Aprano, A, Boyle, C, Lindrea-Morrison, L, Brunette, R, Stubbs, E, Simpson, S, Eadie, P, Cloney, D, Nguyen, C, Lami, F and Brookes, I 2025, ‘Culturally adapted developmental outcome measure for Aboriginal and Torres Strait Islander children: study protocol for the validation of the ASQ-STEPS’, British Medical Journal Publishing Group, https://bmjopen.bmj.com/content/15/3/e093029 (accessed 21 January 2026).
Deloitte Access Economics 2025, FINAL REPORT - SNAICC Early Years Support Evaluation Update (January 2025 – July 2025).
Dietsch, E, Martin, T, Shackleton, P, Davies, C, McLeod, M and Alston, M 2011, ‘Australian Aboriginal kinship: a means to enhance maternal well-being’, Women and Birth: Journal of the Australian College of Midwives, vol. 24, no. 2, pp. 58–64.
Dudgeon, P, Blustein, S, Bray, A, Calma, T, McPhee, R and Ring, I 2021, Connection between family, kinship and social and emotional wellbeing, Australian Institute of Health and Welfare.
Dudgeon, P, Gibson, C, Walker, R, Bray, A, Agung-Igusti, R, Derry, K, Gray, P, McPhee, R, Sutherland, S and Gee, G 2025, Social and emotional wellbeing: a review, Lowitja Institute, https://www.lowitja.org.au/resource/social-and-emotional-wellbeing-a-review/ (accessed 21 January 2026).
Gee, G, Dudgeon, P, Schultz, C, Hart, A and Kelly, K 2014, ‘Aboriginal and Torres Strait Islander Social and Emotional Wellbeing’, Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice, 2nd ed., Commonwealth Government of Australia, Canberra, ACT.
IUIH (Institute for Urban Indigenous Health) nd, Birthing in Our Community, https://www.iuih.org.au/our-services/health-and-wellbeing-services/birthing-in-our-community/ (accessed 4 March 2025).
Lohoar, S, Butera, N and Kennedy, E 2014, ‘Strengths of Australian Aboriginal cultural practices in family life and child rearing’, Child Family Community Australia, vol. Paper No. 25.
Marriott, R and Ferguson-Hill, S 2014, ‘Perinatal and Infant Mental Health and Wellbeing’, Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice, 2nd edn, Commonwealth Government of Australia, Canberra, ACT.
Molly Wardaguga Institute and Charles Darwin University 2023, Closing the gap for Indigenous health, Birthing on Country, https://www.birthingoncountry.com (accessed 4 March 2025).
Prehn, J, Guerzoni, M and Graham-Blair, J 2025, ‘Nurturing cultural identity: creating an inclusive school environment for Indigenous youths’, The Australian Educational Researcher, vol. 52, no. 2, pp. 1685–1705.
Priest, N, Thompson, L, Mackean, T, Baker, A and Waters, E 2017, ‘“Yarning up with Koori kids” – hearing the voices of Australian urban Indigenous children about their health and well-being’, Taylor & Francis, Ethnicity & Health, vol. 22, no. 6, pp. 631–647.
QATSICPP (Queensland Aboriginal and Torres Strait Islander Child Protection Peak Limited) 2024, Thriving bubs, Thriving families, Thriving Communities, Understanding the Leavers of Change, Brisbane, https://tqkp.org.au/wp-content/uploads/2024/10/TATSIC-Understanding-the-levers-of-change-Feb-24.pdf (accessed 26 January 2026).
Regan, C and Troy, J 2014, ‘BlackWords and reciprocal recognitions’, Australian Aboriginal Studies, no. 1, pp. 119–124.
Rogers, J, Ekberg, S, Laurens, K, Carpendale, EJ, Williams, KE, Berthelsen, D and Piltz, LM 2025, Footprints in time: the Longitudinal Study of Indigenous Children (LSIC) early childhood report, Report, 7 October, Queensland University of Technology, https://apo.org.au/node/332436 (accessed 26 January 2026).
Salmon, M, Doery, K, Chapman, J, Gilbert, R, Williams, R and Lovett, R 2019, Defining the indefinable: descriptors of Aboriginal and Torres Strait Islander peoples’ cultures and their links to health and wellbeing, National Centre for Epidemiology and Population Health, Canberra, p. 56.
SNAICC 2011, Growing Up Our Way: Aboriginal and Torres Strait Islander Child Rearing Practices Matrix.
—— 2023, Stronger ACCOs, Stronger Families Final Report.
——, University of Technology Sydney, Jumbunna Institute for Indigenous Education and Research, and National Family Matters Leadership Group 2026, Family Matters Report 2025 – Strong communities. Strong culture. Stronger children., SNAICC – National Voice for our Children.
Waminda nd, Birthing on Country, https://waminda.org.au/maternity/birthing-on-country/ (accessed 4 March 2025).
By sex
Nationally in 2024, a higher proportion of Aboriginal and Torres Strait Islander girls were assessed as being developmentally on track when commencing school (41.0%) compared to boys (26.5%) (figure CtG4.2). The proportions decreased slightly for both girls and boys since the 2018 baseline year.
By remoteness area
Nationally in 2024, the proportion of Aboriginal and Torres Strait Islander children assessed as being developmentally on track in all five AEDC domains was highest in major cities (36.9%) (figure CtG4.3). The proportion declined with remoteness, to 16.5% in very remote areas. This is a similar pattern to the 2018 baseline year.
By Index of Relative Socio-economic Disadvantage (IRSD) quintile
Nationally in 2024, the proportion of Aboriginal and Torres Strait Islander children assessed as being developmentally on track in all five AEDC domains was highest in the least disadvantaged socio‑economic areas of Australia (48.1%) (figure CtG4.4). The proportion declined for children living in more disadvantaged areas, to 26.2% in the most disadvantaged socio‑economic areas of Australia. Since the 2018 baseline year, the proportions have decreased in the most disadvantaged and second most disadvantaged areas, while remaining relatively stable in other areas.
By disability status
Nationally in 2024, for Aboriginal and Torres Strait Islander children commencing school:
- 10.7% had a medically diagnosed special need, an increase from 6.4% in 2018
- 33.2% had been identified by teachers as requiring further assessment to determine if they have a developmental difficulty that affects their ability to do schoolwork in a regular classroom, an increase from 24.3% in 2018 (figure CtG4.5).
Target 4: Increase the proportion of children assessed as developmentally on track
| Outcome: | Aboriginal and Torres Strait Islander children thrive in their early years. |
|---|---|
| Target: | By 2031, increase the proportion of Aboriginal and Torres Strait Islander children assessed as developmentally on track in all five domains of the Australian Early Development Census (AEDC) to 55%. |
| Indicator: | The proportion of Aboriginal and Torres Strait Islander children assessed as developmentally on track in all five domains of the AEDC. |
| Measure | The measure is defined as: Numerator – number of Aboriginal and Torres Strait Islander children in the first year of full-time schooling who scored above the cut off score for developmentally on track in all five domains of the AEDC. Denominator – total number of Aboriginal and Torres Strait Islander children in the first year of full‑time schooling and is presented as a percentage. |
| Target established: | National Agreement on Closing the Gap July 2020 |
| Latest dashboard update: | 30 July 2025 |
| Indicator type: | Target |
| Interpretation of change: | A high or increasing proportion is desirable. |
| Data source: | Name: AEDC microdata file. Frequency: Three‑yearly Documentation (links): https://www.aedc.gov.au |
| Data provider: | Provider name: Australian Government Department of Education Provider area: Australian Early Development Census |
| Baseline year: | 2018 |
| Target reporting period | 2024 |
| Target year: | 2031 |
| Disaggregations: | State and territory and Australia, by Indigenous status. State and territory and Australia, by Indigenous status, by sex. State and territory and Australia, by Indigenous status, by remoteness area. State and territory and Australia, by Indigenous status, by Index of Relative Socio‑economic Disadvantage (IRSD) quintile. State and territory and Australia, by Indigenous status, children with disability. |
| Computation: | Numerator divided by Denominator multiplied by 100. Counting rules Children who score above the 25th percentile, determined using the cut‑off points established in the first national census (2009 AEDC), are classified as ‘on track’. A set of cut‑off points define on track for each of the five domains: physical health and well-being, social competence, emotional maturity, language and cognitive skills (school‑based), and communication skills and general knowledge. Geographical variables are based on the location in which the child resides. As age is a factor contributing to children’s development, the published AEDC results control for age (excluding counts of children with disability). Includes (disability status only)
Excludes (both numerator and denominator)
Disaggregations:
|
| Data quality considerations: | See http://www.aedc.gov.au for further information. The CtG dashboard uses data from the Australian Early Development Census (AEDC). The AEDC is funded by the Australian Government Department of Education. The findings and/or views reported are those of the Productivity Commission and should not be attributed to the Department of Education. The AEDC is a national population measure on how children have developed by the time they start their first year of full‑time school. Information is collected through a teacher‑completed instrument in children’s first year of full‑time schooling. For 2024, the AEDC data was collected for 288,483 children, equating to an estimated 92.3% of first year school enrolments based on ABS schools data. Of the 288,483 children with data collected for the AEDC, 21,744 children (7.5%) were Aboriginal and/or Torres Strait Islander children. Based on ABS estimates, this equates to an estimated 94.4% of first year school enrolments for Aboriginal and Torres Strait Islander children. Of the participating children, 7.4% did not have domain scores calculated or did not have sufficient information across the five domains to determine whether they are developmentally on track in all five domains (12.6% of participating Aboriginal and/or Torres Strait Islander children). Research conducted in 2007 validated the AEDC for use for Aboriginal and Torres Strait Islander children (AEDC Indigenous Adaptation Study). The target year is 2031, however the AEDC is currently only collected every three years. The closest year to the target year that the AEDC is projected to be collected is 2030. |
Driver
- Preschool attendance and enrolment
- Primary carer education level
Contextual information
Developmentally vulnerable, at risk, on track
AEDC Multiple Strengths Indicator
Highly developed, well developed and emerging strengths
- Progress towards parity
Material for download
Children thrive in their early years data tables (XLSX 79.1 KB)
Children thrive in their early years dataset (CSV 140.6 KB)To assist with interpretation of the data provided (Excel data tables and CSV dataset) please refer to the target data specifications and the indicator data specifications. The specifications are presented for each target and supporting indicator on their relevant dashboard page.