Economic disadvantage continues to present challenges to a large number of families in Australia and many families experience poverty, unemployment, and housing stress. Over 3.3 million Australians are living below the poverty line, of which one in every six children is living (ACOSS, 2023) and this affects access to healthy food, medical care services, safe housing and early education (ABS, 2021). The ecological systems theory of Bronfenbrenner brings out the impact of the economic stressors in the microsystem and exosystem of the child on development (Bronfenbrenner, 1979).Financial struggling also decreases parental and teacher ability to enhance the learning and wellbeing of children.  

The educators should be aware that poverty does not only influence material access but also emotional maturity, confidence, self-esteem, and sense of belonging in children and act empathetically and inclusively (Hodge & McMahon, 2022). 

Learners whose parents have low incomes have increased risks of poor access to early education, adverse development, and mental disorders (Goldfeld et al., 2018). The lack of financial resources is one of the primary factors that restrict the availability of learning resources and safe play areas, healthcare, and childcare (Silburn et al., 2020). Most of these households lack the housing security, consistency in routines, physical, and emotional wellbeing (Department of Social Services, 2021).  

They could also be stressed by living in crowded homes or homeless conditions, which could lead to anxiety, lack of sleep, or hunger, which influences the school readiness, behaviour, and peer relationships. In some cases, teachers observe such problems with their eyes, and they must respond to them through trauma-informed, strengths-based teaching that builds trust, safety, and inclusion (Department of Education, 2022; Ikon Institute of Australia, 2025).