Thriving Kids: What I’m Noticing, Wondering, and Beginning to Understand
Thriving Kids: What I’m Noticing, Wondering, and Beginning to Understand
Lately, a question has been coming up again and again.
I’ve been teaching our third-year occupational therapy students in their introduction to paediatrics subject, and we’ve found ourselves circling back to the same conversation:
“What are the NDIS changes, and what is the Thriving Kids program?”
It’s a simple question — but not a simple answer.
As we’ve unpacked it together, I’ve found myself doing a deeper dive, trying to make sense of what this shift might actually mean in real life. And as I’ve been thinking about it more, I’ve realised something important:
If our students are asking these questions…
then families I’ve supported in the past — and families I’m yet to meet — are likely wondering the same thing too.
So, what is Thriving Kids?
At its core, Thriving Kids is part of a broader shift in how Australia is thinking about supporting children with developmental differences.
Rather than relying on the NDIS as the main pathway, this new approach aims to provide earlier, more accessible support through community systems — like health, education, and local services.
On paper, this makes a lot of sense.
We know that children don’t just develop in therapy rooms.
They develop in homes, in backyards, in kinder rooms, at the park, during everyday routines.
And we know that families don’t just need funding — they need support, guidance, and people who can walk alongside them.
But what does this actually look like?
This is where things feel a little less clear.
Right now, Thriving Kids is still being designed.
There is a vision, there is funding, and there is a timeline — but the how is still unfolding.
And that’s where many of the questions sit.
- What will support actually look like for families?
- How will services be accessed?
- What will this mean for children who don’t meet NDIS criteria, but still need support?
- And importantly — what will this look like in rural and regional communities?
A rural lens (that we can’t ignore)
As part of my PhD, I’ve been spending a lot of time thinking about leadership in rural contexts.
While Thriving Kids isn’t directly my research topic, it feels incredibly connected.
Because any new system — no matter how well designed — has to work in the places people actually live.
And in rural communities, we know:
- Services are often limited
- Workforces are stretched
- Clinicians wear many hats
- Families travel further and wait longer
So when we talk about “community-based supports”, I find myself gently asking:
What does “community” look like in a rural town?
This isn’t about being critical.
It’s about being real.
Because for this to work well, rural voices need to be part of the conversation — not an afterthought.
What I’m noticing as an OT
From an occupational therapy perspective, there is actually a lot to feel hopeful about.
This shift aligns with what many of us already believe:
- Supporting children in their everyday environments
- Working alongside families and educators
- Focusing on participation, not just skills
- Building capacity, not just delivering sessions
But it also represents a change in how we work.
Less emphasis on individual therapy blocks.
More emphasis on collaboration, coaching, and community.
For some, that will feel exciting.
For others, uncertain.
Both are valid.
What I’m wondering
At the moment, I don’t feel like I have all the answers — and I don’t think anyone does yet.
But I do have a few questions I keep coming back to:
- Will support be early and meaningful?
- Will families feel held, or lost in a new system?
- Will rural communities be resourced in a way that makes this viable?
- And how do we, as clinicians and educators, step into this space thoughtfully?
Stepping into the conversation
This is something I’ve been sitting with personally.
As someone who works across clinical practice, teaching, and research, I’m starting to feel that quiet nudge:
Maybe it’s time to put my foot in the door of these conversations.
Not as someone with all the answers —
but as someone who is willing to ask questions, share reflections, and help make sense of what this means in real life.
Because this isn’t just policy.
This is about children, families, and communities.
If you’re wondering too
If you’re a parent, educator, or clinician reading this and feeling unsure — you’re not alone.
This is a big shift, and it’s okay for it to take time to understand.
I’ll be continuing to explore this space, ask questions, and share what I’m learning along the way.
And if you’re someone working in this space too — I’d genuinely love to connect.
These are conversations worth having, together.
🤍