For educators beginning their career through the Suzan Johnston CHC30125 Certificate III in Early Childhood Education and Care, or developing their professional practice through the CHC50125 Diploma of Early Childhood Education and Care, understanding wellbeing is an essential part of working in the early childhood sector. While much of the focus in early childhood education and care understandably centres on children’s wellbeing, learning and development, there is another important question for services to consider: do the educators caring for children also feel psychologically safe?
Psychological safety is the sense that a person can speak up, ask questions, share an idea, acknowledge a mistake, seek assistance or express a concern without fear of humiliation, punishment or being dismissed. In an early childhood service, this matters because educators are working in complex environments where decisions, relationships and professional judgement can directly influence children’s experiences.
A psychologically safe workplace does not mean that everyone always agrees or that accountability is removed. Rather, it creates an environment where respectful professional discussion is encouraged, concerns can be raised appropriately and educators are supported to reflect, learn and improve.
This is particularly important within the Australian early childhood education and care sector. The Early Years Learning Framework V2.0 places wellbeing, belonging, relationships and responsive practice at the heart of children’s learning and development. These principles do not exist in isolation from the adults implementing them. When educators themselves experience respectful, collaborative professional relationships, they may be better positioned to model and foster these qualities in their interactions with children, families and colleagues.
The EYLF V2.0 identifies secure, respectful and reciprocal relationships as a fundamental principle. ACECQA explains that educators who establish these relationships support children to develop confidence in expressing themselves, learning new things and taking calculated risks. While professional relationships between adults are different from educator-child relationships, similar qualities of respect, trust and open communication can contribute to a positive professional culture.
An educator who feels comfortable asking, “I’m not sure how to approach this – can we talk about it?” is more likely to seek support before a concern escalates. An educator who can say, “I made a mistake; how can I fix it?” has an opportunity to learn rather than hide the issue. Similarly, a team member who feels able to respectfully challenge a practice or raise a concern contributes to a culture of continuous improvement and professional accountability.
Developing the confidence to ask questions, seek guidance and reflect on practice is particularly important for educators entering the profession. At Suzan Johnston Australia, students undertaking our Early Childhood Education and Care qualifications are supported by experienced trainers throughout their studies, providing opportunities to ask questions, discuss challenges and develop confidence as they connect their learning with real-world early childhood practice.
This connection between educator wellbeing and quality practice is recognised by ACECQA. Its guidance on educator wellbeing notes that psychological wellbeing is central to belonging, being and becoming, and that educators with a strong sense of wellbeing are better positioned to respond to children, develop respectful relationships and support children’s learning and resilience.
Psychological safety can therefore influence the quality of interactions children experience throughout the day.
Consider an educator who is uncertain about a child’s behaviour. In a psychologically safe team, they can approach a team member or the educational leader, discuss what they have observed and explore possible responses. This collaborative process can lead to a more thoughtful and consistent approach to supporting the child.
By contrast, if educators fear criticism for asking questions or admitting uncertainty, they may be less likely to seek assistance. This can limit professional learning and make it more challenging for teams to identify opportunities for improvement.
The National Quality Standard provides a useful framework for considering these relationships. Quality Area 4 focuses on staffing arrangements and recognises the importance of qualified and experienced educators, continuity and a collaborative, respectful and ethical professional culture. Quality Area 5, meanwhile, focuses on responsive, warm, trusting and respectful relationships with children, recognising that these relationships promote children’s wellbeing, security and belonging.
These quality areas are interconnected. Educators cannot simply switch on respectful, responsive practice when they enter the children’s environment. The culture surrounding educators, leaders and other staff can influence how confidently they communicate, collaborate and respond to challenges.
Psychological safety can be strengthened through everyday practices. Leaders can invite genuine feedback rather than simply asking for agreement. Team meetings can provide opportunities to discuss challenges without automatically attributing blame. New educators can be encouraged to ask questions and seek clarification. Experienced educators can model reflective practice by acknowledging that professional learning continues throughout a career.
For students preparing to enter an early childhood workplace, understanding these professional dynamics is just as important as developing practical skills. Learning how to communicate respectfully, work collaboratively, receive feedback and critically reflect on practice helps prepare graduates to become valuable members of an early childhood education and care team.
It is also important to distinguish psychological safety from avoiding difficult conversations. High-quality early childhood services still require clear expectations, professional standards and accountability. Psychological safety means that these conversations can occur respectfully and constructively. An educator should be able to receive feedback, consider another perspective and make changes without feeling that their professional identity or personal worth is being attacked.
This is particularly relevant for educators undertaking formal qualifications. The Suzan Johnston CHC30125 Certificate III in Early Childhood Education and Care develops foundational knowledge and practical skills for supporting children’s development, wellbeing and safe, nurturing environments, while preparing students for professional practice within the sector. Through a combination of flexible online learning, dedicated trainer support and practical workplace experience, students have opportunities to develop not only their knowledge of children’s learning and development, but also the professional communication, collaboration and reflective skills required in an early childhood workplace.
As educators progress through the Suzan Johnston CHC50125 Diploma of Early Childhood Education and Care, developing professional knowledge, reflective practice and leadership capability becomes increasingly important. The Diploma builds on these capabilities, preparing experienced educators to take greater responsibility within early childhood services, support colleagues and contribute to positive professional cultures and high-quality practice.
Creating psychologically safe workplaces is not solely the responsibility of a service director or the educational leader. Every person contributes to the culture through the way they communicate, listen, respond to mistakes, share knowledge and support their colleagues.
For current and future educators completing the Suzan Johnston Certificate III or Diploma, this is an important part of understanding what quality early childhood practice looks like. Professional capability extends beyond knowing how to plan experiences or support children’s development. It also includes the ability to work collaboratively, reflect on practice, communicate professionally and contribute positively to the culture of the service.
Children benefit when the adults around them feel supported, respected and confident to do their best work. A service that prioritises psychological safety creates more opportunities for educators to speak up, learn from one another, seek help and engage in meaningful critical reflection.
When educators feel safe to learn, children are more likely to experience educators who are present, responsive and willing to learn alongside them.
That may be one of the most important connections between educator wellbeing and children’s wellbeing – creating safe environments for children begins, in part, with creating workplaces where the adults caring for them feel safe too.
For those considering a rewarding career in early childhood education and care, Suzan Johnston Australia’s nationally recognised CHC30125 Certificate III in Early Childhood Education and Care provides a flexible pathway into the profession. For qualified educators ready to extend their knowledge, skills and career opportunities, the CHC50125 Diploma of Early Childhood Education and Care provides the next step in professional development.
Both courses are delivered through our flexible, self-paced online learning model, with dedicated trainer support and practical workplace experience. Students can study around work and family commitments while developing the knowledge, practical skills and professional confidence needed to contribute to quality outcomes for children, families and early childhood services.
Explore the Suzan Johnston CHC30125 Certificate III in Early Childhood Education and Care or CHC50125 Diploma of Early Childhood Education and Care and take the next step towards a rewarding career supporting children’s learning, development and wellbeing.
