Welcoming Refugee Families

Parent Choblom Ameda Lasilulu with the Director of Billy Lids Kindy Kristine Ham

Inclusion in Action: Welcoming Refugee Families at Billy Lids Kindy

In the heart of Aitkenvale, a suburb in the regional town of Townsville, Billy Lids Kindy has been an inclusive childcare provider for over 20 years. Recently the service has embraced a growing number of refugee families, from countries such as Central African Republic, Republic of the Congo and Ukraine.

The Inclusion Barriers

Billy Lids Kindy encountered a variety of challenges in adapting to the needs of refugee families including:

• Language barriers in daily interactions
  Although families received initial support from interpreters, everyday conversations were often hindered by language differences. Building relationships with families which is essential to a child’s well-being and development, proved challenging when simple interactions were difficult to navigate. Educators were often left wondering how they could communicate effectively when language was a barrier.
• Cultural differences in childrearing practices
  Different cultures bring different perspectives on parenting, which can lead to misunderstandings or even discomfort if not handled thoughtfully. Educators found themselves overwhelmed by the number of diverse cultural practices they needed to respect and incorporate. They wondered how they would welcome and respect all families' beliefs while maintaining consistent care practices.
• Support from external agencies
  The service works closely with agencies like the Townsville Multicultural Support Group (TMSG), the Migrant English Program (AMEP) and Barrier Reef TAFE for support. However, these services were not always available when needed.

Strategies That Made a Difference

Through reflection and collaboration, Billy Lids Kindy developed several strategies that transformed these barriers into opportunities for growth and learning.

• Building self-reliance and cultural responsiveness

The service engaged with Inclusion Support Queensland (ISQ) and accessed support from their Inclusion Professional. This included reflecting on the Culturally and Linguistically Diverse – What Can Educators Do? poster, which sparked a valuable reflection process. The service also engaged a Bicultural support worker through the Innovative Solutions Support stream of funding. Having the Bicultural support worker supported the settling in process for the families, enabled educators and families to communicate expectations, outline routines, discuss drop off and pick up times, as well as support the children to navigate conflict and develop trust with educators knowing they are safe. Knowledge sharing started with the leadership team, and now the service has gradually involved the entire staff in building a shared understanding of cultural responsiveness. Educators are now understanding that inclusion is not about being perfect, it is about being curious and willing to learn.

• Innovative recruitment for greater diversity

To decrease the reliance on external support, Billy Lids Kindy revised its recruitment policies to prioritise cultural and linguistic diversity. This approach led to actively seeking, and the hiring of educators who speak multiple languages and who are familiar with various cultural backgrounds. Having an educator who can interpret a family language has increased the services confidence to engage with families in new ways, creating deeper connections and opportunities for families and educators to share information about the children’s development, cultural practice, concerns and needs.

• Technology for real-time communication

Recognising the need for immediate solutions, the service installed translation apps on devices in every room. Now, educators can quickly translate key phrases or instructions, bridging the communication gap with families. Additionally, the service increased its use of visual aids to support children during routines and transitions, making daily interactions more inclusive and accessible for all.

• Creating multilingual resources for families

Partnering with the Townsville Multicultural Support Group and a local digital creator, Billy Lids Kindy developed enrolment videos in multiple languages. These videos guide families through the process in their home languages, addressing common questions and explaining the service’s routines. This initiative not only helps families feel welcome from day one but also shows them that their language and culture are valued.

Reflecting on the Impact

The changes at Billy Lids Kindy have not only improved outcomes for all families including refugee families but also impacted the way educators view inclusion. These strategies have offered a roadmap to overcoming some of their inclusion barriers. Educators are gaining an understanding of the unique experiences each child and family have had, the need to plan and to ask the sensitive but insightful questions that will allow them to make the adjustments needed to ensure inclusion for every family.

Moving Forward

Billy Lids Kindy’s experience shows that inclusion is not a destination, it is an ongoing journey. By committing to self-reflection, adapting to new challenges, and staying curious, educators can transform their practices and create a sense of belonging for every child. As the service continues to evolve, it will keep looking for innovative ways to build capacity and strengthen relationships with all families, making inclusion a part of everyday life.

A self-portrait of belonging at Billy Lids Kindy by Gracias Nsuadi Mialce