The National Children's Education and Care Workforce Strategy (2022–2031) identifies enhanced mentoring and induction support for new teachers as critical to building a sustainable, high-quality early childhood workforce. Under Action 1.3 of the strategy, the Australian Education Research Organisation (AERO) partnered with Deakin University to review existing supports and determine what's needed nationally.
Together, AERO and Deakin University conducted a literature review, national survey of 454 teachers and leaders, interviews and focus groups with 33 participants, and stakeholder consultations across all states and territories. From this work, a research report was produced and published.
Induction and mentoring were considered essential by all participants. However, the findings reveal a clear gap: many early childhood teachers described experiences that fell far short of what effective programs should provide, facing significant barriers that prevent these supports from working as intended.
Time as a key challenge
One factor emerged above all others: time. Participants spoke about time constraints, lack of dedicated time and the challenge of building meaningful mentoring relationships when teachers’ shifts start and end with the children, leaving no space for professional reflection.
As one educational leader put it: ‘Dedicated time has to be a policy driven thing otherwise it won't happen.’
Another participant made an urgent plea: ‘Look after us, just look after us!! You need teachers; support them, mentor them because you're going to lose them.’
Other key barriers
Beyond time, participants identified several interconnected challenges:
- Staff availability: Many new teachers are the only qualified teacher in their setting, with high turnover leaving few experienced colleagues to provide guidance.
- Mentor skill and supply: A lack of available, trained mentors, with minimal formal, accessible training opportunities.
- Cost: Participants wanted induction and mentoring to be mandated and paid, not dependent on individual service willingness to fund it.
- Inconsistency: Experiences ranged from no formal support to well-structured programs, with many reporting unclear processes.
- Lack of sector-wide value: Despite messages about importance, many felt the sector hasn't truly adopted a culture that values knowledge transfer.
Learning from First Nations communities
The research revealed particularly rich insights from First Nations communities, where induction and mentoring practices are deeply embedded.
Time for unhurried and deliberate induction of new staff is culturally expected and well-established. Welcoming unfolds over time through relationships with community Elders and leaders, who share knowledge of community ways and Country. There is no set timeframe – these are continuous, relationship-based processes.
Crucially, induction is interconnected with ongoing culturally responsive mentoring. As one Indigenous educational leader explained:
‘Time is the most important thing. It’s taking the time to go through things with people depending on what level they’re at ... that initial meeting, trying to get to know people and getting a sense of who they are and what sort of supports you might think they need, and not making it feel rushed, that your time with them is important, and sitting down with them is important.’
This concept of ‘unhurried time’ offers a powerful reframing for the sector, shifting from quick, checklist-based induction to relationship-centred, responsive support that unfolds according to individual need.
Considerations around approach
The research points to clear areas where a change in approach would provide benefits:
- National commitment: All early childhood teachers deserve access to quality mentoring and induction, regardless of location or service type.
- Integrated workload: Mentoring and induction must be built into teachers' and mentors' paid working hours, not rely on goodwill.
- Trained mentors: Accessible, affordable mentor training programs with remuneration for participation.
- Cultural recognition: Particular attention to the role of Elders in communities where pedagogical and cultural mentoring are interconnected.
- Investment in time: Recognition that short-term investment in dedicated, unhurried time leads to long-term benefits for teacher identity, professionalism, wellbeing and retention.
Next steps
The benefits of effective mentoring and induction in early childhood education and care are clear:
- increased sense of professional identity
- improved wellbeing
- feelings of support and trust
- higher retention rates.
The challenge is ensuring every early childhood teacher has access to these critical supports.
This research provides the evidence base needed to help strengthen mentoring and induction across the sector, and points the way toward more equitable, effective support for early childhood teachers nationwide.
This article is adapted from a presentation delivered at the Early Childhood Australia National Conference in Perth in October 2025. Presenters included Dr Katey De Gioia, Professor Andrea Nolan, Dr Jessica Ciuciu, Dr Deborah Moore, Carole Lanting and Jenni Beahan.
The research was undertaken as part of AERO's work on Action 1.3 of the National Children's Education and Care Workforce Strategy: Shaping our Future (2022–2031), in partnership with Deakin University.