We had a virtual coffee recently with Kim Dyson from CommunityOSH. We discussed the importance of nurturing well-being in children and staff within OSH (Out of School Hours) care settings cannot be overstated. With a wealth of experience in managing OSH programs, Kim shares her insights on the intertwined nature of children’s and staff well-being, the challenges of the profession, and the steps her and her team are taking to address these issues.

Kim, it’s great to have you with us today. To start, is there a particular topic you’re currently passionate about in your role?

Absolutely! I’m always passionate about anything related to OSH. I have a background in long daycare, but my heart is really in OSH now. I’m especially focused on the well-being of both children and staff, which is a significant factor in the challenges we’re facing in this space. The complexities we see in OSH, such as handling children’s behaviors and the resulting impacts on our educators, make this a priority for me.

You mentioned the well-being of the people in your care and your team. Do you see these as separate issues, or are they intertwined?

They’re definitely intertwined. The generation of educators I’m working with now engages with organizations differently than in the past. It’s not just about the money; they want a work culture where they can be the best versions of themselves. Burnout is a real issue, particularly at the end of each term when we don’t get the breaks that school teachers do. The well-being of children, especially those with challenging behaviors, can also significantly impact our team’s morale. We’re very conscious of this and ensure our team knows when to take a rest. Recently, I’ve been involved in the workplace well-being coaching program, which has provided great resources to support our team, who in turn support the children. Compassion fatigue is real, and it can be draining for our team when caring for children and their families.

That’s a very comprehensive view of the challenges. How do you and your team approach these challenges? Is it more about working with them or finding ways to overcome them?

The first step is always bringing awareness. Different social demographics present different challenges, and our team, especially the younger ones, may not have the life experiences to handle some of the issues we face, like child protection. We focus heavily on children’s well-being, which is a big part of our framework. Empowering our team to work effectively with children is crucial. We collaborate with families, schools, teachers, social workers, and foster care providers to build a holistic support system for the children. It’s not about finding a one-size-fits-all solution but about addressing each issue as it comes and making everyone aware of the bigger picture.

Taking a community approach seems essential in dealing with these well-being challenges. Do you feel that this approach is sufficient, or are there still gaps?

It’s a good question. The community approach is vital, but it’s still a lot for our team, especially when dealing with children with challenging behaviors. Our educators are naturally empathetic, which is why they’re drawn to this industry, but that can also make them more susceptible to burnout. OSH is more than just a service for working families; it plays a critical role in the well-being of children. We have some freedom in how we operate, which helps, but the administrative overload and compliance requirements can be daunting. We don’t have the same regulatory requirements for qualifications in NSW as in other states, which means we often find ourselves teaching everything from the ground up. The strain on families, especially with the current cost of living, adds another layer of complexity.

In many cases, parents are working harder than ever, but the pressure on their income and the availability of services is tough. This creates additional stress for both families and educators, making it even more critical for us to be understanding and adaptable.

That sounds like a lot to manage. Do you feel there’s competition for staff within the industry or even from outside the industry?

Definitely. We compete with long daycare a lot, especially given the split shifts we offer, which can be challenging. We also compete with other roles, like coaching, which attract similar skill sets. We want to attract teachers who can gain experience with us before moving into classrooms, but it’s tough. The competition is real, and it’s not just about attracting staff but also about retaining them by creating a workplace culture they want to be a part of.

If you had a magic wand and could make three changes to improve the situation, what would they be?

First, I’d like to see more relaxed staffing regulations, allowing for people to work towards qualifications without stringent requirements. Second, I’d ask the government to truly listen to providers and offer the support we need, rather than just token gestures. Lastly, I’d ensure every OSH service has its own designated space on school grounds. Shared spaces can be challenging for both educators and teachers, and having our own space would make a big difference.

If those changes were implemented, what outcomes would you expect in the short, medium, and long term?

In the short term, children would feel a stronger sense of belonging in an environment they can call their own. This is crucial for their well-being, self-esteem, and self-worth. In the medium term, having a dedicated and well-trained staff would lead to better educational and social outcomes for the children. Long-term, I believe that if the government truly invests in early childhood and OSH, we’ll see a stronger, more resilient society. The work we do is vital, and I’m passionate about ensuring our educators have a meaningful impact on the children in our care.

You’ve painted a very vivid picture of both the challenges and the opportunities in the OSH sector. One last question: How do you and your team stay motivated in the face of these challenges?

It’s the small wins that keep us going. When we see children thriving, building relationships, and developing into confident individuals, it reminds us why we do what we do. We also prioritize team well-being by ensuring we’re supported, whether through professional development, well-being initiatives, or simply making sure we’re checking in with each other. At the end of the day, knowing that we’re making a positive impact on these kids’ lives is what keeps us motivated.

We loved speaking to Kim. If you or someone you know has a story to share, we’d love to have a discussion. Let us know via the website, Facebook or LinkedIn.