By BEST childcare Consulting
There is something deeply powerful about a child taking a calm, steady breath—feeling safe, settled, and ready to explore their world. For children living with asthma, that simple moment can sometimes feel uncertain. It relies on the adults around them being prepared, responsive, and understanding.
World Asthma Day (5th May) invites us to pause and reflect on how we support every child’s right to feel safe in their body. In our early childhood settings, asthma is more than a medical condition—it is part of a child’s daily experience, their routines, their confidence, and sometimes their worries. For some children, it means carrying a puffer. For others, it means watching a friend need help to breathe.
As educators, we are in a unique position. We are the calm in the moment, the reassurance in uncertainty, and the voice that helps children understand that their bodies are important, capable, and supported. When we approach asthma awareness with empathy and intention, we create environments where children don’t feel different—they feel safe, included, and cared for.
What Childcare Services Need to Do About Asthma
Supporting children with asthma requires more than preparation—it requires consistency, vigilance, and genuine care.
Services should:
- Maintain current asthma medical management plans for each diagnosed child
- Ensure immediate access to reliever medication (puffer and spacer) at all times
- Identify and minimise environmental triggers (dust, pollen, smoke, cold air, vigorous activity)
- Ensure all educators are trained in asthma recognition and first aid response
- Embed clear emergency procedures that are regularly practised
- Build strong communication with families to ensure continuity of care
Asthma management should feel seamless in your service—woven into daily routines, supervision, transitions, and outdoor play. When done well, it becomes part of a culture of safety and responsiveness, rather than a reactive process.
Why It’s Important to Teach Children About Asthma
When we talk to children about asthma in simple, reassuring ways, we are doing more than educating—we are building a community of understanding.
Children with asthma benefit by:
- Recognising how their body feels
- Building confidence to ask for help
- Developing independence in managing their needs
All children benefit by:
- Learning empathy and kindness
- Understanding that bodies work in different ways
- Knowing how to respond calmly if a peer needs help
Explaining asthma as “sometimes our lungs need help to breathe” allows children to connect in a way that feels safe and relatable. These conversations help create a culture where children look out for one another and feel confident in doing so.
Educational Programming Ideas (With Links)
1. Breathing & Mindfulness Experiences
Use bubbles, feathers, or pinwheels to explore slow breathing.
Link: Asthma Australia – https://asthma.org.au
2. Dramatic Play – Caring for Others
Add toy medical kits with puffers and masks to encourage helping roles.
3. Group Discussions – “What Helps Our Bodies?”
Create visual charts about staying healthy and safe.
4. Understanding Triggers (General Awareness)
Discuss things like smoke, dust, or cold air in simple terms.
Link: National Asthma Council Australia – https://www.nationalasthma.org.au
5. Story Time & Reflection
Read books about health and helping others, followed by reflective questions.
6. Calm Corner with Breathing Prompts
Create a quiet space for self-regulation and breathing practice.
Asthma Training for Educators – Where to Get Started
Ensuring educators feel confident responding to asthma is not just best practice—it’s a regulatory requirement in Australia. Under the National Regulations, services must have staff who have completed approved emergency asthma management training, alongside first aid and anaphylaxis training.
Below are the most trusted, relevant, and accessible training options for early childhood educators.
Free & Highly Recommended Training
Asthma Australia – Asthma First Aid for Educators
- Free online course (approx. 1 hour)
- Specifically designed for schools and early childhood staff
- Covers:
- Signs and symptoms
- Triggers
- Medication (puffers & spacers)
- Asthma Action Plans
- Emergency response
This is one of the best starting points for all educators
Accredited & Compliance-Based Training
Emergency Asthma Management Courses (ACECQA Approved)
- Nationally recognised short courses (often 2–3 hours)
- Meet childcare regulatory requirements
- Focus on:
- Responding to asthma attacks
- Using inhalers and spacers correctly
- Developing risk minimisation plans
These courses are considered the industry standard for compliance in services
HLTAID012 – Provide First Aid in an Education & Care Setting
- Full childcare first aid qualification
- Includes:
- Asthma management
- Anaphylaxis
- CPR and emergency response
Essential for educators working in ratios or leadership roles
Combined Asthma & Anaphylaxis Courses
- Short, practical training (often 2–3 hours)
- Nationally recognised units (e.g., 22556VIC & 22578VIC)
- Designed specifically for childcare environments
Builds confidence in real-life emergency situations
Important Reminders for Services
- Asthma training must be kept current (generally every 3 years)
- CPR must be refreshed annually
- Best practice is for more than one educator to be trained—not just the minimum requirement
Bringing It Back to Practice
Training is not just about compliance—it’s about how educators feel in the moment when a child needs them most. When educators are well-trained they respond calmly and confidently. Ensure children feel safe and supported and the families trust the service deeply. Embedding regular asthma training into your professional development plan shows a commitment to exceeding practice, where safety, knowledge, and care are consistently visible.
QIP Write-Up
Quality Area 1 – Educational Program and Practice
Practice was embedded:
Educators intentionally embedded asthma awareness into the curriculum through meaningful, play-based experiences such as breathing exercises, role play, and group discussions. These experiences were responsive to children’s questions and supported their understanding of health, safety, and empathy. Learning was visible, consistent, and connected to real-life contexts within the service.
Practice was informed by critical reflection:
Educators critically reflected on how health education, including asthma awareness, was delivered across the program. Adjustments were made to ensure experiences were inclusive, developmentally appropriate, and meaningful for all children, including those with additional health needs. Reflection also considered how to strengthen children’s voice and understanding within these experiences.
Practice was shaped by meaningful engagement with families and/or community:
Families shared valuable insights into their child’s experiences with asthma, contributing to programming decisions and ensuring continuity of care. Community resources and health organisations were also used to inform curriculum planning, strengthening the service’s approach to health education.
Quality Area 2 – Children’s Health and Safety
Practice was embedded:
Asthma management plans were consistently implemented, with medication readily accessible and all educators confident in recognising and responding to symptoms. Daily practices reflected a strong commitment to maintaining children’s health, safety, and wellbeing at all times.
Practice was informed by critical reflection:
Regular reviews of health and safety practices allowed educators to evaluate the effectiveness of asthma management strategies. Reflection supported continuous improvement, ensuring responses remained timely, appropriate, and aligned with best practice guidelines.
Practice was shaped by meaningful engagement with families and/or community:
Ongoing communication with families ensured accurate, up-to-date medical information and supported a consistent approach between home and the service. This collaboration strengthened trust and enhanced children’s overall safety.
Quality Area 3 – Physical Environment
Practice was embedded:
The physical environment was intentionally maintained to reduce asthma triggers, including regular cleaning, good ventilation, and careful monitoring of outdoor conditions. Spaces were organised to promote both safety and accessibility.
Practice was informed by critical reflection:
Educators critically reflected on environmental factors that could impact children with asthma and made proactive adjustments. This included reviewing routines, resources, and environmental conditions to ensure optimal safety.
Practice was shaped by meaningful engagement with families and/or community:
Families contributed knowledge about specific triggers and sensitivities, informing environmental decisions and supporting a tailored approach to each child’s needs.
Quality Area 4 – Staffing Arrangements
Practice was embedded:
Educators demonstrated strong knowledge and confidence in asthma management, working collaboratively to ensure consistent practices across the team. Roles and responsibilities were clearly understood, supporting effective supervision and response.
Practice was informed by critical reflection:
Team discussions and reflective practices identified areas for professional growth, leading to targeted training and improved confidence in managing health-related situations.
Practice was shaped by meaningful engagement with families and/or community:
Families supported educator understanding through shared communication, while external training and resources strengthened staff capability and knowledge.
Quality Area 5 – Relationships with Children
Practice was embedded:
Educators fostered trusting, respectful relationships where children felt safe to express their needs and seek help. Children with asthma were supported with sensitivity and dignity, promoting a strong sense of belonging.
Practice was informed by critical reflection:
Educators reflected on how their interactions supported children’s emotional wellbeing, particularly during health-related experiences. Adjustments were made to ensure all children felt reassured and supported.
Practice was shaped by meaningful engagement with families and/or community:
Family insights guided educators in responding to children’s individual needs, ensuring respectful and consistent care practices.
Quality Area 6 – Collaborative Partnerships with Families and Communities
Practice was embedded:
Strong, respectful partnerships with families ensured open communication and shared understanding of asthma management. Families were actively involved in decision-making and planning.
Practice was informed by critical reflection:
Educators evaluated communication methods to ensure they were inclusive, effective, and responsive to family needs. Reflection supported stronger engagement and collaboration.
Practice was shaped by meaningful engagement with families and/or community:
Connections with families and health organisations enhanced the service’s knowledge and resources, supporting a community-wide approach to children’s health and wellbeing.
Quality Area 7 – Governance and Leadership
Practice was embedded:
Policies and procedures relating to asthma management were clearly documented, regularly reviewed, and consistently implemented across the service. Leadership ensured compliance and accountability.
Practice was informed by critical reflection:
Leaders critically reflected on service practices, identifying opportunities for improvement and ensuring alignment with current regulations and best practice standards.
Practice was shaped by meaningful engagement with families and/or community:
Feedback from families and engagement with external organisations informed ongoing improvements to policies, ensuring they remained relevant and effective.
Links and Resources
- Asthma Australia
https://asthma.org.au - National Asthma Council Australia
https://www.nationalasthma.org.au - Asthma First Aid (ASCIA):
https://www.allergy.org.au
BEST Childcare Consulting
World Asthma Day reminds us that every breath matters—and that the way we respond, prepare, and educate can make a lifelong difference for a child. Through thoughtful practice, strong relationships, and intentional teaching, we create environments where all children feel safe, capable, and supported.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an exceeding rating.
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