Deferring School Entry: A Strengths-Based Approach to Readiness

In early childhood education, the decision to defer a child’s school entry by a year is often framed as “staying back.” But educators across Australia are challenging this language, advocating instead for a strengths-based perspective: sending children when they are developmentally ready.

Why Deferral Deserves Consideration

Deferring school entry isn’t about holding children back—it’s about giving them time to grow. Research and educator experience suggest that an additional year in a play-based, relational learning environment can:

Support emotional regulation and social confidence
Strengthen communication and self-advocacy skills
Allow mastery of foundational cognitive and motor skills
Foster resilience and trust in their own capabilities

Signs a Child May Benefit from Deferral

Educators suggest looking at the whole child—not just their age. Key indicators include:

Emotional readiness: Does the child manage transitions, express feelings, and cope with challenges?
Social confidence: Can they initiate play, resolve conflicts, and build relationships?
Cognitive development: Are they curious, focused, and able to follow multi-step instructions?
Self-trust: Do they show confidence in their choices and learning?

Making the Decision

When considering deferral, families and educators should:

Observe the child’s daily interactions and responses to challenges
Consult with early childhood educators, allied health professionals, and school readiness experts
Reflect on the child’s long-term well-being—not just academic readiness