Too Young, Too Alone: How Inexperience and Lack of Support Shaped the Kelleher Incident

At the centre of this case is an incident captured on CCTV at an early learning service in Bathurst, where 18‑year‑old educator Hayley Kelleher grabbed and dragged a three‑year‑old boy by the arm during rest time. The child was not injured, but the action breached expected standards of conduct and resulted in a conviction for common assault. What the court documents also reveal, however, is that Kelleher was visibly overwhelmed, repeatedly sought help from a senior colleague, and was ignored—leaving a young, inexperienced educator to manage a high‑pressure situation entirely on her own.

The sentencing of 18‑year‑old educator Hayley Kelleher has sparked difficult but necessary conversations about the realities facing young educators in early childhood settings. While the court found her actions toward a three‑year‑old child to be unacceptable, the surrounding circumstances reveal a deeper story about stress, inexperience, and a lack of adequate support within the sector.

According to the agreed statement of facts presented in court, Kelleher was attempting to settle a group of children for their midday rest when one child repeatedly refused to lie down. She sought help from a senior colleague and was ignored. With no assistance forthcoming, she became “increasingly frustrated and flustered,” a state that ultimately contributed to her poor decision to grab and drag the child by the arm.

This moment, captured on CCTV, resulted in a conviction for common assault and an 18‑month conditional release order. The magistrate emphasised that Kelleher breached her position of trust. Yet the broader context paints a picture of a young educator placed in a high‑pressure situation without the guidance or backup she needed.

A Young Worker in a High‑Responsibility Role

At just 18 years old, Kelleher was still at the very beginning of her career. Early childhood education is a profession that demands emotional regulation, patience, and confidence skills that develop over time and with strong mentoring. The article makes clear that she did not receive that support in the moment it mattered most.

Her admission to police reflected this: she expressed remorse and stated she never intended to cause harm but felt overwhelmed due to the lack of assistance from other educators.

This is not an excuse. It is a warning sign.

The Cost of Inadequate Support Structures

The incident highlights several systemic issues:

1. Inexperienced educators are often left to manage complex behaviour alone

Despite being new to the field, Kelleher was responsible for settling a group of children during one of the most challenging parts of the day—rest time.

2. Requests for help were ignored

The court documents explicitly state she asked a senior colleague for assistance and received none. This failure of teamwork and supervision contributed directly to the escalation.

3. Emotional overload is real in understaffed or unsupported environments

Becoming “frustrated and flustered” is not unusual in high‑pressure early childhood settings. What matters is whether educators have the support, training, and leadership to manage those emotions safely.

4. Young educators need mentoring, not isolation

The sector often places enormous responsibility on very young workers. Without guidance, mistakes, sometimes serious ones, can occur.

A Sector Under Scrutiny

The article notes that educator conduct has been under the spotlight throughout 2025 due to a long‑running investigation into the sector. This case sits within that broader context: a workforce stretched thin, often under‑supported, and expected to meet high emotional and regulatory demands.

The centre involved reiterated its zero‑tolerance policy for inappropriate conduct, a necessary stance. But the incident also raises questions about internal culture, communication, and the responsibility of senior staff to support junior educators before situations escalate.

Moving Forward: Accountability and Learning

Kelleher’s actions were wrong, and the court responded accordingly. But the deeper lesson is not about one young educator; it is about the conditions that allowed the situation to unfold.

To prevent similar incidents, services must ensure:

• Strong mentoring for young and inexperienced staff
• Clear escalation pathways when educators feel overwhelmed
• Responsive leadership that listens when staff ask for help
• Adequate staffing during high‑pressure routines
• A culture where seeking support is encouraged, not ignored

When educators feel supported, children are safer. When young workers are guided, not left alone, they grow into confident professionals. And when the system functions as it should, moments of frustration do not turn into moments of harm.

Further Reading 

Don’t Stand Back, Step In
Wellbeing Wednesday Ideas That Actually Work 
Mental Health and Well-Being Of Educators
Educational Leader Guide: Empowering Educator Well-Being
Free Educator Wellbeing Posters
Supporting Mental Health Of Children, Families and Educators

Reference:
Hayley Kelleher: Childcare Worker Sentenced For Grabbing, Dragging Boy By His Arm