About the Resource
In collaboration with Neurominded
Whilst it only feels like we’ve just recovered from last year’s whirlwind, the season of summer vacation care (VAC) is well and truly upon us. For some services, the shift into holiday mode started early in December; for others, there’s still a week or two of grace before the buzz, noise, heat and excitement of the next six weeks arrive in full force.
Vacation care brings with it a different rhythm and a different type of intensity. Split shifts become long days that may stretch into 9+ hours. Some services merge or relocate. Many welcome children and young people they may not usually work with. Planning deepens, risk assessments multiply and program design suddenly feels completely different to a before- and after-school routine.
It’s no surprise that these changes can impact everyone, children, families, and the educators who support them. Without awareness and self-care, educators risk running themselves down, compromising both their mental and physical wellbeing. In these high-pressure transitions, we often see an increase in undesired or unexpected behaviours from both children and young people, and sometimes the adults guiding them.
The good news? Small, everyday practices can make an enormous difference.
In collaboration with Neurominded, we’ve created a collection of supports, ideas and strategies designed to help educators build VAC programs that feel calmer, more connected and more confident for neurodivergent children and adults and for entire OSHC communities. While these tools are grounded in neurodiversity-affirming practice, their benefits extend to everyone who enters your space, year-round.
Building the Foundations: Connection First
When we create environments that support regulation, offer predictability, honour sensory needs and celebrate children’s strengths, the impact is felt across the whole enrolment list.
And yet, Vacation Care is full of unpredictable moments. Sometimes you learn about a new enrolment five minutes before sign-in. Sometimes a child arrives with no prior information. If these situations feel daunting for adults, imagine how overwhelming they can feel for a child or young person stepping into an unfamiliar space.
These are the moments where connection matters most
Connection doesn’t require hours, it grows in moments.
Start by gathering what you can:
- a brief conversation with a caregiver
- a quick chat with the child
- observing what the child is already doing to regulate (fidget tools, stimming, ear defenders, movement)
A simple moment of curiosity may sound like:
“I see your ear defenders, I sometimes find loud spaces tricky too. Can I ask what helps you feel comfortable?”
It’s okay if a child doesn’t respond verbally.
Trust is built gradually, and while you know your environment is safe, they may not…yet.
Offer alternatives: drawing, pointing, writing, or connecting them with another educator who shares a passion, interest or communication style.
When a child has a known diagnosis, remember that the families, caregivers and sometimes peers can hold golden insights that help you build genuine, respectful relationships.
Create Sensory-Smart Environments
Summer VAC can be loud, hot, bright and overstimulating. Sensory-smart spaces benefit everyone.
Support this by:
- Critically refelecting on your environment(s) what is the lighting like, any sound echo, visual clutter, noise clutter? What can you remove and improve?
- Be fidget friendly! Fidgets and other accommodations support regulation and participation, they’re tools, not toys. Think of them like reading glasses: you wouldn’t take someone’s glasses away just because they can “see fine today.” In the same way, removing a child’s fidget or sensory support makes it harder for them to engage. Embrace and normalise the use of these tools so children and educators can participate, regulate and thrive.offering small-group options or quiet starts to big days
- Integrating daily “heavy work” or movement breaks for proactive regulation
- Using visual or nonverbal cues when verbal language is too demanding
A Summer of Calm, Connection and Confidence
Vacation Care doesn’t have to feel chaotic. With small intentional practices, educators can shape environments where neurodivergent children and young people feel supported and where educators feel prepared, steady and confident.
A heartfelt thank you to our friends at Neurominded for the rich conversations, shared expertise and thoughtful guidance that helped bring this article to life.