Children entering school from culturally and linguistically diverse (CALD) families are more likely to face developmental challenges than their peers, according to a large population-based study in Western Australia. Researchers found that nearly one in four CALD children displayed vulnerabilities in at least one key developmental domain, with communication skills and general knowledge showing the largest gaps. These difficulties go beyond the classroom, shaping social integration, self-confidence, and long-term educational opportunities. The findings highlight the urgent need for tailored early support, ensuring cultural and language differences do not create lasting disadvantages for children at a critical stage of growth.
Early childhood is a decisive period that sets the foundation for learning, socialization, and health across the lifespan. Developmental vulnerabilities—such as delays in communication, language acquisition, or social competence—can hinder school readiness and reduce future opportunities. For children growing up in multicultural households, additional challenges often compound these risks. Limited English proficiency, cultural isolation, and socioeconomic stress can make it harder to access early education, healthcare, or supportive networks. Evidence from international studies echoes these patterns, showing that immigrant and minority children frequently face gaps in learning and social development. Because of these challenges, further research is needed to better understand developmental vulnerability among culturally and linguistically diverse (CALD) children.
On July 9, 2025, a research team from Curtin University, the University of Adelaide, and international collaborators published (DOI: 10.1007/s12519-025-00936-0) their findings in the World Journal of Pediatrics. The study analyzed outcomes for more than 10,000 CALD children alongside nearly 50,000 non-CALD peers using linked administrative datasets. Results revealed that CALD children had 23% greater odds of being developmentally vulnerable, with the starkest disparities in communication and language-based skills. The findings illustrate how cultural and linguistic differences, though enriching to society, can translate into measurable challenges for children at the start of school life.
Drawing on three rounds of the Australian Early Development Census, combined with birth and hospital records, the study assessed children’s progress at around age five across five developmental domains: physical health, social competence, emotional maturity, language and cognitive skills, and communication and general knowledge. Results showed that 23.7% of CALD children were vulnerable in at least one domain, compared to 19.6% of non-CALD children. Particularly striking were disparities in communication and general knowledge, where CALD children faced more than double the risk, and in language and cognitive skills, where they had 37% higher odds of vulnerability. Interestingly, non-CALD children showed greater vulnerability in physical health, highlighting contrasting developmental pressures. Further analysis confirmed that language spoken at home, maternal ethnic background, and country of birth all contributed to these outcomes. The study also revealed sharper risks for CALD girls than boys, pointing to a complex interplay of cultural, gender, and social factors. Together, the findings reveal how structural disadvantages—language barriers, economic hardship, and unequal access to services—shape the developmental trajectory of multicultural children.
“Our research shows that cultural and language differences are not peripheral—they profoundly influence children’s ability to thrive when they start school,” said Dr. Gizachew A. Tessema, co-author of the study. “Children from CALD families face double the risk of vulnerability in communication and language development. Without targeted support, these early gaps can grow into lifelong inequalities. Addressing these disparities requires culturally sensitive education policies, stronger language support, and better collaboration between families, teachers, and health professionals. Every child deserves an equal chance to succeed, regardless of their cultural background.”
The study calls for urgent investment in culturally responsive early childhood programs. Providing bilingual learning materials, training teachers in cultural competence, and ensuring equitable access to preschool and healthcare could close the developmental gap. Policymakers are urged to recognize CALD children as a priority group for early intervention, with strategies to identify vulnerabilities before they become entrenched. Although these initiatives require resources, they are cost-effective by reducing the need for remedial education and improving long-term outcomes. By supporting CALD children from the start, societies can promote inclusion, strengthen educational equity, and build healthier, more resilient communities.
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References
DOI
10.1007/s12519-025-00936-0
Original Source URL
https://doi.org/10.1007/s12519-025-00936-0
Funding information
Open Access funding enabled and organized by CAUL and its Member Institutions. TGA was funded by the Australia National Health and Medical Research Council (#1195716). PG was funded by the Australia National Health and Medical Research Council (#1099655 and #1173991).
About World Journal of Pediatrics
Published monthly, the World Journal of Pediatrics offers peer-reviewed original papers, reviews and special reports focusing on clinical practice and research in pediatrics. The journal presents contributions on new developments in all areas of the discipline from pediatricians worldwide. Coverage includes the most current progress in pediatrics, pediatric surgery, preventive health care in pediatrics, pharmacology, stomatology and biomedicine. The journal also covers basic sciences and experimental work, and provides a broad academic platform for the international exchange of medical results.
END
When words matter: Language and culture shape early childhood outcomes
2025-10-03
(Press-News.org)
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