Who is a young carer?

A young carer is a child or young person aged 5 to 25 who provides unpaid care for a family member or someone close to them. This care may be needed due to illness, disability, mental health challenges, addiction, frailty, or other support needs.

Young carers are not always easy to identify. Some may openly share their caring role, while others keep it private for many reasons including stigma, family privacy, fear of being treated differently, or simply not recognising themselves as a young carer.

Rather than trying to “spot” young carers, the most effective starting point is to create safe, respectful opportunities for students to seek support when and if they need it.

You may already have young carers in your classroom. You just might not know it.

These seven practical strategies can help you create a more supportive environment without needing to overhaul how you teach.

For many young carers, school may be one of the few places where they get to simply be a young person, free, even briefly, from worry and responsibility. Protecting that experience, and not letting their caring role follow them through the classroom door, is one of the most valuable things a school can do.

 

1. Create a sense of safety before anything else

Young carers may not volunteer what is happening at home, especially not in front of peers. Your first role is to make it safe for them to come to you if they need support.

A low key, private moment often works better than a formal conversation. Something as simple as staying back after class and asking, “How are things going for you at the moment?” can open a door.

You do not need to have all the answers. You just need them to know the door is open.

Try:
“If things ever feel hard to manage, I want you to know you can come and see me. You do not have to explain everything. Just let me know.”

 

2. Let school be a break, not an extension of home

A young carer may arrive at school after a difficult morning or stressful night. They may be carrying responsibilities that are not visible to others.

School can be one of the only places where someone else is in charge, where they do not have to problem solve or hold everything together. Honour that.

Avoid adding unnecessary pressure, but also avoid reducing their school experience to their caring role. They need the chance to learn, laugh, participate, and be included, just like any other student.

Where possible, small adjustments can make a big difference
Extending deadlines
Providing advance notice of assessments
Offering flexible submission formats

Ask what would help, rather than assuming. Young carers often have limited control in other parts of their lives. Having a say here matters.

 

3. Reduce the mental load inside the classroom

A young carer may already be holding a lot before learning even begins. Clear, consistent classroom routines can help reduce that mental load.

Simple supports can go a long way
Written instructions alongside verbal ones
Tasks broken into smaller steps
Visible reminders of due dates

Spending a few minutes helping a student plan a larger assignment can be more effective than a general reminder to “stay organised.”

In practice:
Provide an assessment calendar at the start of term, and break longer projects into manageable checkpoints.

 

4. Be mindful of how language and activities land

Many classroom activities are designed with a typical family structure in mind. While understandable, this can sometimes feel isolating for students whose home life looks different.

Small shifts in language can make a big difference. Phrases like “a trusted adult at home” or “someone in your family” are naturally inclusive and work for everyone.

It is also worth reflecting on activities like family tree projects or “ask your parents” homework. You do not need to remove them entirely. Just consider whether small adjustments could make them more inclusive.

If you need to understand a student’s circumstances, a quiet one on one conversation is always better than putting them on the spot.

Easy swap:
“Ask a trusted adult at home to sign this” works just as well as “ask your mum or dad” and includes every student in the room.

 

5. Give them space to regulate and space to just be

Some students may need a short break, a quiet moment, or access to a trusted staff member when things feel overwhelming. Having a safe way to step out can prevent stress from escalating.

Approaching behaviour with curiosity rather than correction can also shift the tone of the day. A simple “Is everything okay today?” can be far more effective than assuming disengagement.

Equally important, do not let their caring role define every interaction.

Young carers still need space to be funny, social, capable, and included. Not every conversation needs to come back to home life. Sometimes the most supportive thing is to treat them like any other young person, because in that moment, they get to be.

Consider:
A subtle, pre arranged signal such as a card on their desk that allows a student to indicate they need a moment without drawing attention.

 

6. You do not have to carry this alone. Connect them to support

Your role is to notice, respond with care, and refer.

If a student needs more support, your school’s counsellor or wellbeing team is the next step. Keep the student informed and involved in that process.

For additional support, schools can refer to:

Young Carer Support Service, Carer and Community SA
Case management
Advocacy and school liaison
Wellbeing support
Referrals and practical assistance

Email youngcarerteam@carersupport.org.au
Web https://carersupport.org.au/young-carers/
Phone 08 8433 9555

You do not need all the answers before reaching out. A simple phone call or email can open the door to meaningful support and could make a life changing difference for that young person.

 

7. Notice what they are good at and say so

Young carers often develop strengths beyond their years, including emotional intelligence, resilience, organisation, and the ability to read a room.

These are real capabilities.

When you take a moment to name what you see, “You handled that really thoughtfully,” it reinforces that they are seen for who they are, not just what they carry.

At the same time, do not assume that capability means they are okay. Strength and struggle can coexist. Both deserve recognition.

 

Final thoughts

You do not need to have all the answers to make a difference.

Awareness, flexibility, and genuine care for the whole student go a long way.

School can be a place where young carers feel supported, included, and free to participate as young people, not just as carers.

When they walk through your door, the goal is simple. That they feel understood, respected, and able to be themselves.

And from that place, new possibilities can open, both now and into their future.