To reduce deep and persistent disadvantage across the life course, the workforce responsible for supporting families must itself be supported. This project investigates the experiences and support needs of emerging professionals in parenting and family science—a group that plays a key role in the design and delivery of family interventions but faces high stress, job instability, and limited access to coordinated support. Understanding how best to sustain and develop this workforce is essential to delivering effective services for disadvantaged children and families.
Emerging professionals (EPs) reported complex career pathways, driven by fragmented roles across academia, clinical work, and policy. Many struggled with job insecurity, high workloads, and inadequate support—yet expressed strong commitment to improving outcomes for families. Relational support from peers and mentors, access to meaningful professional development, and a sense of purpose were key protective factors. Existing supports were often inaccessible, generic, or disconnected from EPs’ lived realities. Supports that are co-designed, embedded in routine work, and responsive to diverse contexts were seen as most valuable.
To ensure the sustainability and impact of family support systems, greater attention must be paid to the early career workforce. Tailored, locally relevant, and human-centred supports are needed to enable EPs to remain engaged, effective, and well. Policies and institutional practices should embed training, mentorship, and networking opportunities into routine structures, reduce administrative burden, and promote wellbeing. Professional organisations and research centres—such as the Life Course Centre—have an opportunity to foster a connected, capable workforce, equipped to break intergenerational cycles of disadvantage through innovative research and practice.