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Understanding ANZAC Day: A Guide for Families and Therapists

  • Writer: Tyneele Armstrong
    Tyneele Armstrong
  • Apr 14
  • 5 min read

Supporting children to engage meaningfully, respectfully, and safely



Engaging and participating in national events ANZAC Day is an important opportunity to build identity, emotional awareness, and social participation. However, these events can also be complex, emotionally loaded, and sometimes overwhelming—particularly for children with developmental, sensory, or communication differences.


This blog explores the importance of ANZAC Day, common rituals and expectations, and practical strategies for occupational therapy (OT) and speech pathology support.

Why is ANZAC Day Important?


ANZAC Day, held on April 25, commemorates the anniversary of the Gallipoli landing in 1915 and honours all Australians and New Zealanders who have served and died in wars and peacekeeping missions .


Beyond its historical significance, ANZAC Day plays a role in:

  • Cultural identity and belonging: It contributes to shared national narratives and values such as “mateship,” courage, and sacrifice

  • Intergenerational learning: Stories and rituals are passed down, helping children understand history and community

  • Developing empathy and perspective-taking: Children begin to grasp concepts of loss, fairness, and peace

  • Civic participation: Engaging in community events (e.g., marches, ceremonies) fosters inclusion and social awareness


From a developmental perspective, meaningful engagement in cultural rituals supports identity formation and social participation.

ANZAC Day Rituals and Expectations


Many families and schools participate in structured rituals, which may include:


Common Rituals

  • Dawn Services (early morning ceremonies, typically slightly before or as the sun rises)

  • Marches and parades

  • Moments of silence

  • The “Last Post” and “Reveille” bugle calls

  • Wreath laying and wearing rosemary or poppies

  • Reading “The Ode” (“Lest we forget”) 


Environmental and Social Expectations

Children may encounter:

  • Large crowds and unfamiliar environments

  • Quiet, solemn behavioural expectations (like standing still, not overtly fidgeting/moving body and not talking to others)

  • Early waking times (dawn services)

  • Emotional or abstract language (e.g., sacrifice, war, loss)

  • Sensory stimuli (e.g., loud sounds, music, microphones, people singing; complete silence during the one minute silence)

  • Exposure to colder weather, due to time of morning that dawn Services can commence (e.g., can cause discomfort due to change in clothing, cold air on exposed skin)


These factors can present challenges for children with autism, ADHD, sensory processing differences, or communication needs.

Why ANZAC Day Can Be Challenging for Some Children


From a neurodevelopmental perspective:

  • Abstract concepts (e.g., war, sacrifice) may be difficult to understand

  • Emotional content may be confusing or distressing

  • Sensory input (noise, crowds) can lead to overload

  • Unwritten social rules (e.g., standing still, being quiet) may not be intuitive

  • Changes in routine (early mornings, new environments) can impact regulation


Research highlights that children learn best through active, meaningful, and interest-based experiences, particularly when supported through real-life and sensory engagement.

Practical Strategies for Families, to prepare your child to attend ANZAC Day Services


1. Prepare with Simple, Concrete Language

  • Use clear, developmentally appropriate explanations (e.g., “ANZAC Day is a time to remember people who helped keep others safe”)

  • Avoid overwhelming details about war

  • Use visuals, social stories, or picture books - about ANZAC Day


2. Use Visual Supports and Social Scripts

  • Create a visual schedule of the event - with what to expect, steps/stages like waking up, get changed, drive to location, stand and wait, service for 40 minutes

    • Create a separate visual of what typically happens in an ANZAC Day service e.g., speeches, singing, poems, bugle playing, prayer, National Anthem, moment of silence, Last Post

  • Use “first-then” language (e.g., “First we stand quietly, then we go home”)

  • Provide scripts for expected behaviour (e.g., “We stand still and listen”; "if we need to fidget and move, we keep our hands in our pocket, on our fidget and tap our feet quietly")


3. Support Sensory Regulation

  • Bring noise-cancelling headphones

  • Offer movement breaks or quiet spaces

  • Consider attending shorter or smaller ceremonies

  • Stand separate to the large crowd (e.g., on the outskirts), if needing a movement break or to reduce visual sensory information

  • Bring comfort items (e.g., favoured snacks, small toys or plush toys that aren't going to be distracting to your child and the crowd)

  • Silent, non-noise making fidgets

  • Sunglasses and hats

  • Wearing comfortable, preferred clothing that suits the temperature (can be different at Dawn Service vs. morning services)



4. Offer Choice and Flexibility

  • Not all children need to attend a dawn service

  • Alternative participation options:

    • Watching a short clip at home

    • Making a poppy craft

    • Reading a child-friendly story

    • Watching ANZAC Day services on free-to-air television channels like Channel or 9, ABC.

    • Attending a war memorial site in your town/the location of the ANZAC Day service later in the day - to engage in rituals like moment of silence at your child's own pace


5. Focus on Values, Not Trauma

  • Emphasise themes such as:

    • Helping others

    • Friendship (including mateship, comradery)

    • Remembering people

  • Avoid graphic or distressing details, stories and/or images


6. Build Emotional Literacy

  • Label emotions (e.g., “Some people feel sad or proud today”)

  • Validate responses (including confusion or disinterest)

  • Use visuals to support discussion and communication about emotions - including what you, your child, and other people may be experiencing



7. Debrief After the Event

  • Ask simple reflective questions:

    • “What did you notice?”

    • “How did your body feel?”

  • Use drawing or play to process experiences

  • Let your child lead the discussion, and answer questions at their pace

Key Takeaways & Considerations


  • ANZAC Day is a significant cultural event centred on remembrance and reflection - a skill that takes time and nurture to develop

  • Rituals can be meaningful but may present sensory, emotional, cognitive, and social challenges/overload

  • With the right supports, children can engage in ways that are respectful, developmentally appropriate, and emotionally safe

  • Importantly, participation in ANZAC Day is not mandatory for meaningful engagement. For some children, learning in a safe, familiar environment may be more appropriate and equally valuable than attending services (it can always be a goal that you work towards down the line!)


References (APA 7)


Adams, C. (2002). Practitioner review: The assessment of language pragmatics. Journal of Child Psychology and Psychiatry, 43(8), 973–987. https://doi.org/10.1111/1469-7610.00226

ANZAC Day Commemoration Committee. (n.d.). An introduction to ANZAC Day for early childhood. https://anzacday.org.au 

Aussie Childcare Network. (2024). Teaching children about ANZAC Day. https://aussiechildcarenetwork.com.au

Australian War Memorial. (n.d.). The Anzac Day tradition. https://www.awm.gov.au/commemoration/anzac-day/traditions 

Bandura, A. (1977). Social learning theory. Prentice Hall.

Bhat, A. N., et al. (2023). Social visual behavior analytics in autism therapy. Frontiers in Psychology, 14, 1–15. https://doi.org/10.3389/fpsyg.2023.XXXXX

Britannica Kids. (n.d.). ANZAC Day. https://kids.britannica.com 

Department of Veterans’ Affairs. (n.d.). Anzac Portal: Education resources. https://anzacportal.dva.gov.au

Kids News. (2025). What ANZAC Day means and how it began. https://www.kidsnews.com.au 

Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996). The person–environment–occupation model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63(1), 9–23. https://doi.org/10.1177/000841749606300103

Parliament of Australia. (2024). Anzac Day traditions and rituals: A quick guide. https://www.aph.gov.au 

Pynoos, R. S., Steinberg, A. M., & Piacentini, J. C. (1999). A developmental psychopathology model of childhood traumatic stress. In D. Cicchetti & S. L. Toth (Eds.), Developmental psychopathology (pp. 72–95). University of Rochester Press.

Rasheed, Z. (2023). Autism in Australia: Understanding, challenges, and support. Cureus, 15(7), eXXXXX. https://doi.org/10.7759/cureus.XXXXX

Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.

Westby, C. (2005). Assessing and facilitating text comprehension problems. In H. Catts & A. Kamhi (Eds.), Language and reading disabilities (2nd ed., pp. 157–232). Allyn & Bacon.



 
 
 

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