Understanding wellbeing in culturally and linguistically diverse communities

By Pari Nezhad

For many children and families, wellbeing is not experienced in isolation. It is shaped through relationships, language, culture and a sense of belonging. These elements influence how people understand themselves, how they express emotions and how they seek support.

In culturally and linguistically diverse (CALD) communities, identity is often lived across multiple worlds. A child may move between languages, cultural expectations and ways of being multiple times each day – at home, at school and in the wider community. These experiences cannot be simplified or generalised; they are complex, layered and often a source of strength.

Language plays a central role in this. People may think, feel and communicate differently depending on the language they are using. Research highlights that language shapes not only communication (Morse et al, 2024; Okeke et al, 2025) but how wellbeing itself is understood and discussed. For some, speaking about emotional experiences in one language may feel natural; for others, using a different language may feel safer or more distant. Recognising this complexity allows practitioners to respond with greater sensitivity and flexibility.
Wellbeing is also deeply relational. Across many communities, connections to family, community and culture are central to how wellbeing is experienced. A sense of belonging, shared responsibility and interdependence often sits at the heart of everyday life. As highlighted in discussions with Emerging Minds’ CALD reference group, these relational ways of being can sit in tension with systems that are designed around individual responsibility and self-directed help-seeking.

This is why listening is essential in practice with CALD families.

There is no single ‘CALD experience’ and no one way to understand wellbeing. Individuals and families bring their own histories, migration experiences, values and identities. Research consistently shows that when services do not recognise these differences, people can feel misunderstood or excluded from support systems. Taking time to listen – without assumptions – creates space for more meaningful and respectful engagement.

It is important to recognise the strengths that already exist within communities. Informal networks, cultural traditions, intergenerational relationships and shared storytelling all play a powerful role in supporting children’s wellbeing. Storytelling, in particular, has been shown to build connection and trust, helping people feel less alone and more open to conversations about wellbeing. These practices are not additional to wellbeing – they are central to it.

Children’s voices are also a vital part of this picture. Young people navigating multiple cultural contexts often hold deep insights into belonging, identity and connection. Creating safe and thoughtful ways to hear their perspectives strengthens both practice and outcomes, particularly when children are supported to express themselves in ways that feel culturally and emotionally safe.

Emerging Minds’ CALD reference group highlights the importance of culturally safe and respectful spaces, an approach that is also well supported by evidence (Kara & Khawaja, 2024; Morse et al., 2024). When people feel heard, valued and not judged, they are more likely to engage, build confidence and share knowledge within their communities. This includes recognising the impact of stigma, unfamiliar systems and past experiences, while also acknowledging that many people prefer to seek support through trusted relationships, such as family, friends or community leaders.

Importantly, wellbeing is not only about responding to challenges – it is also about creating the conditions that allow people to thrive. There is growing recognition that wellbeing approaches need to be holistic, flexible and grounded in community knowledge. Programs that are developed in partnership with communities, rather than imposed on them, are more likely to be meaningful, accessible and sustainable.

This work takes time. Building trust, strengthening connections, and shifting conversations about wellbeing are not immediate outcomes. They are relational processes that develop through ongoing engagement, respect and shared understanding.

There is no single approach that works for every community. What matters is a commitment to cultural humility, curiosity and genuine partnership. Small, relational practices – such as listening carefully, asking open questions and being guided by families’ own knowledge – can make a meaningful difference.

By approaching this work with openness and respect, practitioners can support children and families to feel seen, heard and connected – strengthening wellbeing in ways that are meaningful to them.

Kara, B. H., & Khawaja, N. G. (2024). Wellbeing programs for culturally and linguistically diverse population in Australia: Barriers and improvements. Australian Psychologist, 59(3), 200–211. DOI: 10.1080/00050067.2023.2299667

Morse, A. R., Smith, D. G., Clifford, R., Shrimpton, B., & Banfield, M. (2024). Starting conversations about mental health and wellbeing in Australian culturally and linguistically diverse communities. Health Promotion International, 39(4), daae099. DOI:10.1093/heapro/daae099

Okeke, S. R., Horwitz, R., Brener, L., Vu, H. M. K., Wu, E., Jin, D., Yu, S., Broady, T., Treloar, C., & Cama, E. (2025). “The culturally and linguistically diverse community is not just minoritised but ignored”: Engaging culturally and linguistically diverse communities in Australia with blood-borne viruses and sexually transmissible infections healthcare. Health Expectations, 28, e70416. DOI: 10.1111/hex.70416

Radhamony, R., Cross, W. M., Townsin, L., & Banik, B. (2023). Perspectives of culturally and linguistically diverse (CALD) community members regarding mental health services: A qualitative analysis. Journal of Psychiatric and Mental Health Nursing, 30(4), 850–864. DOI: 10.1111/jpm.12919