A child places a purple paper flower beside the morning tea plate. An adult asks why the flower matters, and the room becomes quiet. This is a common moment for families and early learning educators around 26 May, when National Sorry Day invites Australians to remember the Stolen Generations and listen with care.
The National Sorry Day flower is the native hibiscus, often described as the purple or mauve native hibiscus. It offers children a gentle, visible way into a difficult part of Australia's history. The flower doesn't tell the whole story, but it can help adults begin an honest conversation about family, loss, respect, healing and hope.
What the National Sorry Day Flower Represents
At circle time, an educator might place a single native hibiscus on a low table. There's no need for a long speech. Children can notice the colour, the soft petals and the shape, while the educator explains that this flower helps people remember Aboriginal and Torres Strait Islander children who were taken from their families under government assimilation policies.
The flower is associated with sorrow and respect for the Stolen Generations, as well as recognition of survivors and their families. It's used at schools, community gatherings and early learning centres as a quiet visual reminder that remembrance should be handled with care. Australian community resources identify the native hibiscus as the official Sorry Day symbol adopted by the National Stolen Generations Alliance, with its resilience and widespread growth helping shape its meaning (Bringing Them Home WA's explanation of Sorry Day flowers).
A symbol children can understand
Young children often understand symbols through familiar experiences. A flower can represent caring for someone, remembering someone who's absent, or making space for a feeling that's hard to name. An educator might say:
Simple explanation: “This flower helps us remember children and families who were hurt when children were taken away. We use it to show care and respect.”
That wording keeps the focus on people and relationships. It doesn't overwhelm children with details they're not ready to process, and it doesn't suggest that children should carry adult guilt.
Parents can use the same approach at home. Place a flower on a table, invite a child to draw it, or talk about why communities choose a special symbol. The important point is to treat the bloom as a teaching object, not seasonal decoration. Its presence signals that adults are willing to remember, listen to First Nations voices and care about what happened.
The national Sorry Day flower also creates a bridge between quiet reflection and positive action. Children can learn that kindness includes noticing when families have experienced unfairness, respecting culture and helping create welcoming spaces.
The Origins of National Sorry Day
National Sorry Day is linked to the Bringing Them Home report, which was tabled in Federal Parliament on 26 May 1997. The report documented the experiences of Stolen Generations survivors and brought their stories and recommendations into national public discussion. The date became an important point of remembrance because it connected the inquiry's findings with a recurring community observance.
The first National Sorry Day event was held on 26 May 1998, one year after the report was tabled (the history of National Sorry Day). The day has continued as an annual commemoration across Australia and is now officially recognised as the National Day of Healing.
A child-friendly way to explain the history
Adults can introduce the history in small, clear steps:
- Name the day: “National Sorry Day is a day when people remember the Stolen Generations.”
- Explain the separation: “Some Aboriginal and Torres Strait Islander children were taken away from their families.”
- Connect it to feelings: “That caused sadness, loss and pain for many people.”
- Describe the response: “People gather to listen, remember and show respect.”
- Offer hope: “We can learn how to treat families, cultures and each other with care.”
Children don't need graphic detail to understand that separation from family is serious and unfair. They need safe adults who can answer questions truthfully, pause when emotions arise and make room for different responses.
The purpose isn't to make children feel blame for decisions made by past governments. It's to help them understand why truth-telling, respect and listening matter. A calm conversation can show that history is connected to the choices people make today, including whether they welcome Aboriginal and Torres Strait Islander perspectives and speak respectfully about culture.
Why the Native Hibiscus Became the Symbol
The native hibiscus carries several meanings at once. Its purple or mauve colour is connected with compassion, spiritual healing and remembrance, while the plant's ability to survive harsh Australian conditions is understood as a symbol of resilience for Stolen Generations survivors. The native hibiscus symbolism described by the Kimberley Stolen Generation Aboriginal Corporation also connects the flower with strength, endurance and widespread Australian presence.
That combination makes the flower useful in learning environments. Children can see something delicate that also survives difficult conditions. The contrast helps educators talk about how a person or community can experience pain and still carry strength, culture and connection.
Colour, petals and living meaning
The purple tone gives the symbol an immediate visual identity. In a centre display, a mauve paper flower can prompt a child to ask, “Why is it purple?” That question gives the adult an opening to explain that colours and objects can help communities remember important people and events.
Some educational conversations also explore the flower's petals as a reminder of reconciliation values. If an educator chooses to use that interpretation, it's best to present it as a reflective teaching prompt rather than a fixed fact children must memorise. For example, the petals might inspire discussion about listening, fairness, respect, kindness and learning.
The flower's ecological qualities are equally valuable. It's described as widely distributed across Australia and hardy in challenging conditions, which makes it practical for community plantings and repeat use in school or centre activities. The Healing Foundation's Sorry Day educational resource reinforces the flower's association with strength and resilience.
Useful classroom language: “The flower is gentle, and it's strong. It helps us remember people with care.”
Adults should also check permission before using official or semi-official flower imagery in public campaigns. The symbol's usage can be governed through the Kimberley Stolen Generation Aboriginal Corporation, so centres and organisations should seek appropriate guidance when reproducing it publicly.
Talking About the Flower with Young Children
Begin with what children can observe. Hold the flower, or show a respectful image, and invite children to notice its colour, texture and shape. Then offer one short explanation: “Some people use this flower to show they care about children who were taken away from their families.”
The phrase taken away from their families is honest without introducing unnecessary detail. If children ask who did it, an adult can explain that government policies in the past allowed Aboriginal and Torres Strait Islander children to be removed from their families. If a child asks whether it was fair, the adult can answer plainly: “No. It caused a lot of sadness and loss.”
Keep the conversation open
Children may move quickly from a serious question to play. That's normal. They often process difficult ideas in short bursts, returning later through drawing, role-play or another question.
Use the values children already know:
- Family: “Families help children feel safe and connected.”
- Fairness: “Children should be able to grow up with their families and culture.”
- Listening: “We listen carefully when people share what happened to them.”
- Respect: “We speak kindly about Aboriginal and Torres Strait Islander people and cultures.”
- Hope: “People can work together to make relationships stronger.”
Avoid pretending that the subject is cheerful, but don't leave children in fear. Acknowledge sadness, then connect it with care and action. “This is sad to learn about. We can show respect by listening, learning and treating people kindly.”
A quiet pause can be more helpful than filling every moment with words. Some children may want to touch the petals, while others may prefer to watch from a distance. The personal and social capability guidance for children can support educators as they help children identify feelings, respond to others and build respectful relationships.
For families: “This flower helps us remember to be kind, listen carefully and care about families.”
If a child becomes distressed, stop the conversation and offer reassurance, comfort and a change of activity. The aim is respectful understanding, not forced participation.
Craft and Storytelling Ideas for Families
Creative activities can help children express ideas that are still forming. Keep the materials simple, let children choose whether to join in and avoid correcting the appearance of their flowers. A crooked petal or uneven stem can still carry thoughtful meaning.
Make a shared remembrance branch
Try this gentle activity:
- Cut petal shapes from red or pink tissue paper. Adults can prepare shapes in advance for younger children.
- Layer the petals, pinch or twist the centre and gently fluff the bloom.
- Wrap the centre around a green pipe-cleaner stem.
- Place the finished flowers on a branch in a vase.
- Invite each child to add a drawing, word or quiet gesture of care.
The branch can remain in a family space or centre foyer for a short period. Explain that it's a remembrance display, not a competition. Children may add flowers without speaking, which gives non-verbal learners a meaningful way to participate.
Let stories carry the feeling
Use a simple prompt such as, “A flower grows near a family and travels to share a message of hope.” Children can decide where the flower goes, who it meets and what it learns. Keep the story grounded in caring for Country, family connection and listening, rather than turning historical suffering into a fantasy adventure.
Choose picture books by Aboriginal and Torres Strait Islander authors and creators where possible, particularly books that respectfully explore Country, family, identity and care. Reading together gives adults a chance to say, “Let's listen to this story and notice what it teaches us.”
Families might also:
- Grow a plant: Choose a suitable native plant with local nursery advice and let children observe its leaves, buds and changes.
- Collect natural materials: During a bushwalk, gather fallen leaves or sticks, rather than picking living plants, for a nature display.
- Create reflection cards: Ask children to draw what “sorry”, “care” or “hope” looks like.
- Make space for quiet: Offer music, gentle movement or a silent moment instead of requiring every child to talk.
The Aboriginal activities for toddlers can help educators and families choose experiences suited to young children. Always keep the activity child-led. The value lies in presence, respect and shared attention, not in producing a perfect hibiscus.
Marking the Day in Early Learning Centres
An early learning centre can acknowledge National Sorry Day without turning the day into a single formal performance. Start with a thoughtful Acknowledgement of Country, using words that recognise the Traditional Custodians of the land and connect the acknowledgement with listening, respect and healing.
Place a native hibiscus, a respectful reproduction or children's handmade flowers near Aboriginal and Torres Strait Islander flags. Add simple labels so families understand why the display is present. A clear sign might say that the flower is a symbol of remembrance for the Stolen Generations and that the centre is learning about care, respect and reconciliation.
Build participation around safety
Invite a local Elder or community member only through respectful consultation. Participation must be consensual, culturally safe and properly supported, with appropriate payment for time and knowledge. A guest might share a story, song or explanation of Country, but the centre shouldn't assume that every Aboriginal person is available to speak about the Stolen Generations.
A centre can create a hope garden throughout May. Children add handmade flowers, natural materials or drawings over time, allowing the display to grow gradually rather than placing pressure on one ceremony. Educators can read culturally appropriate books during group time and ask open questions about sadness, belonging, family and hope.
Trauma-informed practice: Children may watch, join briefly, move away or choose a quiet space. Each response deserves respect.
Educators should prepare a calm area with familiar books, soft furnishings and a trusted adult nearby. Don't require children to speak, hold a flower or perform for visitors. A closing ritual might involve a quiet song, a moment of stillness or a shared message about peace.
A short video can support staff reflection and planning before children participate:
The strongest centre practice continues after the display is removed. Educators can revisit the language of respect in everyday routines, include First Nations perspectives in the program and build relationships with local communities rather than treating National Sorry Day as an isolated event.
Carrying the Meaning Forward Beyond 26 May
The native hibiscus can remain a doorway, not a destination. Once children recognise the flower, adults can use it as a familiar prompt for ongoing learning about family, Country, culture, fairness and healing.
A centre garden offers one practical starting point. Children can help care for a suitable native flowering plant, observe seasonal changes and talk about how living things need attention. A family might keep a small drawing of the Sorry Day flower near the bookshelf and return to it when reading Aboriginal and Torres Strait Islander stories.
Turn remembrance into regular practice
Small routines can carry the meaning through the year:
- Read widely: Include books by Aboriginal and Torres Strait Islander authors during ordinary story times.
- Acknowledge Country: Use an age-appropriate Acknowledgement of Country at gatherings and explain its meaning instead of reciting it mechanically.
- Keep the symbol visible: Display a child-friendly flower image or artwork as a prompt for respectful conversation.
- Notice local Country: Talk about caring for plants, animals, waterways and shared outdoor places.
- Return to reflection: Ask children what kindness, listening and belonging look like in daily life.
The environment as the third teacher offers a useful way to think about spaces that invite curiosity and communicate values. A carefully arranged garden, book area or remembrance display can show children that respect belongs in the environment as well as in adult instructions.
Children learn from repetition and example. When adults consistently listen, use respectful language and make room for First Nations perspectives, children begin to understand reconciliation as an everyday responsibility rather than a single annual lesson.
The flower's resilience gives families a hopeful image to carry forward. It can remind us that healing takes care, relationships grow through attention and honest learning can lead to kinder choices.
Kids Club Early Learning Centre offers nurturing care, Reggio Emilia-inspired learning and developmentally aligned programs for children from six weeks to six years across Springvale South, Dandenong North and Ferntree Gully. If you're looking for a centre that values respectful cultural learning, thoughtful environments and strong family partnerships, visit Kids Club Early Learning Centre to explore the programs and arrange a visit.
