Early Childhood Mental Health Equity
Mental health equity in early childhood means that young children, families, and educators can access responsive support that promotes well-being, relationships, and healthy social-emotional development. Children’s access to that support can be shaped by the policies, resources, and conditions in their homes, early learning programs, and communities.
The Children’s Equity Project at Arizona State University studies infant and early childhood mental health, educator well-being, and policies that can expand access to effective support. This collection features research and tools on infant and early childhood mental health consultation (IECMHC), state legislation, pandemic-related mental health, and strategies for strengthening consultation systems.
What is infant and early childhood mental health consultation?
Infant and early childhood mental health consultation is a prevention-focused, collaborative approach. Mental health consultants work with caregivers, early childhood educators, and programs to build their capacity to support young children’s social-emotional development. Research summarized by CEP associates IECMHC with improved child social-emotional skills, fewer behaviors adults identify as challenging, and lower rates of suspension and expulsion.
CEP mental health equity research and tools
Legislation as a Strategy to Advance Infant and Early Childhood Mental Health Consultation
Explore how states have used legislation to develop, expand, and fund IECMHC. This brief includes examples of state legislation, selected state profiles, summaries of bills, and a planning worksheet for groups considering legislation as a strategy.
Examining the Mental Health of Early Childhood Professionals and Children Early in the Pandemic
This report examines the mental health of early childhood professionals and the children in their care using data collected during 2020 and 2021. It covers educator depression and stress, including racialized stress, and provider-reported child symptoms. The report also offers recommendations for policymakers.
Using ARPA to Grow Infant and Early Childhood Mental Health Consultation Systems
This guide offers recommendations for states, territories, and tribes on using American Rescue Plan Act funds to build IECMHC systems and increase access to high-quality consultation, particularly for communities disproportionately affected by the pandemic.
Equity Toolkit for Infant and Early Childhood Mental Health Consultation
Developed by CEP and the Center of Excellence for Infant & Early Childhood Mental Health Consultation, this toolkit offers resources for advancing equity in IECMHC.
Related CEP resources
Frequently Asked Questions
Early childhood mental health equity means that children, families, and educators have access to responsive support for mental health and social-emotional well-being, with attention to how policies and program conditions affect access and experience.
IECMHC is a prevention-focused approach that builds the capacity of caregivers, early educators, and programs to support young children’s social-emotional development. Consultants collaborate with the adults and systems around children.
No. IECMHC typically focuses on working collaboratively with caregivers, educators, and early learning programs to strengthen the environments and relationships that support children. It is distinct from clinical therapy or diagnosis for an individual child.
Consultation can help caregivers and educators better understand children’s social-emotional needs, reflect on classroom or program practices, and identify supportive responses. CEP’s legislation brief summarizes research associating IECMHC with stronger social-emotional skills and lower rates of suspension and expulsion.
Legislation can be one strategy for developing, expanding, and funding consultation systems. CEP’s brief reviews state legislation, profiles selected states, and describes potential benefits and challenges of using legislation to support IECMHC.
CEP’s report with the Buffett Early Childhood Institute at the University of Nebraska and Yale University examines early childhood professionals’ mental health and the well-being of children in their care, using data collected in 2020 and 2021. It covers educator stress and depression and provider-reported child symptoms.
CEP’s guide provides recommendations for state, territorial, and tribal decision-makers seeking to use American Rescue Plan Act funds to strengthen IECMHC systems and expand access to consultation.
The resources are useful for policymakers, state and tribal agencies, early childhood program leaders, child care providers, educators, mental health consultants, researchers, and advocates working to support young children and the adults who care for them.