Why Early Intervention Matters: The Science Behind Early Start
The first three years of life are the most critical period for brain development. During this time, a child's brain forms more than one million neural connections every second. Early intervention during this crucial window can have profound, lasting effects.
The Benefits of Early Intervention
Maximizes Brain Plasticity
Young brains are incredibly adaptable. Early intervention takes advantage of this neuroplasticity to help children develop crucial skills during the optimal learning window.
Improves Long-Term Outcomes
Research consistently shows that children who receive early intervention services demonstrate better cognitive, social, and adaptive functioning throughout their lives.
Enhances Communication
Speech and language therapy during the early years can dramatically improve communication skills, reducing frustration and enhancing social connections.
Strengthens Family Bonds
Early Start provides family training and support, helping parents understand their child's needs and learn strategies to support development at home.
Reduces Need for Later Services
Early intervention can reduce the intensity of services needed in later childhood and throughout life, leading to greater independence.
Prepares for School Success
Children who receive early intervention are better prepared for preschool and kindergarten, with stronger pre-academic and social skills.
What the Research Shows
Decades of research demonstrate that:
- Earlier is better – Services started before age 3 are significantly more effective than those started later
- Intensity matters – Regular, consistent therapy produces better results than sporadic intervention
- Family involvement is key – Children make greater progress when families are actively engaged in therapy and practice strategies at home
- Natural environments work best – Learning in familiar settings (home, childcare) helps children generalize skills more effectively
💙 From a Parent's Perspective
"We noticed our daughter wasn't meeting milestones at 18 months. We were scared and didn't know what to do. Early Start changed everything. The speech therapist came to our home twice a week, and she taught us how to encourage communication during everyday activities. Within six months, our daughter was using 50+ words. Early Start gave us hope and gave our daughter the foundation she needed."
— Parent of Early Start participant, Los Angeles County
What is Early Start California?
Early Start is California's early intervention program for infants and toddlers with developmental delays or disabilities. It's part of the federal Individuals with Disabilities Education Act (IDEA) Part C program, implemented in California through the Department of Developmental Services.
Key Facts About Early Start
🎂 Serves Ages 0-3
Early Start specifically serves infants and toddlers from birth through their third birthday
🆓 Free Services
All Early Start services are provided at no cost to families, regardless of income or insurance
🏢 Delivered Through Regional Centers
Early Start is administered through California's 21 regional centers in collaboration with local service providers
🏠 Natural Environments
Services are provided in familiar settings—typically your home, childcare center, or other community locations
👨👩👧 Family-Centered
Early Start recognizes that families are the constant in a child's life. Services support the whole family, not just the child
⏱️ Quick Access
Unlike services for older children and adults, Early Start has expedited timelines—services typically begin within 45 days of referral
🎯 Individualized
Every family develops an Individualized Family Service Plan (IFSP) tailored to their child's unique needs and family priorities
🔄 Transition Support
Early Start includes transition planning to help your child move smoothly to preschool and other services at age 3
How Early Start Fits Into the DDS System
Early Start is specifically designed for children under 3. At age 3, children transition to:
- Special education preschool services through the school district (if eligible)
- Continued DDS services through the regional center (with a new Individual Program Plan)
- Community-based programs and therapies
- Or a combination of these services
Who Qualifies for Early Start Services?
Early Start California serves children between the ages of birth through 36 months (up until their third birthday) who meet specific eligibility criteria.
Eligibility Categories
Category 1: Developmental Delay
Children who show significant delays in one or more of these developmental areas:
- Cognitive development – Thinking, learning, problem-solving
- Physical development – Gross motor skills (sitting, crawling, walking) and fine motor skills (grasping, manipulating objects)
- Communication development – Understanding language (receptive) and expressing needs (expressive)
- Social-emotional development – Interacting with others, emotional regulation, attachment
- Adaptive development – Self-help skills like eating, dressing, toileting
How delay is measured: Typically defined as performing 33% below age level in one area, or 25% below in two or more areas, as determined by standardized assessments.
Category 2: Established Condition
Children with diagnosed conditions that have a high probability of resulting in developmental delay, including:
- Chromosomal disorders – Down syndrome, Fragile X syndrome, etc.
- Neurological conditions – Cerebral palsy, seizure disorders, brain injury
- Metabolic disorders – Phenylketonuria (PKU), hypothyroidism
- Congenital conditions – Spina bifida, congenital heart defects
- Sensory impairments – Vision or hearing loss
- Autism spectrum disorder
- Fetal alcohol syndrome
- Severe attachment disorders
Note: Children with established conditions may qualify even if delays haven't yet manifested, because the condition is known to cause developmental challenges.
Category 3: At-Risk of Developmental Delay
Children who are at high risk of experiencing developmental delays due to biological or environmental factors, such as:
- Premature birth – Especially very low birth weight (under 1500 grams)
- Prenatal drug exposure
- Perinatal complications – Birth asphyxia, neonatal seizures
- Failure to thrive
- Chronic health conditions requiring ongoing medical care
- Environmental risk factors that may impact development
Note: At-risk eligibility is determined on a case-by-case basis and may require documentation from medical professionals.
When to Seek an Evaluation
Trust your instincts. If you're concerned about your child's development, seek an evaluation. You don't need a doctor's referral to contact your regional center.
Signs that may indicate a need for evaluation include:
- Not meeting developmental milestones (rolling over, sitting, walking, talking)
- Losing skills they once had (regression)
- Not responding to sounds or voices
- Limited eye contact or social interaction
- Not babbling or gesturing by 12 months
- Not using words by 16 months or two-word phrases by 24 months
- Unusual body movements or postures
- Difficulty feeding, eating, or swallowing
- Significant differences in development compared to siblings or peers
- Concerns raised by pediatrician, childcare provider, or family members
Remember: Early evaluation doesn't mean there's definitely a problem—but if there is a concern, earlier support leads to better outcomes.
Eligibility for Early Start vs. Continued DDS Services
Important distinction: Early Start has different eligibility criteria than ongoing DDS services for children age 3+.
- Early Start eligibility is broader – Children may qualify for Early Start but not meet the stricter criteria for continued DDS services after age 3
- Transition planning addresses this – If your child won't qualify for DDS after 3, your IFSP team will help connect you with school district special education and other community services
- Some children will continue with DDS – Those with qualifying developmental disabilities can transition to ongoing regional center services with a new Individual Program Plan (IPP)
Services Provided Through Early Start
Early Start provides comprehensive developmental services designed to meet each child's unique needs and support the entire family. All services are included in your child's IFSP and are provided at no cost.
Core Early Start Services
Speech & Language Therapy
Addresses: Communication delays, speech sound disorders, language comprehension, expressive language
What it includes:
- Assessment of speech and language development
- Direct therapy to improve communication skills
- Parent coaching on communication strategies
- Augmentative and alternative communication (AAC) if needed
- Feeding and swallowing support
Typical frequency: 1-2 sessions per week, 30-60 minutes each
Occupational Therapy (OT)
Addresses: Fine motor skills, sensory processing, self-care skills, play skills
What it includes:
- Fine motor skill development (grasping, manipulating objects)
- Sensory integration therapy
- Self-care skill training (feeding, dressing)
- Visual-motor coordination
- Adaptive equipment recommendations
- Parent training on sensory strategies
Typical frequency: 1-2 sessions per week, 30-60 minutes each
Physical Therapy (PT)
Addresses: Gross motor delays, muscle tone issues, mobility challenges, motor planning
What it includes:
- Gross motor skill development (rolling, sitting, crawling, walking)
- Muscle strengthening and coordination
- Balance and posture improvement
- Equipment recommendations (braces, walkers, adaptive seating)
- Parent education on positioning and movement
Typical frequency: 1-2 sessions per week, 30-60 minutes each
Family Training & Support
Addresses: Parent education, stress management, family coping, sibling support
What it includes:
- Parent coaching on developmental activities
- Training on behavior management strategies
- Information about child's disability and development
- Sibling support and education
- Connection to parent support groups
- Stress management resources
Frequency: Varies based on family needs
Health & Nutrition Services
Addresses: Medical needs, nutrition concerns, feeding difficulties
What it includes:
- Nursing services for medical needs
- Nutritional assessment and guidance
- Feeding therapy for oral motor difficulties
- Health monitoring and coordination
- Connection to medical specialists
Frequency: Based on medical necessity
Developmental Services
Addresses: Overall development, play skills, social-emotional growth
What it includes:
- Developmental intervention and skill-building
- Play-based learning activities
- Social-emotional development support
- Cognitive skill development
- Parent-child interaction coaching
Frequency: Varies based on needs
Service Coordination
Your service coordinator (also called early intervention specialist):
- Serves as your main point of contact
- Helps develop and update your IFSP
- Connects you with service providers
- Coordinates services across providers
- Monitors progress and service delivery
- Assists with transition planning at age 3
- Provides information about community resources
Ongoing throughout Early Start participation
Transportation & Related Services
Additional supports that may be included:
- Transportation to therapy appointments if needed
- Assistive technology and communication devices
- Vision and hearing services
- Psychological services
- Social work services
- Respite care in certain circumstances
Where Are Services Provided?
Early Start embraces a "natural environments" philosophy. This means services are provided in settings where children naturally spend time:
- Your home – Most common location, where children are most comfortable
- Childcare center – If your child attends daycare or preschool
- Family childcare homes
- Community settings – Parks, playgroups, library story time, etc.
- Regional center or clinic – Only when necessary for specialized equipment or evaluations
Why natural environments? Children learn best in familiar settings, and this approach helps families incorporate strategies into daily routines.
How Much Service Will My Child Receive?
Service intensity varies based on your child's individual needs as determined by the IFSP team. Factors considered include:
- Severity and type of delay or disability
- Number of developmental areas affected
- Family priorities and concerns
- Child's response to intervention
- Family's ability to participate and carry over strategies
Common service schedules:
- Mild delays: 1-2 therapy sessions per week
- Moderate delays: 2-4 therapy sessions per week across multiple disciplines
- Significant delays: 4+ therapy sessions per week, intensive services
Remember: The IFSP is reviewed at least every six months, and service intensity can be adjusted based on progress and changing needs.
The IFSP: Your Family's Individualized Service Plan
The Individualized Family Service Plan (IFSP) is the cornerstone of Early Start services. It's a written plan developed collaboratively by you and the Early Start team that outlines your child's strengths, needs, and the services your family will receive.
What is the IFSP?
The IFSP is similar to the Individual Program Plan (IPP) used for children age 3 and older, but with important differences:
IFSP (Ages 0-3)
- Family-centered – Focuses on the whole family, not just the child
- Natural environments – Services in home and community
- Functional outcomes – Goals related to participation in family and community life
- 6-month reviews – More frequent monitoring
- Transition planning – Includes plan for moving to services at age 3
IPP (Ages 3+)
- Individual-centered – Focuses primarily on the individual receiving services
- Various settings – Home, school, community, day programs
- Long-term goals – Life goals and skill development
- Annual reviews – Reviewed at least once per year
- Ongoing planning – Continues throughout life as needed
What's Included in the IFSP?
1. Child & Family Information
Basic information about your child and family, including:
- Child's current developmental levels in all areas
- Family strengths, priorities, and concerns
- Family resources and supports
2. Functional Outcomes
Specific, measurable outcomes your family wants to achieve, such as:
- "Emma will use 20+ words to communicate her needs"
- "Our family will feel confident managing Emma's sensory needs during outings"
- "Marcus will sit independently and play with toys"
- "Our family will have strategies to help Marcus participate in family meals"
Note: Outcomes focus on meaningful participation in family life, not just skill acquisition.
3. Early Intervention Services
Specific services your child will receive, including:
- Type of service (speech therapy, OT, PT, etc.)
- Frequency and duration (e.g., "Speech therapy, 2x/week, 45 minutes")
- Location where services will be provided
- Who will provide the service (specific provider or agency)
- Start date and anticipated end date
4. Natural Environments Statement
Description of how services will be provided in natural environments (home, childcare, community), or justification if services need to be provided in a clinical setting.
5. Transition Plan
Steps for transitioning to preschool and other services at age 3, including:
- Timeline for transition activities
- School district notification (at least 90 days before third birthday)
- Preparation activities for child and family
- Connection to potential preschool programs
6. Service Coordinator Information
Name and contact information for your service coordinator, who will help implement the IFSP and coordinate services.
The IFSP Meeting Process
Initial IFSP Meeting
When: Within 45 days of referral to Early Start
Who attends:
- You (parents/guardians) – required
- Service coordinator – required
- At least one person who participated in evaluating your child
- Service providers you choose to invite
- Family members, friends, or advocates you want present
What happens: Team discusses evaluation results, family priorities, and develops the IFSP together
Six-Month Reviews
When: Every six months (can be more frequent if needed)
Purpose: Review progress on outcomes, adjust services as needed, address new concerns
Format: Can be a full meeting or a review by mail/phone if family agrees
Annual IFSP Meeting
When: At least once per year
Purpose: Comprehensive review and update of the entire IFSP
Format: Full team meeting required
As-Needed Meetings
When: Anytime you or the team feels changes are needed
Your right: You can request an IFSP meeting at any time to discuss concerns or request service changes
Tips for Effective IFSP Meetings
- Come prepared – Think about what's working, what isn't, and what you'd like to see happen
- Focus on family life – Think about outcomes in terms of daily routines and activities, not just skills
- Be honest about concerns – Share your worries and priorities openly
- Ask questions – If you don't understand something, ask for clarification
- Bring support – Have a family member, friend, or advocate attend with you
- Take notes – Write down important information and next steps
- Review before signing – Make sure the written IFSP accurately reflects what was discussed
- Keep your copy – You'll receive a copy of the IFSP—keep it in a safe place for reference
Your Rights During the IFSP Process
Under federal and state law, you have specific rights:
- Right to participate fully – You're an equal member of the IFSP team
- Right to give consent – Services cannot begin without your written consent
- Right to decline services – You can refuse any service offered
- Right to request changes – You can ask for IFSP modifications at any time
- Right to native language – IFSP meetings and documents must be in your preferred language
- Right to dispute resolution – You can file complaints or request mediation if you disagree with the IFSP
Learn more about your rights under California law.
How to Apply for Early Start Services
Starting Early Start services is straightforward. The process is designed to be fast—services typically begin within 45 days of your initial referral.
Step-by-Step Application Process
Contact Your Regional Center
Find your regional center based on your county of residence. You can:
- Call the regional center and ask for Early Start intake
- Visit the office in person
- Submit an online referral form (if available)
- Ask your pediatrician, hospital, or childcare provider to make a referral
What to say: "I'd like to make a referral for Early Start services for my child who is [age] and I have concerns about [type of delay]."
Important: You don't need a doctor's referral. Anyone can refer a child to Early Start—parents, family members, doctors, childcare providers, or concerned community members.
Initial Contact & Intake
Within 15 days of referral, the regional center will contact you to:
- Gather basic information about your child and family
- Understand your concerns about development
- Explain the Early Start process and your rights
- Schedule evaluation appointments
- Obtain your consent for evaluation
Evaluation & Assessment
Your child will receive comprehensive evaluations to determine eligibility and needs. This typically includes:
- Developmental assessment – Overall development across all domains
- Discipline-specific evaluations – Speech-language, occupational therapy, physical therapy, etc., as needed
- Medical review – Review of medical history and records
- Family assessment – Discussion of family concerns, priorities, and resources
Where: Usually conducted in your home, though some assessments may occur at the regional center
How long: May take multiple sessions over 1-2 weeks
Eligibility Determination
Based on evaluation results, the regional center determines if your child qualifies for Early Start. You'll receive:
- Written notice of eligibility decision
- Evaluation summary explaining results
- Notice of your rights including right to appeal if denied
If eligible: You'll schedule your initial IFSP meeting
If not eligible: You'll receive information about other resources and your appeal rights
Initial IFSP Meeting
Within 45 days of your initial referral, the IFSP meeting must be held. At this meeting, you'll:
- Discuss evaluation results
- Share your family's priorities and concerns
- Develop functional outcomes (goals)
- Determine which services your child needs
- Create the written IFSP
- Give consent for services to begin
Services Begin
After the IFSP meeting and your written consent:
- Your service coordinator will connect you with service providers
- Providers will contact you to schedule initial appointments
- Services begin—typically within 1-2 weeks of IFSP meeting
- Your service coordinator monitors progress and stays in regular contact
Early Start Timeline at a Glance
Federal law requires services to begin within 45 days of referral
What Documents Should I Bring?
Helpful documents to have available (but not required to start the process):
- Child's birth certificate
- Medical records, especially documenting developmental concerns
- Any previous evaluations or therapy reports
- Well-child check-up records showing developmental screening results
- Hospital discharge summaries (if born prematurely or with complications)
- Diagnostic reports (if child has been diagnosed with a condition)
Don't have all these? That's okay! Don't let missing paperwork delay your referral. The regional center can help you obtain necessary documents.
What to Expect During Early Start
Understanding what Early Start services look like in practice can help you feel more prepared and make the most of the program.
Typical Service Delivery
Home-Based Therapy Sessions
Most common model: Therapists come to your home for individual sessions
What a session looks like:
- Therapist arrives at scheduled time (usually same day/time each week)
- Spends 30-60 minutes working with your child
- Uses play-based, child-directed activities
- Incorporates your daily routines (mealtime, bath time, play time)
- Coaches you on strategies to use between sessions
- Leaves you with activities or suggestions to practice
Parent role: You're encouraged to participate, ask questions, and learn techniques to support your child's development
Childcare-Based Services
If your child attends daycare: Therapists can provide services in that setting
Benefits:
- No need to take time off work
- Child receives support in their natural learning environment
- Childcare providers learn strategies to support development
- Helps with peer interaction and socialization goals
Coordination: Your service coordinator helps arrange this with the childcare provider
Coaching Model
Evidence-based approach: Instead of working directly with child, therapist coaches parents
How it works:
- Therapist observes you interacting with your child
- Provides feedback and suggestions in real-time
- Helps you embed strategies into daily routines
- Focuses on building your confidence and skills
Why coaching? You spend more time with your child than therapists ever will—coaching maximizes impact
What Services Will NOT Be Like
It's helpful to understand what Early Start typically does not include:
- Not a "drop-off" program – Early Start isn't childcare. Parent participation is expected and encouraged
- Not intensive therapy centers – Most services are in natural environments, not clinics (though some specialized services may occur at regional centers)
- Not unlimited services – Service intensity is based on need as determined by the IFSP team
- Not guaranteed specific providers – You have input on providers, but availability varies
- Not a medical program – Early Start coordinates with medical care but doesn't replace pediatricians or medical specialists
Your Role as a Parent
Early Start is most effective when families are actively involved. Your role includes:
✅ Active Participant
Attend therapy sessions when possible, ask questions, and practice strategies with your child between sessions
✅ Team Member
Share your observations, concerns, and priorities with the team. You know your child best
✅ Home "Therapist"
Incorporate strategies into daily routines. The more you practice, the more progress your child will make
✅ Communicator
Keep providers informed about changes, concerns, or progress you're seeing at home
✅ Advocate
Speak up if services aren't meeting your child's needs or if you need additional support
What If Services Aren't Working?
If you're not seeing progress or have concerns about services:
- Talk to the provider – Discuss your concerns and ask about adjusting strategies
- Contact your service coordinator – They can help address issues or find different providers
- Request an IFSP meeting – You can call a meeting anytime to discuss changes
- Request additional evaluations – If you think something was missed
- File a complaint – With the regional center or DDS if concerns aren't addressed
Remember: You have the right to services that meet your child's needs. Don't hesitate to advocate for changes.
Transition at Age 3: What Happens Next?
One of the most important aspects of Early Start is transition planning. As your child approaches their third birthday, Early Start services end and new services begin. Planning for this transition starts early—ideally around age 2.5.
Why Transition Planning Matters
The transition from Early Start to preschool-age services is a significant change for families. Children may move from receiving services primarily at home to attending school-based programs. Eligibility criteria change. Service models are different. Good transition planning ensures continuity of support and minimizes disruption.
Timeline for Transition
Age 2 Years, 3 Months (9 months before third birthday)
Transition planning begins
- IFSP team discusses upcoming transition
- Service coordinator explains options for services after age 3
- Family learns about school district special education and continued DDS services
Age 2 Years, 6 Months (6 months before third birthday)
Formal transition planning
- Transition plan added to IFSP
- Discussion of potential eligibility for different programs
- Family visits potential preschool programs
Age 2 Years, 9 Months (90 days before third birthday)
Referral to school district (if appropriate)
- Regional center refers child to local school district for special education evaluation
- OR continues DDS-only services if not appropriate for school services
- Transition conference scheduled with all relevant parties
Before Third Birthday
Evaluations and planning
- School district evaluates child (if referred)
- Regional center conducts new assessments for continued DDS eligibility
- IEP developed (if child qualifies for special education)
- New IPP developed (if child continues with DDS)
Third Birthday
Transition occurs
- Early Start services officially end
- New services begin (school-based and/or continued DDS)
- Family has clear plan for next steps
Possible Outcomes After Age 3
Option 1: Special Education Preschool + DDS Services
Most common for children with significant disabilities
Child receives:
- School district services – Special education preschool (3-5 years old), related services like speech therapy, OT, PT provided at school
- Plus continued DDS services – Regional center services that complement school services (respite, behavioral supports, etc.)
Requires: Qualifying for both school district special education AND continued DDS eligibility
Option 2: DDS Services Only
For children who meet DDS criteria but not school criteria
Child receives:
- Continued regional center services through new Individual Program Plan (IPP)
- May include therapies, day programs, family support
- No school-based special education
Requires: Meeting stricter DDS eligibility for ages 3+ (developmental disability diagnosis)
Option 3: Special Education Only
For children who qualify for school services but not continued DDS
Child receives:
- Special education preschool and related services through school district
- No continued regional center services
Why this happens: Early Start eligibility is broader than DDS eligibility for older children
Option 4: Community Services Only
For children who "graduate" from Early Start
Child receives:
- No special education or DDS services
- May attend typical preschool
- May receive community-based therapies through insurance
- Family connected to community resources and support groups
Why this happens: Child made significant progress and no longer meets eligibility criteria
Understanding the Eligibility Gap
Important to know: Many children who qualified for Early Start will not qualify for continued DDS services after age 3.
Why? Early Start eligibility (developmental delay) is broader than DDS eligibility for older children (must have a qualifying developmental disability like intellectual disability, autism, cerebral palsy, etc.)
What this means: If your child's delays were mild or they made good progress in Early Start, they may transition to school-based services only or community resources.
Good news: Your transition plan will address this and connect you with appropriate services.
Preparing for a Successful Transition
Tips for Families:
- Start early – Don't wait until the last minute to think about transition
- Ask lots of questions – Make sure you understand all options available
- Visit programs – Tour potential preschools before making decisions
- Attend all transition meetings – These are critical planning sessions
- Keep records – Maintain copies of all evaluations, IFSPs, and reports
- Prepare your child – Talk about upcoming changes, read books about school, practice new routines
- Connect with other parents – Support groups can help you navigate transition
- Know your rights – You have rights in both systems (Early Start and special education)
Resources for Early Start Families
Navigating Early Start and parenting a young child with developmental needs can feel overwhelming. You don't have to do it alone—California offers many resources to support you.
Family Support Resources
📚 Parent Training & Education
Many regional centers and community organizations offer:
- Parent education workshops on child development
- Training on specific disabilities (autism, Down syndrome, etc.)
- Behavior management classes
- Communication strategy workshops
Ask your service coordinator about available trainings.
👥 Support Groups
Connect with other parents who understand:
- Regional center parent groups
- Diagnosis-specific support groups (autism, Down syndrome, etc.)
- Online communities and Facebook groups
- Parent-to-parent programs
🤲 Respite Care
Take breaks to recharge:
- In-home respite (babysitting for children with special needs)
- Out-of-home respite programs
- Emergency respite for crisis situations
💙 Mental Health Support
Take care of yourself:
- Counseling services for parents and families
- Stress management resources
- Crisis support hotlines
⚖️ Rights & Advocacy
Understand your protections:
- Learn about your rights under IDEA and California law
- Connect with disability rights organizations
- Find advocates who can attend meetings with you
📱 Online Resources
Reliable information sources:
- California DDS website
- Disability Rights California
- Regional center websites
- DDSConnect resource library
Recommended Books & Materials
For Parents:
- The Early Intervention Guidebook for Families and Professionals by Bonnie Keilty
- Navigating the Special Education Maze by Winifred Anderson et al.
- From Emotions to Advocacy by Pam Wright and Pete Wright
- Diagnosis-specific books (ask your service coordinator for recommendations)
For Siblings:
- We'll Paint the Octopus Red by Stephanie Stuve-Bodeen (Down syndrome)
- My Brother Charlie by Holly Robinson Peete (autism)
- Someone Special, Just Like You by Tricia Brown
Crisis & Emergency Resources
If you're experiencing a family crisis or emergency:
- Regional center crisis line – Contact your regional center for 24/7 crisis support
- Warmline – (855) 845-7415 (non-crisis peer support for parents)
- National Suicide Prevention Lifeline – 988
- Crisis Text Line – Text HOME to 741741