Supporting Children’s Mental Well-Being: Identifying Signs, Creating Safe Spaces, and Finding Help

Children’s mental well-being is shaped by everyday moments: the ride to school, screen time boundaries, bedtime rituals, and the way we respond when big feelings show up. As parents and caregivers, we don’t need to be therapists to make a powerful difference. We need practical ways to notice what’s changing, skills to create safe spaces for kids to talk and feel, and a plan for where to turn when we need more help. This guide is designed for the real world: busy families, complicated schedules, and the unique needs of children at different ages and stages. It blends evidence-informed strategies with scripts, examples, and tools you can start using today.

What Healthy Mental Well-Being Looks Like (and How It Evolves)

Mental well-being is a child’s capacity to feel safe, connected, capable, and hopeful. It includes emotional regulation, curiosity, resilience after setbacks, and the ability to seek help. What it looks like depends on age, temperament, neurotype, and cultural context.

• Early childhood (ages 3–6): Expect big feelings and rapid shifts. Children may express stress through behavior (tantrums, clinginess), sleep issues, or regressions (bedwetting, baby talk) after changes. Healthy signs include playfulness, seeking comfort, novel learning, and increasing ability to label feelings.
• Middle childhood (ages 7–11): Peer relationships grow important. Stress can present as perfectionism, stomachaches/headaches, irritability, avoidance of school, or negative self-talk. Healthy signs include flexible thinking, problem-solving with support, and steady routines.
• Adolescence (ages 12–18): Identity and independence are front and center. Changes in sleep schedules and mood are common, but watch for persistent withdrawal, risky behaviors, panic attacks, drastic changes in hygiene, or irritability that harms relationships. Healthy signs include developing coping strategies, expressing opinions respectfully, and managing school/social pressures with ups and downs.

Internalizing vs. externalizing signs:

• Internalizing: anxiety, sadness, shame, somatic complaints, withdrawal, perfectionism.
• Externalizing: anger, defiance, impulsivity, risk-taking, aggression.

Neither is “worse”; both signal a need for understanding and support.

The “window of tolerance” concept

• When kids are “in their window,” they can learn, socialize, and regulate. Outside the window, they may be hyperaroused (anxious, restless, explosive) or hypoaroused (shut down, numb, fatigued). Our job is to notice and help them return to the window through connection, co-regulation, and adjustments to environment and expectations.

Spotting Signs Early: From Observation to Action

Small shifts are easier to notice than crises. Use a simple, nonjudgmental lens.

Common early signs by domain:

• Mood and emotion: persistent sadness or worry; frequent anger; flat or blunted affect; hopeless or helpless comments.
• Behavior: increased meltdowns, defiance, withdrawal, loss of interest in activities, procrastination, sudden perfectionism, or school refusal.
• Body: changes in appetite or sleep; headaches/stomachaches without clear medical cause; fatigue.
• Cognition: trouble concentrating, indecision, negative thinking, memory struggles.
• Social: friend conflicts, isolation, bullying experiences (as target or perpetrator), clinginess.
• Functioning: grades drop, non-attendance, late or missing homework, quitting teams or clubs.

Red flags requiring prompt attention:

• Talk of wanting to die, self-harm, or feeling like a burden.
• Self-injury (cutting, burning), new or escalating risky behavior (substances, reckless driving).
• Sudden drastic changes in sleep, hygiene, or eating.
• Persistent inability to attend school.
• Exposure to traumatic events (violence, abuse, severe accidents) or significant loss.

A 10-minute weekly “well-being scan”

• Rate your child’s week (or help older kids self-rate) from 1–5 on sleep, mood, energy, connection, school stress.
• Notice patterns rather than one-off bad days.
• Ask: “What helped this week? What was hard? What’s one thing we can try next week?”

Use an ABC log (Antecedent-Behavior-Consequence)

• Antecedent: What happened right before? (noise, transition, hunger)
• Behavior: What did you see/hear? (slammed door, hid under table)
• Consequence: What followed? (attention, escape from task)
• Insight: “When math starts right after lunch, Sam crumples papers and avoids work. When we preview transitions and offer a 3-minute fidget break, he starts.”

Questions that open doors (age-adjust as needed)

• “If your feelings had colors today, what colors showed up?”
• “On a scale of 1–10, how tough was today? What made it a 6, not a 3 or not an 8?”
• “Who felt most like ‘your people’ today?”
• “If a friend felt like you do right now, what would you want them to know?”

Scripts for noticing without judgment

• “I noticed homework has felt heavier and you’re taking more breaks. That tells me it’s really hard right now. Can we look at it together and figure out what would make it feel doable?”
• “You’ve been spending more time alone after school. Some alone time is normal. I want to check in—what’s helping, and what’s not helping?”

School data as early indicators

• Track attendance, tardies, missing assignments, and communication from teachers. Ask for concrete examples and data, not just general labels.

Differentiate “can’t” from “won’t”

• Many behavior challenges signal skill gaps in flexibility, frustration tolerance, or problem-solving—not defiance. Collaborative problem-solving often outperforms punishments.

Cultural and family context

• Expressions of distress vary by culture (e.g., somatic concerns vs. emotional language). Normalize that feelings are human while honoring family values, traditions, and communication patterns.

Creating Safe Spaces: Physical, Emotional, and Relational

A safe space is less about décor and more about predictable relational safety—feeling seen, soothed, and respected.

Physical environment tweaks

• Calm-down corner: a soft rug, comfortable seat, low lighting, noise-reducing headphones, a “feelings wheel,” stress ball, and a basket with drawing supplies.
• Sensory supports: fidgets, weighted lap pad, chewable jewelry, scheduled movement breaks.
• Visual cues: routine charts, timers, picture schedules, “first-then” cards to reduce uncertainty.

Emotional safety: the foundation

• Predictability: steady routines for meals, homework, and sleep reduce anxiety.
• Attunement: mirror their energy gently; if they’re escalated, lower your voice and slow your pace.
• Validation first: “It makes sense you’re upset. Anyone in your shoes might feel that way.”
• Nonjudgmental curiosity: “What was the hardest moment?” rather than “Why would you do that?”

Try the C.L.E.A.R. approach

• Connect: “I’m here with you.”
• Listen: silent space, minimal interruptions, watch their nonverbal cues.
• Empathize: reflect their inner experience—“You were embarrassed and wanted to disappear.”
• Ask: “Would you like ideas or just a listening ear?”
• Respond: collaborate on next steps; keep it simple and doable.

Co-regulation: calming together before solving

• Breathing: square breathing (in 4, hold 4, out 4, hold 4); “hot cocoa” breath (inhale to smell, exhale to cool).
• Grounding: 5 things you see, 4 you feel, 3 you hear, 2 you smell, 1 you taste.
• Butterfly hug (crossed arms tapping): gentle alternating taps to soothe.
• Movement: wall push-ups, chair yoga, 60-second shake-out.
• Name it to tame it: label feelings (“overwhelmed,” “frustrated,” “disappointed”) to reduce intensity.

What to say in the heat of the moment

• “You’re safe. I’m here. Let’s breathe together.”
• “We’ll come back to the problem later. Right now, let’s help your body feel calmer.”

What to avoid

• Lecturing mid-escalation, minimizing (“it’s not a big deal”), or forcing eye contact/touch if they resist.

Family rituals that build safety

• Daily 10-minute check-in: each person shares “high, low, help.” Model sharing your own feelings appropriately.
• Feelings vocabulary: post a feelings wheel on the fridge; play “What’s the Feeling?” during car rides using examples from the day.
• Family meetings (15–20 minutes, weekly): agenda = appreciations, logistics, one problem to solve, fun plan for the week. Keep minutes on a whiteboard.
• Repair after conflict: “I lost my cool earlier. I’m sorry. Next time I’ll take a break and come back. You didn’t deserve to be yelled at.”

Boundaries that feel safe

• Clear, consistent rules stated in the positive (“Use gentle hands,” “Speak respectfully”).
• Collaborative consequences: involve your child in setting fair, related consequences and making repair (e.g., apology note, replacing a broken item).
• Autonomy with scaffolding: let older kids propose their own plans; check in on progress rather than micromanage.

Digital spaces, safely

• Co-view and co-play: watch a show together, ask what they like/dislike, discuss themes.
• Tech plan: agreed hours, device-free zones (dinner, bedrooms), “pause + plan” rules before posting.
• Social media: help them curate feeds, recognize algorithms, and practice “stop-scroll-breathe” when content triggers big feelings.
• Monitoring with transparency: state what you’ll check and why; gradually hand over responsibility with maturity.

Everyday Habits That Protect Mental Health

Think small, sustainable changes—not a complete life overhaul.

Sleep (the first lever)

• Targets: preschoolers 10–13 hours; school-age 9–12; teens 8–10. Teens’ circadian rhythm shifts later—advocate for later start times if possible.
• Routines: consistent bedtime/wake time, dim lights, screens off 60 minutes prior. Use soothing rituals (bath, reading, gentle music).
• If worries disrupt sleep: set a “worry time” earlier in the day to write down concerns and choose one tiny action.

Nutrition and hydration

• Aim for steady energy: protein + complex carbs + fiber at meals/snacks.
• Watch caffeine/energy drinks in teens—can worsen anxiety and sleep.
• Make food neutral: avoid moralizing (“good/bad foods”). Model variety and mindful eating.

Movement and play

• 60 minutes of moderate-to-vigorous activity most days, but anything counts: dance breaks, dog walks, park time.
• Rough-and-tumble play with boundaries can improve regulation and connection.
• Creative play (Legos, drawing, pretend) builds problem-solving and emotional expression.

Mindfulness and coping tools for kids

• Worry box: write worries, place them in the box, revisit during “worry time.”
• Coping menu: a list of 10 options posted on the wall (breathe, draw, jump jacks, call a friend, take a shower, stretch).
• Gratitude: 3 good things at bedtime; explain how noticing good moments rewires the brain to balance out the threat bias.
• Thought detective: for anxious kids, question unhelpful thoughts (“What’s another way to see it?” “What evidence supports the scary thought, and what evidence doesn’t?”).

Building social connection

• Anchor relationships: one trusted adult outside the family (coach, teacher, mentor) is protective.
• Teach help-seeking: role-play asking a school counselor or teacher for support.
• Encourage clubs/teams aligned with interests; allow trial periods and graceful exits.

Navigating transitions and stress

• Before changes (new school, family move, divorce): preview what will stay the same, visit spaces beforehand, practice routines, and identify safe adults.
• After hard days: “buffering” rituals—walk the dog together, hot chocolate, 10-minute debrief—signal safety.

Neurodiversity-aware supports

• Offer choices to reduce demand aversion.
• Provide sensory diets (heavy work, quiet time, tactile play).
• Use clear, concrete language; avoid idioms if confusing.

Partnering with Schools Without Burning Bridges

Schools can be powerful allies when collaboration is respectful and specific.

• Build the team: teacher, school counselor/psychologist, nurse, administrator. Learn who handles what.
• Start with strengths: “Here’s what helps my child learn best.”
• Share data: attendance, timing of challenges, triggers, successful strategies at home.
• Request a meeting if concerns persist: ask about Response to Intervention/MTSS supports, and whether a special education evaluation (IEP) or accommodations (504 Plan, in the U.S.) are appropriate.
• Effective accommodations: extended time, movement breaks, reduced homework volume, testing in a quiet space, preferential seating, visual schedules, check-ins, permission to step out to a calm space.
• Addressing bullying: ask about the school’s policy, documentation process, and safety plans. Encourage kids to save screenshots and report incidents.

Email template you can adapt

• Subject: Support plan for [Child’s Name]
• Message: “I’m noticing [specific changes]. At home, [strategies] are helping. Could we meet to discuss classroom observations and try [1–2 accommodations]? I value your insights and want to partner to support [Child’s Name].”

When to Seek Professional Help (and How to Find It)

You’re not alone—and asking for help models healthy behavior.

Who does what

• Pediatrician/primary care: first screening, rule out medical issues, initial referrals, sometimes medication management.
• Psychologist/neuropsychologist: assessment, therapy (CBT, ACT), behavior plans.
• Licensed therapist (LCSW, LMFT, LPC): therapy for child and/or family; parent management training.
• Psychiatrist/child and adolescent psychiatrist: medication evaluation and ongoing management.
• School-based providers: brief counseling, skill groups, crisis support.

Evidence-based therapies to know

• CBT (Cognitive Behavioral Therapy): skills for anxiety, depression, OCD; includes exposure for anxiety/OCD.
• PCIT (Parent-Child Interaction Therapy): coaching parents of young children to improve behavior and attachment.
• PMT/PMTO (Parent Management Training): routines, reinforcement, and consequences for oppositional behaviors.
• Play therapy: developmentally appropriate expressive work for younger children.
• DBT skills (Dialectical Behavior Therapy): emotion regulation and distress tolerance for older children/teens.
• Trauma-focused CBT or EMDR: for trauma-related symptoms under trained providers.
• SPACE (Supportive Parenting for Anxious Childhood Emotions): parent-focused approach to reduce accommodations that maintain anxiety.

Finding a good fit

• Ask your pediatrician and school counselor for referrals.
• Use reputable directories: Psychology Today, the American Academy of Child & Adolescent Psychiatry (AACAP) “Find a Psychiatrist,” Child Mind Institute’s resources, local university clinics.
• Interview therapists: “What therapies do you use with kids my child’s age?” “How do you involve parents?” “What does progress look like, and how will we measure it?”
• Practicalities: telehealth availability, scheduling, insurance networks, cancellation policy, crisis procedures.

Medication basics

• For some children (especially with moderate-to-severe depression, anxiety, ADHD), medication can help alongside therapy and environmental supports.
• Decisions should be made with a qualified prescriber who explains benefits, risks, side effects, and monitoring. Track changes in sleep, appetite, mood, and school function.

Crisis and Safety: What to Do Right Now

If you’re worried about immediate risk, it’s time for direct, calm action.

Talking about suicide does not “plant the idea”

• Ask directly and compassionately: “Sometimes when people feel this bad, they think about ending their life. Have you had thoughts like that?” Follow-ups: “Do you have a plan?” “Do you have access to the means?” “What has stopped you so far?”

Immediate steps if risk is present

• Stay with your child; increase supervision.
• Remove or lock away lethal means: secure firearms (locked, unloaded, separate ammunition), medications (including over-the-counter), sharp objects if needed.
• Call emergency services or your local crisis line if there is imminent danger.

Safety planning (do this when calm)

• Warning signs: what you notice when things are escalating.
• Internal coping strategies: breathing, grounding, music, shower, safe place.
• Social supports: people and places that help (friends, relatives, neighbors).
• Professional supports: therapist, pediatrician, school counselor.
• Crisis contacts: local mobile crisis team, emergency department.
• Environment safety: how you’ll secure medications, weapons, car keys.
• Reasons for living: values, future hopes, loved ones, pets.

Self-harm vs. suicidality

• Some adolescents self-injure to cope with intense feelings. This is serious and needs professional support, even if they deny suicidal intent. Treat it with empathy and seek help.

Panic attacks and meltdowns: quick coaching

• Panic: validate (“This is scary but not dangerous”), co-breathe, ground with 5-4-3-2-1, help ride the wave.
• Meltdown (often neurodivergent): reduce sensory load, give space, offer one-step prompts, postpone problem-solving.

Key crisis resources (check availability and updates in your country)

• United States: 988 Suicide & Crisis Lifeline (call or text 988), Crisis Text Line (text HOME to 741741), The Trevor Project (LGBTQ+ youth) 1-866-488-7386 or text START to 678678.
• Canada: Kids Help Phone 1-800-668-6868 or text CONNECT to 686868.
• United Kingdom & Ireland: Samaritans 116 123 (free).
• Australia: Lifeline 13 11 14; Kids Helpline 1800 55 1800.
• If not listed: contact local emergency number or your country’s mental health hotline; your pediatrician or school can provide local crisis contacts.

Note: This guide is educational and not a substitute for professional care. If you’re unsure, err on the side of safety and consult a professional.

Special Considerations for Unique Needs

Trauma and grief

• After traumatic events, expect nightmares, avoidance, startle response, or regression. Offer predictability, control via choices, and avoid forced retelling.
• For grief, children revisit loss as they grow. Keep the memory alive with rituals and accurate, age-appropriate language. Avoid euphemisms that confuse (“went to sleep”).

LGBTQ+ youth

• Affirmation saves lives. Use chosen names/pronouns; stand up to bullying; connect to affirming communities and providers.
• Monitor for minority stress: chronic worry, isolation, internalized stigma. Offer mental health resources that are explicitly affirming.

Chronic illness and pain

• Build a 504/IEP to accommodate treatment schedules and fatigue.
• Coordinate care among pediatrician, specialists, and mental health providers.
• Validate the real impact of symptoms; teach pacing and energy budgeting.

Military, migrant, and multilingual families

• Plan for transitions and separations: visual countdowns, recorded bedtime stories, scheduled video calls.
• Use interpreters for care meetings; expect providers to respect language needs and cultural values.

Building Your Family Mental Health Plan (Step by Step)

Create a written plan you revisit every 3 months or during major transitions.

1. Shared values and goals

• Identify 3 family values (e.g., kindness, curiosity, steadiness).
• Choose 1–2 well-being goals per child (e.g., “Reduce school morning struggles,” “Increase joyful play to 20 minutes daily”).

1. Early warning signs per child

• List personalized cues (e.g., “skips soccer,” “argues when math starts,” “texts late at night,” “won’t come to dinner”).
• Agreement: when we see 2+ signs for a week, we will adjust supports and check in.

1. Coping toolbox

• Physical: movement, hydration, shower, weighted blanket, stretch.
• Mental: thought detective, journaling, drawing, gratitude list.
• Social: call a friend, ask a teacher, family walk.
• Sensory: headphones, fidget, chew, quiet corner, candles (safely).
• Practice these when calm so they’re available when stressed.

1. Daily/weekly anchors

• Daily: 10-minute connection, device-free dinner, bedtime wind-down.
• Weekly: family meeting, outdoor time, one fun plan.

1. School and community supports

• Contact names: teacher, counselor, nurse, coaches, mentor.
• Accommodations: specify what’s in place and what to request if needed.

1. Professional care plan (if applicable)

• Provider list, appointment cadence, homework between sessions.
• Medication list, dosage, and who manages refills.

1. Safety plan (if risk is a concern)

• Warning signs, coping steps, people/places, crisis numbers, how we secure means.

1. Review cycle

• Schedule check-ins: first Sunday each month; celebrate wins; adjust one small thing.

Measuring Progress Without Obsessing

Track just enough to guide action, not to create pressure.

• Choose indicators: sleep hours, school attendance, 0–10 mood ratings, activity engagement, family conflict frequency.
• Use visual trackers: sticker charts for younger kids; simple apps or shared notes for teens.
• Screeners (informational, not diagnostic): SDQ (Strengths and Difficulties Questionnaire), PSC (Pediatric Symptom Checklist), PHQ-A (for depressive symptoms in adolescents), GAD-7 (adapted for teens), SCARED (anxiety). Discuss results with a professional for interpretation.
• Set SMART goals: “Attend school 4/5 days this week with a 10-minute morning support routine.”
• Expect non-linear progress: look for trends over weeks, not perfection.

Common Pitfalls (and Better Alternatives)

• Minimizing feelings: “You’re fine.” Instead: “This is hard; let’s face it together.”
• Over-reassuring: “Nothing bad will happen.” Instead: “Whatever happens, we have a plan.”
• Solving too soon: jumping into advice. Instead: ask “Ideas or listening?”
• Inconsistent boundaries: consequences vary with parent mood. Instead: write and follow simple, consistent house rules.
• Over-monitoring teens’ privacy: fuels secrecy. Instead: negotiate transparent check-ins and increase privacy with reliability.
• Ignoring your own needs: burned-out parents have less capacity. Instead: build your support network, sleep, and boundaries—your regulation is the best tool you have.

Mini Case Walkthroughs

Case 1: Elementary anxiety with stomachaches

• Signs: headaches before school, perfectionism in homework, tears at night.
• Actions:
  1. Pediatrician visit to rule out medical causes.
  2. Morning preview and visual schedule; “first-then” cards.
  3. Worry time after school; coping menu posted; square breathing practice.
  4. Teacher collaboration: safe signal to visit counselor, reduced timed tests, check-in upon arrival.
  5. Brief CBT-focused therapy or parent-focused SPACE to reduce accommodating rituals.
• Outcome to expect: gradual reduction in somatic complaints, improved school attendance, fewer “start of day” tears.

Case 2: Teen withdrawal and sleep inversion

• Signs: late-night gaming, daytime sleeping, missing assignments, irritability.
• Actions:
  1. Collaborative conversation: “Here’s what I see; what do you notice? How close is this to what you want for yourself?”
  2. Co-create sleep reset plan: gradual 30-minute earlier bedtime every 2–3 nights; blue-light filters; no devices in bedroom after midnight; weekend guardrails.
  3. Replace gaming blocks with one social or movement activity daily; keep some gaming for autonomy.
  4. School plan: email teachers, prioritize two classes for catch-up with specific deadlines.
  5. Consider screening for depression/anxiety; engage therapy if persistent.
• Outcome to expect: two weeks of discomfort, then better energy, mood stabilization, improved task follow-through.

Case 3: ADHD-related after-school meltdowns

• Signs: explosive behavior at pickup, sibling conflicts, homework chaos.
• Actions:
  1. Snack + movement “refuel” before any demands.
  2. Reduce transitions: 15-minute decompression with a predictable “start” cue.
  3. Homework in short sprints (10–15 minutes) with breaks; externalize time with a visual timer.
  4. Praise specific behaviors (“You started even though it was hard.”).
  5. Parent management training strategies and school accommodations (movement breaks, reduced workload).
• Outcome to expect: fewer meltdowns, more on-time homework starts, improved family climate.

A Step-by-Step Conversation Guide

When you’re worried, try this flow:

1. Notice: “I’ve seen you skipping soccer and staying in your room more.”
2. State care: “I care about how you’re feeling, not about getting you in trouble.”
3. Invite: “Would you like to talk now or later today?”
4. Listen: reflect and validate—no advice yet.
5. Clarify: “What feels most overwhelming? What helps even a tiny bit?”
6. Collaborate: pick one small next step (email a teacher, schedule a counselor visit, try a new bedtime routine).
7. Follow up: “Let’s check in on Thursday and tweak if needed.”

Resources for Parents and Caregivers

Helplines and crisis support

• U.S.: 988 Suicide & Crisis Lifeline (call/text 988); Crisis Text Line (text HOME to 741741); The Trevor Project (LGBTQ+ youth) 1-866-488-7386 or text START to 678678.
• Canada: Kids Help Phone 1-800-668-6868; text CONNECT to 686868.
• U.K./Ireland: Samaritans 116 123.
• Australia: Lifeline 13 11 14; Kids Helpline 1800 55 1800.
• Elsewhere: contact local emergency services and national mental health helplines.

Trusted organizations and guides

• AACAP (aacap.org): Facts for Families, provider directory.
• Child Mind Institute (childmind.org): articles, treatment explanations.
• NAMI (nami.org): family education, support groups.
• Zero to Three (zerotothree.org): early childhood mental health resources.
• CDC and National Institute of Mental Health (nimh.nih.gov): data, toolkits.
• StopBullying.gov: school bullying resources.

Find a provider

• Psychology Today directory (filter by child/adolescent, insurance, modality).
• Local children’s hospital behavioral health programs and university clinics.
• School counselor referrals and community mental health centers.

Books and workbooks (check for age fit)

• “The Whole-Brain Child” (Siegel & Bryson) for brain-based parenting.
• “Anxious Kids, Anxious Parents” (McCarty & Chansky).
• “Parenting a Child Who Has Intense Emotions” (Harvey & Penzo).
• “The Explosive Child” (Greene) for collaborative problem-solving.
• “CBT Toolbox for Children and Adolescents” (workbook activities).

Helpful apps and tools

• Breath and mindfulness: Smiling Mind, Headspace for Kids, Calm.
• Mood tracking: Daylio (teens), MoodKit.
• Safety planning: My3 or local equivalents.
• Social-emotional learning: Emotion card decks, printable feelings wheels.

Putting It All Together: A One-Page Checklist

Use this before bed on Sundays or after a tough week.

• I noticed 2–3 specific signs or changes without judgment.
• We ran a quick well-being scan (sleep, mood, energy, connection, school stress).
• We used at least one co-regulation strategy before problem-solving.
• We protected anchors: device-free dinner, 10-minute connection, bedtime routine.
• We adjusted one expectation or environment factor to reduce stress.
• We collaborated with school on one concrete support if needed.
• We scheduled or continued professional support if red flags persisted.
• Our safety plan and means safety are current and known to all caregivers.
• I cared for my own regulation (sleep, hydration, one supportive contact).
• We celebrated a small win and named one thing to try next week.

Final encouragement Your presence matters more than perfection. Children don’t need parents who never make mistakes; they need parents who notice, repair, and try again. Keep the focus on connection, small daily practices, and knowing where to find help. With these tools, you can build a home where feelings are welcomed, problems are solvable, and every child knows they are not alone.