Youth Suicide Rates Increased During the COVID-19 Pandemic

Youth Suicide Rates Increased During the COVID-19 Pandemic

Suicide is a leading cause of death among young people in the United States. Rates of youth suicide deaths were rising before the coronavirus (COVID-19) pandemic began, so it is critical to understand how the pandemic impacted this public health crisis. In a new study supported by the National Institute of Mental Health, researchers examined national youth suicide trends and characteristics in the United States before and during the COVID-19 pandemic.

A research team led by Jeffrey Bridge, Ph.D., Donna Ruch, Ph.D., and Lisa Horowitz, Ph.D., MPH, analyzed national suicide data from the Centers for Disease Control and Prevention. The researchers first identified all U.S. youth aged 5 to 24 years with suicide listed as the cause of death over the first 10 months of the pandemic (March 1, 2020–December 31, 2020). They calculated the total and monthly suicide deaths overall and by sex, age, race and ethnicity, and suicide method. Then, they examined how many young people died by suicide during the first 10 months of the pandemic and compared it to an estimated number of suicide deaths during that same period had the pandemic not occurred (calculated using data from the previous 5 years).

The researchers identified 5,568 youth who died by suicide during the first 10 months of the pandemic, which was higher than the expected number of deaths had the pandemic not occurred. Higher than expected suicide rates were found a few months into the pandemic, starting in July 2020.

The increase in suicide deaths varied significantly by sex, age, race and ethnicity, and suicide method. During the pandemic, there were higher than expected suicide deaths among males, preteens aged 5–12 years, young adults aged 18–24 years, non-Hispanic American Indian or Alaskan Native youth, and non-Hispanic Black youth as compared to before the pandemic. Suicide deaths involving firearms were also higher than expected.

The significantly higher number of suicide deaths reported for certain racial and ethnic groups, specifically non-Hispanic American Indian or Alaskan Native and non-Hispanic Black youth, highlights ongoing disparities in rates of suicide that the pandemic may have exacerbated. The increase in suicide deaths among preteens also suggests that more attention may need to be paid to this age group, who tend to be understudied in suicide prevention research and have different developmental needs than older adolescents and young adults.

This research is only a first step in examining the pandemic’s impact on youth mental health and points to several areas for further investigation. First, it is possible that other events or factors unrelated to the pandemic that occurred during the study’s time frame contributed to the rise in youth suicide deaths but were unmeasured. Second, research is still needed to identify the underlying causes of the increase in youth suicide deaths, both overall and for specific groups. Third, the COVID-19 pandemic period analyzed in this study was limited to 10 months in 2020 and does not reflect longer-term trends in youth suicide that may have changed as the pandemic wore on. Last, suicide deaths for some groups may have been underreported due to inaccurate or misclassified data; ongoing monitoring of suicide rates will help clarify the suicide risk faced by young people in the United States.

This study shows that the pandemic impacted youth suicide rates, but the impact was not the same for everyone and varied based on sex, age, and race and ethnicity. As such, the authors suggest that it may be helpful to broadly implement suicide prevention efforts in settings that serve young people, while also tailoring those efforts to address the disparities faced by specific groups. Moreover, given the extended duration of the pandemic and its ongoing impact on young people in the United States, it will be important to monitor long-term trends in suicide rates associated with COVID-19 and identify factors driving the increased risk for suicide among some people.

Source: May 22, 2023 • National Institute of Mental Health

DGS’s and CEB New Partnership

DGS’s and CEB New Partnership

We’d like to thank all who came out to celebrate our partnership (and new space) at the Community Building. This new collaboration only strengthens our ability to provide quality behavioral health services for our Delaware youth and their families.
Mental health is key to a child’s overall health

Mental health is key to a child’s overall health

— 𝗲𝘀𝗽𝗲𝗰𝗶𝗮𝗹𝗹𝘆 𝗮𝗳𝘁𝗲𝗿 𝗖𝗢𝗩𝗜𝗗-𝟭𝟵  – 𝗢𝗽𝗶𝗻𝗶𝗼𝗻

As parents or guardians, we tend to react quickly when our children’s physical health is in question. If children show physical symptoms, get injured, or express they don’t feel right, we immediately ask questions and seek medical guidance and care. Parents and guardians are also pros at prevention — making sure children get vaccines and wellness exams and keeping an eye out for anything unusual that may indicate they are sick or hurt. That same level of attention and action for prevention and treatment is critical to supporting children’s mental health.

Many children will experience a mental health and/or substance use problem before age 18. In a survey of 80,000 youth around the world, 1 in 4 reported depressive symptoms and 1 in 5 experienced anxiety symptoms. Those rates are double what they were before the pandemic and we also know that more children have experienced trauma in response to COVID-19. The good news is that there are things that caregivers can do to help promote children’s mental wellbeing. Children thrive in the presence of thriving adults who support them in co-regulation and processing their emotions. When a child has an emotionally healthy, caring adult in their life, it can help buffer against stress and help them to navigate experiences with resilience.

Anyone can be that adult for a child and make a real difference in their life. How? One of the easiest ways is for caregivers to talk with the children in their care — naturally, regularly, and intentionally as a part of daily life. Ask how they are feeling in general and about specific situations, like an upcoming social gathering or recent world event. These talks can take place in the car, standing in line, or at the dinner table. Be an active listener and show interest in all aspects of their life and the things that matter to them. And don’t hesitate to talk with them if you are concerned about their mental health and ask whether they are thinking about or planning suicide. If you are concerned about a child in crisis, you should call the 24/7 Child Crisis Line, also known as Mobile Resource Stabilization Service, at 1-800-969-HELP (4357).

In addition to a caring adult, research shows that prevention and treatment programs do work and there are resources available to help children and their families through the Delaware Children’s Department Division of Prevention and Behavioral Health Services and the Department of Education and local schools.

The Division of Prevention and Behavioral Health Services provides free summer prevention programs for children and teens that promote resilience, develop positive relationships with peers and adults and build life skills.  Families and community members can contact the division’s Prevention Helpline to learn about these services by calling (302) 633-2680, Monday through Friday, from 8 a.m. to 4:30 p.m., or by email at PBHS_Prevention_Inquiries@delaware.gov. You can click here to see the current catalogue of programs. You can also visit DPBHS’ website to learn more about covered treatment services.

Delaware schools support children through wellness promotion, monitoring for early warning signs, and screening for risks. Students may access group and individualized supports for building social and emotional skills. The state’s Social, Emotional, and Behavioral Wellbeing Plan provides infrastructure for this response system, integrating the innovations from Project DelAWARE — designed to reduce the stigma associated with mental health access — and Project THRIVE — which contracts directly with mental health provider organizations to offer trauma-specific interventions for ALL uninsured and under-insured  students, regardless of whether they attend public or private schools demonstration project funded by the US Department of Education. Both of these programs have increased mental health equity for children and youth across our state.  Students or parents and caregivers on their behalf can learn more by calling 211 or texting their zip code to 898-211.

Delaware Online Mark Holodick and Josette Manning – Special to the USA TODAY Network

Mark Holodick is Secretary of Education. Josette Manning is Secretary of the Department of Services for Children, Youth and their Families. 

Student mental health crisis much vaster

Student mental health crisis much vaster

The crisis of student mental health is much vaster than we realize

 

The change was gradual. At first, Riana Alexander was always tired. Then she began missing classes. She had been an honors student at her Arizona high school, just outside Phoenix. But last winter, after the isolation of remote learning, then the overload of a full-on return to school, her grades were slipping. She wasn’t eating a lot. She avoided friends.

Her worried mother searched for mental health treatment. Finally, in the spring, a three-day-a-week intensive program for depression helped the teenager steady herself and “want to get better,” Alexander said. Then, as she was finding her way, a girl at her school took her own life. Then a teen elsewhere in the district did the same. Then another.

“It just broke my heart that there were three different people who were going through what I was, and they never got the chance to heal,” said Alexander, 17, now a high school senior.

Riana Alexander, a 17-year-old organizer with Arizona Students for Mental Health, was struggling with her mental health last winter. (Caitlin O’Hara for The Washington Post)

After that devastating stretch in May, families and classmates in the Chandler Unified School District mourned the three 15-year-olds. They would enjoy no more summer vacations, no birthdays or graduations. The losses ignited a debate about what schools should be doing to support students in despair.

Nationally, adolescent depression and anxiety — already at crisis levels before the pandemic — have surged amid the isolation, disruption and hardship of covid-19. Even as federal coronavirus relief money has helped schools step up their efforts to aid students, they also have come up short. It’s unclear how much money is going to mental health, how long such efforts will last or if they truly reach those who struggle most.

“The need is real, the need is dire,” said Alberto Carvalho, superintendent of the Los Angeles Unified School District, who recalled hearing just that day from the district’s mental health partners that calls about suicidal thoughts had quadrupled. “We’re living through historically unprecedented times,” he said.

More than 75 percent of schools surveyed in spring said their teachers and staff have voiced concerns about student depression, anxiety and trauma, according to federal data. Nearly as many schools cited a jump in the number of students seeking mental health services.

But mental health is not the only pandemic priority. Schools are spending vast sums of their coronavirus relief money on ventilation upgrades, expanded summer learning, after-school programs, tutors and academic specialists.

The federal spending plans of 5,000 school districts nationally show that more than one-third intend to bring new mental health professionals into schools, and about 30 percent plan to fund social-emotional learning efforts, according to an analysis by FutureEd, a think tank at Georgetown University’s McCourt School of Public Policy.

“This is an incredible increase in the amount of money being spent and the number of districts pursuing it,” Phyllis Jordan, associate director of FutureEd said. But it is still, advocates say, not nearly enough.

“We simply don’t have enough people in our profession to meet the need.”

— Kelsey Theis, president of the Texas Association of School Psychologists

In many areas, even when money is in hand, hiring is not easy. As this school year opened, nearly 20 percent of schools reported vacancies in mental health positions, according to federal data. Schools often said they employed too few staff to manage the caseload but also complained about difficulties finding licensed providers, the data showed.

“We simply don’t have enough people in our profession to meet the need,” said Kelsey Theis, president of the Texas Association of School Psychologists. When families seek private therapists, “sometimes there’s a wait list of months and months before they get help,” she said.

In Maine, waiting lists grew so long last year that school counselor Tara Kierstead began looking out of state for therapists who had openings — a solution that was not practical for many families.

“It was the hardest I’ve ever had to work to get resources to people,” Kierstead said. “I know some kids who were never seen.”

Surgeon General Vivek H. Murthy called out the “devastating” effects of the pandemic on youth mental health in a public advisory last December. Earlier that year, the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry and the Children’s Hospital Association together declared “a national state of emergency” in children’s mental health. They pointed out that young people of color were especially affected and linked the struggle for racial justice to the worsening crisis.

A year later, this October, they sounded the alarm again. Things are not getting better.

A deepening crisis

Not long after the pandemic started, researchers began to document declines in child and adolescent mental health. The numbers are stark.

Hospital emergency room visits spiked for suspected suicide attempts among girls ages 12 to 17, according to the Centers for Disease Control and Prevention. From February to March 2021, the number jumped by 51 percent compared with the same period during 2019. For boys, the increase was 4 percent. Early research from MIT suggested the suicide rate for people aged 10 to 19 increased in 2020, compared with before the pandemic. More recently, CDC provisional data for 2021 showed an increase in the national rate from 2020 to 2021, especially for people ages 15 to 24.

In other research, the CDC found nearly 45 percent of high school students were so persistently sad or hopeless in 2021 they were unable to engage in regular activities. Almost 1 in 5 seriously considered suicide, and 9 percent of the teenagers surveyed by the CDC tried to take their lives during the previous 12 months. A substantially larger percentage of gay, lesbian, bisexual, other and questioning students reported a suicide attempt.

Family upheaval, meanwhile, was widespread, particularly in the early pandemic: Nearly 30 percent of students said an adult in their home had lost a job, and 24 percent said they went hungry for a lack of food.

There are no directly comparable pre-pandemic studies, but Kathleen Ethier, the CDC’s director of the division of adolescent and school health, said student well-being is significantly better for teens who report feeling connected to their schools — a problem for a population that, nationwide, was kept out of them for so long.

“There is 20 years of research showing that it not only has an impact on how young people do while they’re adolescents, but it has 20-year impacts on all kinds of measures of health,” including emotional well-being, suicidality and substance use, she said.

It also left many children grieving. More than 230,000 U.S. students under 18 are believed to be mourning the ultimate loss: the death of a parent or primary caregiver in a pandemic-related loss, according to research by the CDC, Imperial College London, Harvard University, Oxford University and the University of Cape Town. In the United States, children of color were hit the hardest, another study found. It estimated that the loss for Black and Hispanic children was nearly twice the rate for White children.

Too much need, too little help

In Maryland, Julia Horton, 16, recalls that, as her struggles worsened last year, she fell asleep in class a lot and did not turn in work; her grades dropped. Looking back, she said, “it is very obvious it was a cry for help.” Some teachers were compassionate, but others less so. “A lot of teachers talk about understanding mental illness, but they don’t act upon it,” she said.

Her school in suburban Montgomery County had two mental health professionals within its wellness center, county officials said, but Horton — like many students — had no idea. She talked to a counselor she liked about getting more time for assignments but it did not help. Her mother ultimately found her an excellent therapist to help Horton with her depression and anxiety, but she wonders about other teens who may not be as fortunate.

Montgomery County school officials said they inform students about mental health services through community messages, their website, student forums and advisory period lessons — though school board member Lynne Harris said messaging should be more robust and focused on platforms students use most.

In Philadelphia, Mikayla Jones, then 15, took care of her father in spring 2020 when he caught covid-19 and she had little contact with teachers and friends during remote learning. She wanted to talk to a therapist, but her mother couldn’t find one with an opening and she’d never heard of any mental health specialist at school. “I feel like this should not be something that’s possible,” she said. Now a 17-year-old senior, Jones is starting a club to advocate for mental health support across Philadelphia’s schools. “All youth deserve someone to be there for them.”

Philadelphia officials said counselors were meeting with students virtually or in person during the pandemic to assess their needs and help decide next steps. Still, the high school senior never found a therapist. The first meeting of her mental health support club will be later this month.

Told about the school system’s comment, the teenager said: “If the school does not communicate the availability of counselors, and their role as counselor has been repeatedly labeled as ‘college counselor,’ then how will we know that they are there as a mental health resource?”

Shortages of mental health professionals have been the norm in schools. Professional organizations recommend one school psychologist per 500 students, but the national average is one per 1,160 students, with some states approaching one per 5,000. Similarly, the recommended ratio of one school counselor per 250 students is not widespread. The national average: one per 415 students.

National research from 2019 showed that students of color have not received equal access to school counselors. At that time, 38 states were shortchanging students of color, students from low-income families or both, according to the study done by the Education Trust.

As the pandemic has persisted, students have spoken out — in Nebraska, Arizona, Connecticut and Washington.

In Seattle, students who formed the Seattle Student Union to promote racial justice decided this year to push for mental health support in schools. Chetan Soni, a 17-year-old who co-founded the union, said there are too few mental health professionals to meet rising student needs. The district told him it doesn’t have the money, he said.

Seattle teachers, who went on strike in September, included a call for more mental health support for students as one of their bargaining points. The strike settlement included part-time social workers at most schools — a sign of progress, Soni said, but not enough to help all. “Students are suffering from the pandemic and so many other things too,” he said.

His school, Lincoln High, is fortunate in having a school-based health clinic, run by Neighborcare Health. But just one therapist works there, said Rachel Gordon, the company’s school-based mental health clinical manager. Nearly all therapists based at Seattle’s schools have full caseloads and wait lists, Gordon said. Many run group therapy sessions as a way to serve more students. “We’ve seen increases in anxiety, disordered eating, suicidal ideation, OCD and many other mental health challenges,” she said.

In rural Montana, the squeeze was different: Altacare, a for-profit provider, decided to halt services in the state this year amid recruitment difficulties and funding issues. Districts scrambled to cover for the loss, but many could not, and state officials were limited in what they could do. “Unfortunately, they were serving a lot of the very small rural schools that were already struggling,” said Mary Windecker, executive director of the nonprofit Behavioral Health Alliance of Montana.

The shortages meant that Montana kids who needed residential care, for the most serious mental illnesses, were mostly being sent to other states, she said. “Not because we don’t have beds for those children but because we don’t have people to staff those kids,” she said. “Imagine a six-year-old with a serious emotional disturbance being sent as far away as Georgia. That’s happening.”

One result of all these deficiencies: More students are acting out. Last school year, nearly 40 percent of schools nationally reported increases in physical attacks or fights, and roughly 60 percent reported more disruptions in class because of student misconduct, according to federal data. Las Vegas officials reported several alarming attacks on teachers. In Louisiana, fathers at a Shreveport school showed up to help keep the peace after a particularly heated week of student fighting.

National test scores also plummeted to levels not seen since 1999, according to recent data — setting off a wave of alarm among educators, many of whom consider the mental health crisis a contributing factor.

Full Article HERE 

School-based Services

School-based services help improve students’ attendance, classroom behavior, and academic performance. Our school-based clinicians listen, guide, and encourage students while advocating on their behalf. Clinicians facilitate individual, group, and family counseling sessions, and collaborate with teachers and school staff to develop the tools to recognize and address effects of trauma that might be misunderstood as misbehavior, acting out, or simply “being bad”. Our school-based clinicians view themselves as one component of a larger team comprised of families, teachers, administrators, and support staff working together to meet students’ behavioral health needs.

Parent / Child Interaction Therapy

Most every parent has experienced a young child’s occasional temper tantrum. But when meltdowns, testing limits, throwing things, hitting, and shoving begin to make life impossible, it’s time for an intervention. Parent-Child Interaction Therapy (PCIT), now available statewide through DGS, can help. It’s a short-term, evidence-based treatment in use for more than 30 years. In PCIT, both parent and child participate in treatment together. As parents learn and practice effective parenting skills, children’s behavior improves; together, the parent and child have a better relationship. PCIT is typically for children ages 2-7 with moderate to severe behavioral problems.

Outpatient Counseling

Outpatient counseling is a process of courageous conversations with a trained counselor that can help children, teens, and parents or guardians in difficult situations. Some children need to heal from the effects of a traumatic event, abuse, neglect, or family breakdown. Others need help to overcome anxiety, depression, or another kind of mental health concern.

 Our clinicians help children learn constructive ways to deal with problems or issues. Typically, children and teens see their therapist once a week for a 50-minute appointment. At the beginning of treatment, the therapist and the child work together to create an individualized treatment plan with specific goals. On average, treatment lasts about four months. Therapists connect with the child’s parents/guardians and family members and consult with the child’s school as needed. For more complex problems, psychiatric services are added as an important part of multidisciplinary treatment. When children have extremely difficult problems to overcome, medication can help with mood and behavior and put children back on track more quickly. Our psychiatry staff can determine if medication is necessary, prescribe it, follow up frequently to make sure the medicine is helpful, and watch for side effects. 

Outpatient Therapeutic Support for Families

Our statewide Outpatient/Therapeutic Support for Families (OP/TSF) program is for children and teens who need more than one counseling session per week. Children who benefit from OP/TSF are often dealing with complicated behavioral health issues and may have been unsuccessful in traditional outpatient therapy. OP/TSF may also be helpful for children transitioning out of a higher level of care, such as a residential treatment center or a hospital. Care is primarily provided out of the office, in the family’s home, the child’s school, a community center, and/or anywhere the family feels comfortable. OP/TSF clinicians work in teams of two. The lead therapist spends about five hours per week of intensive therapy meeting both with the family and the child—sometimes separately and sometimes together. Another clinician meets with the child for about five hours per week and focuses on reinforcing positive behavioral change. OP/TSF treatment usually lasts 9 to 12 months.

Family-Based Mental Health Services

The Family-Based Mental Health Services program (FBMHS) at DGS provides care for children and families with the most complicated  behavioral health  needs. Children who benefit from FBMHS are usually at risk for out-of-home placement such as a hospital, residential treatment center, or a correctional facility. For children receiving FBMHS, a team of DGS clinicians is available 24 hours a day and seven days a week to provide care in the child’s home and community. Care includes behavioral health treatment  for the child, medication management, individual therapy, family therapy, and school and community support. The goal of FBMHS is to help the family develop a strong set of supports including school, church, neighborhood, and friend –to help the family become healthy and strong  and to serve as resources in times of crisis. FBMHS usually lasts about eight months after which the family typically steps down to a less intense type of therapy.

World Suicide Prevention Day

World Suicide Prevention Day

September 10 is World Suicide Prevention Day, September is Suicide Prevention and Awareness Month

Join the conversation and help spread awareness of suicide prevention!

In recognition of World Suicide Prevention Day, the Delaware Children’s Department is raising awareness of suicide warning signs and helpful resources, especially during this unprecedented global pandemic.

“COVID-19 has magnified the many stressors families grapple with daily, from financial stress to relationship stress, and so much more. We know that mental health and wellness have been impacted over the last six months and therefore we must be proactive and encourage children and families to reach out if they are struggling,” said Josette Manning, Secretary of the Department of Services for Children, Youth and Their Families, also known as the Delaware Children’s Department.  “No one has to go through this alone.  Reach out to the Child Priority Response Line at 1-800-969-HELP or text DE to 741-741. Help – and hope – is only a call or text away.”

Suicide is the 10th leading cause of death nationwide, and second leading cause of death for young people between the ages of 10 and 24. Every World Suicide Prevention Day, observed on September 10, is an opportunity build community and share support. To start, you can use the acronym FACTS (feelings, action, changes, threats, situations) to learn the warning signs for suicidal behavior. You can find more information online at this link, but here are a few examples:

  • Feelings: Helplessness; worthlessness; fear of hurting oneself or others
  • Action: Drug or alcohol abuse; talking or writing about death/destruction; recklessness
  • Changes: (examples) Changes in personality, behavior; loss of interest in friends and hobbies once enjoyed
  • Threats: Like “I won’t be around much longer”; plans like giving away favorite things; suicide attempts like overdosing, wrist cutting
  • Situations: Getting into trouble at school, at home, with the law; recent loss through death, divorce; the break-up of a relationship; losing an opportunity, dream

“To our caregivers and teens throughout Delaware – please know that you don’t have to wait to reach out for help. If you are struggling, help is available 24/7,” said Jill Rogers, executive director of Delaware Guidance Services, the provider that partners with DSCYF to manage the Child Priority Response Line. “If you recognize any signs of suicidal behavior, please reach out. Our crisis clinicians are training to help families work through crisis situations and direct them to needed resources. Together, we can help Delaware families get through this difficult period.”

In the last few years, Delaware has implemented several youth prevention initiatives as a result of the Project SAFETY grant, a federally-funded suicide prevention program. The grant program concluded in June, but Delaware was able to sustain the following services through community partnerships. Here are some of the accomplishments and outcomes:

  • Coordinating more than 27,000 online suicide prevention trainings for school personnel since 2017
  • Initiating about 8,000 mental health screenings of youth and screening initiatives at 44 organizations such as schools, mobile crisis units and the children’s hospital
  • Bolstering crisis services in Kent and Sussex County
  • Providing better coordination of services for youth from inpatient to outpatient care
  • Implementing a Crisis Text Line service for Delaware youth; From June 2016 to June 2020, the text line logged 1,744 text conversations and nine active rescues have taken place as a result of text line conversations
  • Creating a mental health-focused website – www.mentalhealthde.com – which is now managed by Mental Health Association in Delaware

“We know that Delawareans are in pain; our youth in particular have had to face so many changes to their day-to-day routines and activities. It’s important to check in, ask questions about mental health and just be there for one another. Death by suicide is the most preventable form of death,” said Yolanda Jenkins, Manager of Provider Services for the Division of Prevention and Behavioral Health Services and one of the leads on the Project SAFETY grant.

“I’m grateful for the work of Project SAFETY to help lay the groundwork for these important prevention services. Due to the grant, the Division of Prevention and Behavioral Health Services continues to offer the Crisis Text Line and partner with the Mental Health Association in Delaware on suicide prevention trainings, among other efforts. I look forward to these continued provider and partner collaborations for Delaware’s children, youth and families.”

If a child or youth is in crisis or contemplating suicide, please seek immediate help. We are in this together, and you are not alone.

“Now, more than ever, it is important that we normalize talking about mental health and asking the tough questions. When it comes to talking about suicide and being concerned about someone’s actions and/or behaviors, it is important that we intervene and get the person the help he or she needs. Never push to tomorrow a conversation you can have today. We must continue to come together as a community and create a safer state,” said Jennifer Smolowitz, Project Director for Suicide Prevention at the Mental Health Association in Delaware.

Please see the below resources:

  • Delaware’s 24-hour Child Priority Response Hotline: 1-800-969-HELP (4357)
  • Crisis Text Line: Text DE to 741741
  • National Suicide Prevention Lifeline: (800) 273-TALK (8255)
  • Delaware Division of Substance Abuse & Mental Health Crisis Intervention Services – Mobile Crisis (for those age 18 or older):
    • Statewide: (800) 652-2929
    • New Castle County: (302) 577-2484
    • Kent/Sussex County: (800) 345-6785
  • Delaware Hope Line: 1 (833) 9-HOPEDE or (833) 946-7333
  • Mental Health Association in Delaware: Statewide: (302) 654-6833

Media Contact: Jen Rini, jen.rini@delaware.gov

Posted from September, 2020 | Read Original Post Here

Delaware 211

Delaware 211

Delaware 2-1-1 and Press 4 Today

Through this initiative, families can call Delaware 211 and press 4 to get connected to resources to help them better support the educational development of their children.  While the program brochure addresses the summer learning loss, this initiative is a year-round support for families. Learn More.

Project THRIVE

Project THRIVE

A new initiative by the Department of Education (Project THRIVE) to provide support for children who have been traumatized. Support provided through licensed therapists in the community, experienced in trauma informed practice, at no charge to families. Find out more.