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| "Early Intervention Pays Off" |
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The Challenge
Connecticut policymakers were alarmed by high rates of suspensions and expulsions among preschoolers. Social and emotional issues can interfere with a child’s ability to learn and engage in positive social interactions with others. When exhibited within the classroom, challenging childhood behaviors can also cause significant disruptions to the learning environment for other children.
The Opportunity
Community-based social service agencies throughout the state were already engaged in a variety of activities and supports. Was there a way to coordinate these resources on behalf of young children most at risk, and support both families and Early Childhood Educators in the process?
The Solution
The State of Connecticut’s Mental Health Strategy Board, the Department of Children and Families, the State Department of Education, the Child Health and Development Institute of Connecticut, and the Connecticut Health Foundation joined together to create the Early Childhood Consultation Partnership (ECCP), a statewide initiative managed by ABH®.
Early Childhood Consultants (ECCs) are Master’s Level mental health specialists in designated community-based social service centers who partner with teachers and families to assess and address the needs of preschool children. Together, they plan and undertake action plans to build capacity among Early Childhood Educators, enhance the social and emotional environment, and offer support to the individual needs of the child. This is done through early identification and prevention of problems and application of appropriate classroom teaching strategies. Through this consultation services model, ECCP strives to facilitate a positive learning climate and coordinate services within the community for individualized support to children and their families.
The Outcome
ECCP, the first statewide data-driven system of care for early childhood mental health consultation, has already served over 2,000 children, with impressive results.
97 percent of children who were initially determined to be at risk of suspension or expulsion and completed the recommended child-specific services remained in their classrooms. 95 percent of the classrooms served demonstrated an improvement in the overall quality of care.
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