Children as Young as Six Are Reaching Mental Health Crisis: What Can We Do Before A&E Becomes the Only Option?
Big Feelings Lab · Children’s emotional wellbeing
Children as Young as Six Are Reaching Mental Health Crisis: How Can We Help Earlier?
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Yesterday morning, I was watching ITV’s This Morning when a discussion about children’s mental health stopped me in my tracks. They were highlighting an issue that has stayed with me ever since: children as young as six reaching mental health crisis.
Children as young as six are attending A&E with mental health concerns. As a parent, that is a difficult sentence to read. Having previously worked as an occupational therapist in mental health, it also makes me think about what happens before a family reaches that point.
I am no longer HCPC-registered. Here, I draw on my training, past professional experience and experience as a parent to share general information about children’s emotional wellbeing.
The child whose tummy hurts every Sunday evening. The mornings that suddenly become battles. The tears at bedtime, the withdrawal from friends, or the outburst after a day of holding everything together at school.
Children cannot always explain what feels wrong. Sometimes, changes in their everyday life are the first signs that they need more support.
We do not need to interpret every difficult day as a mental health problem. But we can notice changes, make room for difficult feelings and ask for help without waiting for a crisis.
What do the latest figures tell us?
On 2 September 2026, the Royal College of Paediatrics and Child Health (RCPCH) published an analysis of NHS England data. It reported 75,491 emergency department attendances involving 6–17-year-olds with recorded mental health concerns in 2025, compared with 55,525 in 2019: a rise of 36%.
The fastest increase was among children aged six to nine. Attendances rose from 3,870 to 6,269 over the same period, an increase of 62%.
Some children also faced very long waits. In 2025, 6,235 children and young people stayed in A&E for more than 12 hours with a mental health concern, including 338 who stayed for more than 72 hours. Read the RCPCH analysis.
For me, these figures raise a question: how can we make it easier for children and families to get support earlier?
That responsibility cannot sit with parents alone. Families need accessible services, support from schools and timely professional care. Everyday connection matters, but it cannot replace a mental health system that responds when children need it.
A six-year-old may not say, “I’m anxious”
Distress does not always look like sadness. A younger child might become angry, clingy, unusually quiet or reluctant to do things they previously enjoyed.
You may notice changes in sleep, appetite, friendships, play or school attendance. Some children complain of headaches or tummy aches. Physical symptoms deserve attention too; they should not automatically be put down to worry.
These changes are clues to explore, rather than proof of a particular diagnosis. Ask yourself: Is this different from my child’s usual self? Is it persisting, getting worse or making everyday life harder?
A difficult afternoon does not tell the whole story. A pattern that is affecting your child’s life deserves a conversation with school or your GP.
What my previous work taught me: look at everyday life
One thing I took from my occupational therapy training and previous work is the importance of looking at how people take part in the things they need and want to do. For children, that includes playing, learning, sleeping, eating, getting dressed, making friends and being part of family life.
So I often start with a simple question: “What has become harder for this child?”
- Are mornings or bedtimes becoming more difficult?
- Have they stopped joining in with play or seeing friends?
- Do they seem exhausted after school?
- Are noise, crowds, clothing or changes of activity upsetting them?
- Are they managing at school but struggling once they get home?
Looking at daily life gives us something concrete to discuss. We do not need to know the cause before describing what we have noticed.
Eight ways to support your child before things escalate
Our role is not to remove every disappointment or uncomfortable feeling. It is to help children experience those feelings with support, and to recognise when everyday strategies are not enough.
1. Be curious about what is underneath the behaviour
Before asking, “How do I stop this?”, try asking, “What might be making this difficult?”
An outburst may happen when a child feels overwhelmed. Refusal might be linked to fear, tiredness, uncertainty or something else we have not understood yet. Behaviour alone cannot tell us the reason.
Curiosity can sit alongside boundaries. You can say, “I can see you’re angry. I won’t let you hit. I’m here to help.”
2. Help the moment settle before trying to solve it
When your child is overwhelmed, a long explanation may be hard to take in. Try fewer words, a steady voice and less noise or pressure where possible.
Offer space or company. Ask before hugging or touching them. Keep everyone safe, and return to the conversation when they are calmer.
You might say, “Would you like me nearby, or would a little space help?” There is no single calming strategy that works for every child.
3. Make everyday routines a little more manageable
Think about the parts of the day that feel hardest. A familiar bedtime sequence, regular meals, enjoyable movement or a quieter pause after school may be useful starting points.
This does not mean building a perfect timetable. It might mean ten minutes together before homework, a warning before leaving the park, or fewer questions as your child comes through the door.
Choose one small change your family can realistically try, and notice whether it helps.
4. Let play and shared activities open the conversation
Some children find talking easier when they are doing something alongside you. Try colouring, building, walking or kicking a ball together.
Leave room for silence. Your child may communicate through drawing, play or a few words rather than a full explanation. If they are not ready, enjoy the time together and offer another opportunity later.
YoungMinds’ advice on talking with children includes choosing relaxed moments, listening and avoiding pressure to open up.
5. Offer words for feelings without deciding for them
You can gently suggest what you notice: “That looked disappointing,” or “I wonder if tomorrow feels worrying?”
Leave room for your child to disagree. “No, I’m cross” tells you something useful too.
You do not have to follow every feeling with a solution. Sometimes a helpful next sentence is simply, “Thank you for telling me.”
6. Look at the environment as well as the child
For some children, including many with sensory differences, a busy classroom, noisy lunch hall or uncomfortable clothing can make the day more demanding.
Ask what feels uncomfortable and explore changes together. A quieter place, different clothing or a movement break may help. Follow your child’s response and stop an activity if it increases distress.
A useful question is: “What could we change around them to make this easier?”
7. Talk with school early
Share what you are seeing at home and ask what school has noticed. Your child may behave differently in each setting; both accounts can be useful.
Look for patterns around transitions, lessons, friendships or unstructured time. A teacher, SENCO, school nurse or mental health lead may be able to help you explore support.
Try: “We’ve noticed mornings have become much harder. What are you seeing, and could we agree one change to try?”
8. Ask for help when you are concerned
You do not need to wait until things feel unmanageable. If changes persist, worsen or affect sleep, eating, school, friendships or play, speak to your GP or school.
Bring a few examples: what happens, when it started, how daily life is affected and what you have tried. Ask what support is available while you wait and who to contact if things worsen.
Some local children’s mental health services accept referrals from parents and carers; arrangements vary. The NHS explains routes into children and young people’s mental health services.
Parents need support too
Supporting a child who is struggling can leave you constantly watching, worrying and wondering whether you are doing enough.
Knowing the theory does not make parenting easy. When it is your own child, you are emotionally involved. You love them, and you want to make things better.
You are allowed to need help. Ask someone you trust for something specific: a school pickup, time to rest or a listening ear. The YoungMinds Parents Helpline also offers advice and support for parents and carers.
Your child’s difficulties are not evidence that you have failed. And you do not have to manage everything alone.
Start with one small moment of connection
I do not want parents reading these figures to leave feeling frightened or responsible for preventing every crisis. I want us to feel able to notice, ask and reach out.
Notice when your child’s world seems to be getting smaller. Notice when everyday things become harder. Make space for the question, “What has been feeling difficult lately?”
You may not get an answer straight away. You can still show them:
“I’m here. We can ask for help. You don’t have to manage this on your own.”
If your child needs urgent mental health help
Immediate danger: call 999 or go to A&E. Act now if your child’s life is at risk, they have seriously harmed themselves or taken an overdose, or you cannot keep them or somebody else safe.
Urgent help in England: call NHS 111 and select the mental health option, or ask for an urgent GP appointment. Do not wait for a routine appointment if urgent support is needed.
Children and young people under 19 can call Childline on 0800 1111.
A guide or signup form should never delay getting help. Read the NHS urgent mental health guidance.
About Big Feelings Lab
Big Feelings Lab helps children understand their feelings and gives parents, carers and professionals practical ways to support them.
I am a parent and previously worked as an occupational therapist in mental health. I am no longer HCPC-registered. I now draw on my training, past professional experience and real-life parenting to share general information that makes children’s emotional wellbeing more accessible for families.
This article and the free parent guide provide general information. They do not replace individual medical or mental health advice.
Sources and further reading
Explore more ideas for supporting your child’s emotional wellbeing at Big Feelings Lab.
