Childhood mental health disorders list: symptoms guide

Childhood mental health disorder is a broad term for conditions that affect a child’s emotions, thinking, behavior, or development. This guide lists common childhood disorders, shows how symptoms look at different ages, and gives clear next steps parents can take to screen, triage, and seek help.

Early in the article you’ll find age-specific signs, a reproducible one-page symptom checklist (appendix), brief case vignettes from caregiver experience, and a clinician walkthrough of a screening tool so you know what to expect at a pediatric visit.

Quick overview — what “childhood mental health disorder” means

“Childhood mental health disorder” refers to diagnosable emotional, behavioral or developmental conditions that begin in childhood and affect daily functioning at home, school, or with peers. Diagnoses typically follow criteria from classification systems such as the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) — a clinical handbook used in the U.S. — or the ICD used internationally; both define symptom patterns, duration, and impairment thresholds.

Prevalence varies by condition: according to a 2024 government public health report from the CDC, many U.S. children have at least one diagnosed condition by school age, and the NIMH provides disorder-specific estimates. Screening tools such as the ASQ-SE for socio-emotional development or the Vanderbilt for attention concerns are common first-line checks used in primary care.

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Why early identification matters

Early identification supports timely interventions that improve long-term outcomes — educational, social, and emotional. Research and public health guidance show earlier treatment often reduces symptom severity and supports developmental trajectory (school success, peer relationships). According to a 2024 government public health report from the CDC, early detection increases access to services that improve functioning over time.

How clinicians classify childhood disorders (DSM-5 vs. ICD)

Clinicians use the DSM-5 and ICD to classify disorders by symptoms, duration, age of onset, and impairment level. These systems stress differential diagnosis (ruling out medical, developmental, or situational causes) and document comorbidity — when two or more diagnoses occur together (for example, ADHD and anxiety). A formal diagnosis often requires a combination of standardized screening, developmental history, observational data, and sometimes multidisciplinary testing.

Childhood mental health disorders list — by category

Below are common childhood mental health disorders. Each subsection follows a repeatable mini-template: brief definition, age-specific symptoms, prevalence (with source), when to seek help, and a short note on assessment.

Attention-Deficit/Hyperactivity Disorder (ADHD)

Definition: ADHD is characterized by persistent patterns of inattention and/or hyperactivity-impulsivity that interfere with functioning across settings (home, school). Symptoms must be developmentally inappropriate and present before the age of 12 in DSM-5 criteria.

• Age-specific symptoms
  • Toddlers/preschoolers: unusually high activity level, difficulty following simple directions, frequent impulsive behaviors (climbing, grabbing).
  • School-age: trouble sustaining attention on tasks, careless mistakes, difficulty organizing work, fidgeting, interrupting others, losing items needed for school.
  • Adolescents: distractibility, procrastination, risky impulsive choices, academic decline.
• Symptom checklist (common items)
  • Often fails to finish tasks or follow through
  • Often fidgets, leaves seat, or can’t sit still
  • Often interrupts or intrudes on others
  • Difficulty organizing schoolwork or chores
• Prevalence: According to a 2023 peer-reviewed review in a major pediatrics journal, ADHD affects roughly 6–10% of school-age children in the U.S. (peer-reviewed source).
• When to seek help: If symptoms cause repeating school problems, peer conflicts, or safety risks (running into streets, impulsive aggression), contact your pediatrician for screening.
• Assessment note: Primary care often uses the Vanderbilt or CONNERS rating scales plus teacher reports and developmental history; comprehensive evaluation may include psychoeducational testing.

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hyperactive therapy guide

Autism Spectrum Disorder (ASD)

Definition: ASD involves differences in social communication and interaction, plus restricted/repetitive behaviors or interests. Sensory processing differences are common. Onset is typically in early childhood and symptoms affect daily functioning across settings.

• Age-specific symptoms
  • Infants/toddlers: reduced eye contact, delayed babbling or gestures, limited social smiling, limited response to name.
  • Preschoolers: language delay, repetitive play, strict routines, intense interests, sensory avoidance (covering ears) or seeking.
  • School-age: difficulty with peer relationships, literal language interpretation, repetitive behaviors interfering with learning.
• Symptom checklist
  • Delayed speech or loss of previously acquired language
  • Poor eye contact or limited social reciprocity
  • Repetitive movements or strong resistance to change
  • Sensory over- or under-responsiveness
• Prevalence: According to a recent government public health report from the CDC (2024), ASD affects approximately 1 in 36 children in the U.S.
• When to seek help: If you notice delayed speech, limited social interaction, or repetitive behaviors that reduce learning or play, request a developmental evaluation from your pediatrician.
• Assessment note: Diagnostic evaluation often includes standardized tools (e.g., ADOS-2), speech-language assessment, occupational therapy evaluation, and multidisciplinary input.

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Anxiety disorders (separation anxiety, generalized anxiety)

Definition: Anxiety disorders include persistent excessive worry or fear that impairs daily life. Separation anxiety involves extreme distress when separated from caregivers; generalized anxiety involves pervasive worry across situations.

• Age-specific symptoms
  • Toddlers/preschoolers: clinginess, tantrums at drop-off, physical complaints like stomachaches at school time.
  • School-age: persistent worry about performance or safety, avoidance of school or social activities, frequent somatic complaints.
  • Adolescents: excessive worry about future, sleep disturbance, social anxiety or avoidance.
• Symptom checklist
  • Excessive worry interfering with daily tasks
  • Avoidance of feared situations (school, friends)
  • Repeated complaints of stomachaches or headaches with no medical cause
  • Difficulty sleeping due to worry
• Prevalence: According to a 2022 peer-reviewed review, anxiety disorders are among the most common childhood mental health disorders, with estimated lifetime prevalence around 10–20% in youth (peer-reviewed source).
• When to seek help: Seek assessment if worry or avoidance limits school attendance, peer interactions, sleep, or produces frequent physical complaints.
• Assessment note: Screening tools (e.g., SCARED questionnaire) plus clinical interview help differentiate anxiety from normal worries or medical causes.

Depressive disorders in children (major depressive disorder)

Definition: Pediatric depressive disorders involve persistent low mood, irritability (often in younger children), loss of interest in activities, and changes in sleep or appetite that last for weeks and impair functioning.

• Age-specific symptoms
  • Young children: marked irritability, clinginess, somatic complaints (stomachaches), play changes.
  • School-age: persistent sadness, withdrawal from friends, decline in school performance, talk of worthlessness.
  • Adolescents: depressed mood, hopelessness, changes in sleep/appetite, possible substance use or self-harm ideation.
• Symptom checklist
  • Persistent sadness or irritability for most days
  • Loss of interest in previously enjoyed activities
  • Significant appetite or sleep changes
  • Difficulty concentrating or decreased school performance
• Prevalence: According to a 2024 governmental mental health summary from the NIMH, rates of depressive disorders increase during adolescence, affecting an estimated 3–8% of youth annually (NIMH data).
• When to seek help: Contact your pediatrician or school counselor if low mood, withdrawal, or talk of self-harm occur; any suicidal thoughts require immediate attention.
• Assessment note: Screening tools like the PHQ-A (adolescent version) help flag concerns; clinician assessment evaluates severity, safety, and functional impairment.

mood disorder children guide

Oppositional Defiant Disorder (ODD) / Conduct Disorder (CD)

Definition: ODD involves a pattern of angry/irritable mood and argumentative behavior toward authority figures. Conduct disorder (CD) is more severe and includes aggression, theft, or serious rule-breaking. Both require patterns lasting months and causing impairment.

• Age-specific symptoms
  • Preschoolers: frequent, intense temper tantrums, defiance, hitting siblings.
  • School-age: lying, school suspensions, bullying, persistent arguing with adults.
  • Adolescents: property damage, truancy, substance use, risk of legal issues (CD).
• Symptom checklist
  • Often loses temper or is easily annoyed
  • Deliberately annoys others or blames others for mistakes
  • Engages in aggressive or harmful behaviors (CD)
  • Repeated rule-breaking that impacts school or home
• Prevalence: According to a 2021 peer-reviewed epidemiological review, ODD occurs in about 3–6% of children, while CD is less common but associated with more serious outcomes (peer-reviewed source).
• When to seek help: If behaviors are persistent, harmful, or escalating despite consistent parenting strategies, contact your pediatrician and consider behavioral specialist referral.
• Assessment note: Evaluation includes family history, observation, teacher reports, and assessment for co-occurring ADHD, mood, or trauma-related disorders.

Obsessive-Compulsive Disorder (OCD)

Definition: OCD is marked by intrusive, unwanted thoughts (obsessions) and repetitive behaviors (compulsions) performed to reduce distress. Children often know the behavior is excessive but feel unable to stop.

• Age-specific symptoms
  • School-age: repeated checking (locks, homework), counting, excessive handwashing, time-consuming rituals.
  • Adolescents: intrusive taboo thoughts, avoidance of triggers, significant interference with school or social life.
• Checklist
  • Intrusive thoughts that cause distress
  • Repetitive rituals that take more than an hour daily
  • Avoidance of triggers leading to missed school or activities
• Prevalence: Peer-reviewed studies estimate pediatric OCD prevalence at about 1–2% (peer-reviewed source).
• When to seek help: Seek evaluation when rituals interfere with daily life or cause clear distress; early treatment reduces long-term disruption.
• Assessment note: Clinician uses structured interviews to separate OCD from normal routines or anxiety-driven behaviors.

Post-Traumatic Stress Disorder (PTSD) / trauma-related disorders

Definition: PTSD in children follows exposure to a traumatic event and involves re-experiencing, avoidance, negative changes in mood and cognition, and hyperarousal symptoms. Young children may show developmental regression.

• Age-specific symptoms
  • Infants/toddlers: increased clinginess, regression in sleep or toileting, nightmares or re-enactment in play.
  • School-age: flashbacks, avoidance of reminders, hypervigilance, sudden anger outbursts.
  • Adolescents: intrusive memories, reckless behavior, mood changes, sleep disruption.
• Checklist
  • Persistent re-experiencing of a traumatic event (flashbacks, nightmares)
  • Avoidance of reminders or people associated with trauma
  • Heightened startle, sleep disturbance, or aggressive outbursts
• Prevalence: According to 2022 public health research, many children experience trauma; a minority develop PTSD, depending on exposure type and support (peer-reviewed/government source).
• When to seek help: If trauma symptoms persist beyond a few weeks, worsen, or impair functioning, seek trauma-informed care from mental health professionals.
• Assessment note: Evaluation includes trauma history, safety assessment, and screening for comorbid conditions like depression or substance use.

Tic disorders / Tourette syndrome

Definition: Tic disorders involve sudden, rapid, recurrent motor movements or vocalizations (tics). Tourette syndrome includes both motor and vocal tics lasting more than a year.

• Age-specific symptoms
  • Typical onset in early school years (5–7 years)
  • Motor tics: eye blinking, shoulder shrugging
  • Vocal tics: throat clearing, grunting; complex tics may appear over time
• Checklist
  • Sudden movements or sounds occurring repeatedly
  • Variable intensity and frequency; may worsen with stress
  • Interference with school or social functioning
• Prevalence: Peer-reviewed epidemiology indicates transient tics are common (up to 20% in childhood), while Tourette syndrome is less common at roughly 0.3–0.8% (peer-reviewed source).
• When to seek help: If tics cause pain, interfere with learning, or are accompanied by ADHD/OCD symptoms, consult your pediatrician or neurologist.
• Assessment note: Evaluation may include neurological exam and screening for co-occurring conditions.

Developmental delays / Global developmental delay / Intellectual disability

Definition: Developmental delays occur when a child does not reach developmental milestones at expected ages (motor, language, social). Global developmental delay applies under age 5 when several domains are affected. Intellectual disability involves below-average intellectual functioning and limitations in adaptive functioning.

• Age-specific symptoms
  • Infants/toddlers: delayed sitting, crawling, limited babbling, poor eye contact, limited play skills.
  • Preschoolers: speech and language delays, difficulty with self-care tasks, limited problem-solving play.
  • School-age: academic delays, need for special education supports, delays in reasoning or social skills.
• Checklist
  • Missed milestones compared to developmental norms
  • Poor play skills or limited gestures/language
  • Difficulty learning age-appropriate self-help skills
• Prevalence: According to a 2020 peer-reviewed developmental pediatrics review, global developmental delay affects roughly 1–3% of young children (peer-reviewed source).
• When to seek help: If your child misses key milestones (no babbling by 9–12 months, no single words by 16 months), request immediate developmental screening and early intervention services.
• Assessment note: Evaluation includes standardized developmental tests, audiology, speech-language testing, and sometimes genetic or neurological workup.

Specific Learning Disorders

Definition: Specific learning disorders affect academic skills (reading, writing, math) despite adequate intelligence and schooling. Dyslexia (reading) is a common form.

• Age-specific symptoms
  • Early signs: delayed letter/name recognition, trouble rhyming, slow vocabulary growth.
  • School-age: difficulty reading fluency/comprehension, spelling errors, math fact retrieval problems.
• Checklist
  • Consistent difficulty learning grade-level skills despite good attendance
  • Large gap between intellectual ability and academic achievement
  • Difficulty with phonics, decoding, math fluency or written expression
• Prevalence: Peer-reviewed education research estimates specific learning disorders affect about 5–15% of school-age children, depending on definitions and screening methods (peer-reviewed source).
• When to seek help: If your child consistently struggles with reading/math despite help at home, ask for school-based evaluation for an Individualized Education Program (IEP) or 504 plan.
• Assessment note: Psychoeducational testing by a school psychologist or private evaluator determines specific deficits and documents eligibility for services.

Feeding and eating disorders (pica, ARFID)

Definition: Feeding disorders in childhood include pica (eating non-food items) and Avoidant/Restrictive Food Intake Disorder (ARFID), which involves severely limited eating not driven by body image concerns but by sensory sensitivity, lack of interest, or fear of aversive consequences.

• Age-specific symptoms
  • Toddlers: persistent selective eating, failure to gain weight, oral aversions.
  • Preschool/school-age: refusal of foods leading to nutritional deficiencies or social stress at mealtimes.
• Checklist
  • Persistent avoidance of most foods or refusal to eat enough
  • Failure to grow or gain expected weight
  • Pica: ingestion of non-food items (dirt, paper) repeatedly
• Prevalence: According to a 2021 peer-reviewed review, ARFID and pica are less common than adolescent eating disorders but can occur in young children and require medical/nutritional assessment (peer-reviewed source).
• When to seek help: If your child isn’t gaining weight, shows nutritional deficits, or engages in pica (risk of poisoning or GI obstruction), seek medical evaluation immediately.
• Assessment note: Workup includes medical assessment, nutritional evaluation, and behavioral assessment to plan feeding interventions.

Reactive Attachment Disorder (RAD) / attachment problems (infant/toddler mental health)

Definition: Reactive Attachment Disorder involves markedly disturbed and developmentally inappropriate social relatedness, often after severe neglect or disrupted caregiving. Attachment problems can present as withdrawal or indiscriminate friendliness in young children.

• Age-specific symptoms
  • Infants/toddlers: lack of comfort-seeking, limited social smiling, reduced response to caregivers, or indiscriminate social behavior.
  • Preschool: difficulty forming secure bonding, avoidance of physical contact, limited play that uses caregivers as secure base.
• Checklist
  • Limited social reciprocity or seeking comfort from strangers
  • Failure to form selective attachment to primary caregiver
  • History of severe neglect, institutional care, or multiple caregiver changes
• Prevalence: Reactive Attachment Disorder is rare; prevalence estimates vary and often depend on high-risk populations (peer-reviewed/government sources).
• When to seek help: If caregivers notice lack of bonding, extreme withdrawal, or social indifference, contact your pediatrician and seek infant mental health services.
• Assessment note: Evaluation typically includes developmental assessment, attachment-focused observations, and social history; interventions focus on caregiver-child relationship and safety planning.

childhood mental disorders and illnesses

How symptoms present by age: infants, toddlers, preschoolers, school-age

Symptoms often look different depending on developmental stage. Below is a quick comparison followed by a summary of common red flags at each stage.

Age Group	Common Presentations	Typical Concerns
Infants (0–12 months)	Feeding/sleep problems, limited social smiling, feeding aversions	Attachment concerns, failure to thrive, extreme fussiness
Toddlers (1–3 years)	Delayed language, regression, extreme tantrums, lack of social reciprocity	Developmental delay, autism signs, attachment issues
Preschool (3–5 years)	Play differences, emotional dysregulation, emerging separation difficulty	Behavioral disorders, early anxiety, speech delays
School-age (6–12 years)	Academic decline, peer problems, persistent sadness or worry, tics	ADHD, learning disorders, anxiety, mood disorders
Adolescents (13–18 years)	Social withdrawal, risky behaviors, substance use, suicidality	Mood disorders, eating disorders, severe anxiety, emerging personality concerns

Think of developmental signs as tiered: some behaviors are normal at certain ages (e.g., separation anxiety at 12 months) but become red flags if they are excessive, persistent, or cause impairment.

Common toddler/preschool red flags

1. Not babbling or using single words by 12–16 months, or not combining words by 2 years.
2. Very limited eye contact or no social smiling by 6–9 months.
3. Toileting regression after sustained progress without a clear medical or psychological trigger.
4. Persistent tantrums beyond typical developmental tantrum frequency and intensity (daily, unresponsive to calming).
5. Loss of previously acquired skills (regression) in language, play, or motor milestones.

infants mental health guide

School-age and adolescent transition signs

In school-age children and adolescents, watch for academic decline, increased absenteeism, social withdrawal, changes in sleep or appetite, and risk-taking behaviors. These can signal emerging mood, anxiety, or substance-use problems and often co-occur with learning or attention issues.

• Sudden academic drop despite prior adequate performance.
• Marked social withdrawal or losing interest in friends and hobbies.
• Changes in sleep, appetite, or increased irritability lasting weeks.
• Self-harm statements, talk of hopelessness, or any suicidal ideation — seek immediate help.

signs of emotional distress in child

Screening, assessment, and diagnosis — what to expect

Screening is a brief, standardized set of questions used to flag concerns; assessment is a more detailed evaluation that may lead to diagnosis. Screening questionnaires are not diagnostic; they identify children who need further assessment — think of them as the pediatrician’s smoke alarm.

Common screening tools and target ages:

Tool	Target age	Primary use
ASQ-SE (Ages & Stages: Social-Emotional)	6 months–6 years	Socio-emotional development screening in toddlers/preschoolers
Vanderbilt ADHD Diagnostic Rating Scales	6–12 years (school reports useful)	ADHD symptom screening and assessment
CBCL (Child Behavior Checklist)	1.5–18 years	Broad emotional/behavioral screening
PHQ-A	12–18 years	Depression screening for adolescents

Limitations: Screening tools vary in sensitivity and specificity; false positives and negatives occur. According to clinical practice guidance from the American Academy of Pediatrics (AAP) (2023), routine developmental and behavioral screening in primary care helps identify children who need further evaluation.

Primary care and school-based screenings

Pediatricians typically conduct developmental and behavioral screening at well-child visits (9, 18, 24, and 30 months and preschool/school-age as needed). Schools may use screening or refer to school psychologists for psychoeducational assessments when academic or behavioral concerns arise.

• Well-child visit: pediatrician may use ASQ-SE, M-CHAT (for autism), PHQ-A for adolescents, or Vanderbilt for ADHD concerns.
• School: teachers’ observations and academic performance trigger school-based evaluations; parent consent is usually required for formal testing.
• Community clinics: may offer integrated behavioral health screening during visits.

therapist guide

When to request a full evaluation (psychiatry/psychology/neurology)

Request a full evaluation when screening flags moderate to severe concerns, symptoms persist despite brief interventions, or there is safety risk (self-harm, aggression, severe feeding problems). A multidisciplinary evaluation can include:

1. Detailed developmental and psychiatric history from caregivers and teachers.
2. Standardized testing (cognitive, language, academic) by a child psychologist or school psychologist.
3. Medical and neurological exam; labs or imaging if indicated.
4. Collaboration among pediatrician, child psychologist, child psychiatrist, speech therapists, and occupational therapists as needed.

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Where to Get Help for Childhood Mental Disorders

Families seeking help for childhood mental health disorders often begin with their pediatrician, who can conduct initial screenings and guide referrals. Schools provide psychoeducational evaluations and accommodations. Specialized care might involve child psychologists, psychiatrists, therapists, and other professionals.

Increasingly, remote services are available, expanding access to therapy across locations and schedules. For caregivers and families interested in flexible support, child therapy online offers counseling options suitable for children, adolescents, and adults, combining convenience with professional guidance.

When to seek immediate help — red flags and emergency signs

Some signs require urgent action. If your child shows any of the items below, contact emergency services, your pediatrician immediately, or go to the nearest emergency department.

• Any talk or behavior suggesting suicidal intent, plans, or recent attempt.
• Active self-harm (cutting, ingestion of harmful substances), severe injury, or uncontrolled aggression that risks harm to others.
• Acute inability to eat, severe weight loss, or signs of dehydration in a child with ARFID or other feeding disorder.
• Sudden, severe behavioral change (e.g., a well child becoming profoundly withdrawn and non-communicative).
• Psychotic symptoms (hallucinations, severely disorganized behavior) or substance overdose.

Scenarios:
– If an adolescent expresses a plan to end their life, call emergency services or the crisis hotline immediately.
– If a toddler ingests a non-food item and has breathing difficulty, go to emergency care.

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does my child need therapy

Treatment overview and next steps (brief, with links to deeper resources)

Treatment is individualized and often combines behavioral interventions, educational supports, and sometimes medication. For many conditions (ADHD, anxiety, OCD, depression) evidence-based treatments exist and are effective when matched to the child’s age and needs. Medication decisions weigh benefits and monitoring needs, especially in young children.

For older children and teens seeking therapy options, see our teenage therapist guide for services and counseling approaches.

Recommended pathway: family → pediatrician → school supports → specialist referral. For specific conditions see linked sibling resources below for deeper treatment guidance and program options.

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childhood mental health awareness guide

How families can triage care (pediatrician → school → specialist)

1. Start with your pediatrician: bring symptom notes, completed screening forms, and teacher feedback if available.
2. Request school input: teachers’ observations and academic records inform evaluation and eligibility for IEP/504.
3. For persistent or complex concerns, request a referral to a child psychologist or child psychiatrist for multidisciplinary evaluation.
4. If immediate safety concerns exist, contact emergency services or crisis lines.
5. Follow-up: schedule coordinated care meetings (pediatrician, therapist, school) to implement recommendations and monitor progress.

Practical support at home and school — evidence-based strategies parents can use now

Many strategies can reduce symptoms and improve daily functioning while families pursue assessment and formal treatment. These are evidence-based, practical steps that parents and schools can implement quickly.

• Consistent routines: predictable morning and bedtime routines reduce anxiety and improve sleep; visual schedules help children with attention or ASD.
• Clear expectations and brief instructions: break tasks into small steps, use one-step directions for younger children, and check for understanding.
• Positive reinforcement: acknowledge specific, concrete behaviors (e.g., “Thanks for sitting during breakfast”) and use labeled praise.
• Environmental supports: reduce sensory overload (quiet workspace, fidgets for attention), adjust lighting/noise when needed.
• School accommodations: shorter assignments, extra time for tests, preferential seating, and sensory breaks can help students remain engaged.
• Caregiver self-care and training: parent coaching can teach behavior management strategies and reduce family stress.

Case example 1: A 6-year-old with school refusal and stomachaches — parents documented days missed, shared teacher reports, pediatrician used the Vanderbilt and referred to school psychologist; with coordinated care, the child returned to school with a 504 plan and CBT referral.

Case example 2: A 3-year-old with delayed speech and limited eye contact — pediatrician completed ASQ-SE, referred for early intervention speech evaluation and developmental testing; with speech therapy and parent coaching, language improved in six months.

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how to support a child with mental health issues

When to ask for an IEP or 504 plan

Ask for a formal school evaluation if your child’s condition significantly affects learning or participation in school. An IEP (Individualized Education Program) supports students who qualify for special education; a 504 plan provides accommodations for students with disabilities who do not require specialized instruction.

• Request an evaluation through the school with written consent from parents.
• Bring documentation: evaluator reports, teacher observations, and medical notes.
• Work with the school team to set measurable goals and review progress regularly.

Resources, screening checklist appendix, and next steps (printables & links)

Below are practical links, crisis numbers, and a printable one-page symptom checklist you can use to document concerns before visits.

Key resources:

• National crisis line (U.S.): Call or text 988 for immediate support (crisis line).
• American Academy of Pediatrics mental health resources: AAP (clinical guidance and parent resources).
• National Institute of Mental Health: NIMH (condition-specific info and statistics).
• American Academy of Child and Adolescent Psychiatry: AACAP (practice guidelines and family resources).
• Journals for evidence summaries: Pediatrics, JAMA Psychiatry (peer-reviewed research).

Printable one-page symptom checklist (appendix)

Copy, print, or save this checklist and bring it to appointments. Mark items that apply and write examples/dates.

Next steps: Call your pediatrician to request screening. If symptoms are urgent (suicidality, severe self-harm, medical compromise), call 988 or go to the nearest emergency department now.

childhood mental health awareness guide

Conclusion — summary and reassuring call-to-action

Signs of mental illness in children vary by condition and age. Early screening and coordinated care — starting with your pediatrician and school — reduce long-term impact. Use the one-page checklist to document concerns, request screening at well-child visits, and seek urgent help for safety risks. If you’re unsure what to do next, schedule a primary care appointment and bring this checklist; early action is the most helpful step for families.