Mental Health Awareness Month: “Early Relational Health Belongs to Us All”
When Mental Health Awareness Month arrives each May, it’s an opportunity to highlight the importance of early relational health (ERH) to a child’s development.
90% of brain development occurs within the first five years of life. Embracing social-emotional development during the early years is foundational to a child’s well-being and the ability to build meaningful relationships. However, mental health is frequently treated as separate from early education, resulting in a gap in training and resources available for early educators who are nurturing our children's emotional growth during these formative years.
As part of our mission to reshape the early education and care system into one that truly supports all children, families, and educators, Neighborhood Villages is making early relational health a primary focus.
Lisa Garcia, LMHC, IMH-E, Director of Early Relational Health
We sat down with Lisa Garcia, licensed mental health counselor and Neighborhood Villages’ Director of Early Relational Health, to continue our conversation on early relational health. Lisa explores its role within early education settings, addresses some common misconceptions, and shares what the future of early childhood education could look like if early relational health is truly prioritized.
How does early relational health intersect with the first five years of a child's life, and why is that so important?
Lisa: It is important to recognize that mental health starts at birth and that the foundation for lifelong well-being starts then. Early relational health is not separate from early childhood, it IS early childhood. All learning and development that happens in children occur in the context of relationships. Therefore, the quality of relationships and emotional connections that infants and young children have with their caregivers, educators, and the adults in their lives scaffolds and provides a foundation to their learning and development.
In the first five years, children’s brains are developing at an incredible speed, and their experiences in relationships literally shape their capacity for emotional regulation, learning, and connection. When we support those caring for children to create environments that are safe, stable, and responsive, we are laying the foundation for strong mental health across a lifetime.
Are there any misconceptions about ERH that you want others to be aware of?
Lisa: The biggest misconception about early relational health and children’s mental health that we want to combat is that this work belongs only to clinicians or a specific group of “practitioners.” ERH belongs to us all, anyone and everyone reaching children. Historically, when we have discussed mental health, it is often in the context of intervention and treatment. However, ERH focuses on the positive outcomes that flourish from responsive and attuned relationships focusing on prevention and promotion. ERH is work that we all should be engaging in if we support and care for children and their families.
What does meaningful support for educators look like when it comes to fostering ERH in the classroom? How can we better equip families with the tools to build emotionally responsive relationships from birth?
Lisa: Meaningful support means creating space for educators to not only learn what early relational health is, but also to implement it. That means we also focus on the health of the educator. This includes providing reflective spaces, time for connection with colleagues, and training that meets the needs of educators. It also means acknowledging the realities of their day-to-day life and offering tools to prevent burnout. Educators are most present and able to do this critical work when they feel connected themselves.
Regarding ways we can support families, we should first start by honoring what families already know and do. Supporting emotionally responsive relationships means walking alongside families to offer guidance without judgment, create access to parenting supports early (not just in crisis), and ensure that every touchpoint with a family reinforces that relationships come first. Ultimately, if we care for the adults caring for children, they will provide support for the children in the same way we have supported them. It all becomes a parallel process.
What does a future look like where early relational health is prioritized and resourced?
Lisa: In that future, our hope is that ERH is not a luxury, but rather a necessity. We hope it shows up in policies that support caregiver-child bonding, in funding for reflective practice and mental health consultation, and in systems that prioritize connection. Educators would have the time and emotional capacity to build strong relationships, families would have access to support from birth, and all children would be held in safe, secure, and responsive systems.
To learn more about early relational health and the work Neighborhood Villages is doing to ensure it is effectively implemented in early education settings everywhere, check out our new resource here, and read about our full mission here.