Infant/Early Childhood Mental Health Consultation
What is I/ECMHC in lllinois?
Research has shown that access to Infant/Early Childhood Mental Health Consultation (I/ECMHC) can reduce preschool expulsions, strengthen parent–child relationships, increase positive social–emotional development, and support staff well-being and retention.
Promoting young children’s social and emotional well-being lays a critical foundation for future learning, relationships, and overall life outcomes.
In recognition of this evidence, the Illinois Model for Infant/Early Childhood Mental Health Consultation was developed in 2016. A workgroup of over twenty early childhood experts contributed to its development before the model was piloted over a three-year period and later refined based on those results. The Illinois model emphasizes reflective, relationship-based consultation that supports adults working with young children across settings.
Infant/Early Childhood Mental Health Consultants partner with program supervisors, educators, and care teams to support the implementation of best practices grounded in this model. Consultants create space for reflection, exploration, and shared understanding of the beliefs, expectations, and experiences that shape adult–child relationships.
By supporting the adults who work most closely with young children and their families, I/ECMHC strengthens the quality of relationships across systems—between educators, caregivers, families, and children.
In practice, I/ECMHC takes place in the settings where young children learn and grow, including early care and education programs, community settings, and family-serving systems. Consultation may include reflective supervision, training, case consultation, and collaborative problem-solving with staff and administrators.
Benefits of Infant/Early Childhood Mental Health Consultation (I/ECMHC) include:
- Supporting children’s social–emotional development and school readiness
- Addressing and reducing challenging behaviors through developmental understanding
- Supporting diverse learners and inclusive practices
- Reducing staff burnout and compassion fatigue
- Strengthening reflective capacity among educators, providers, and administrators
- Bridging collaboration between families and programs in both everyday interactions and formal meetings
At Wonder Brightly, Infant/Early Childhood Mental Health Consultation is grounded not only in evidence and systems-level support, but in real relationships, lived experiences, and the day-to-day realities of children, families, and programs. The work below reflects how this model comes to life in practice—through reflection, collaboration, and developmental understanding within complex systems.
For more information about the Illinois I/ECMHC model, visit illinois.gov:
https://www2.illinois.gov/sites/OECD/Documents/Illinois%20Model%20for%20IECMHC%202022.pdf
Reflective Consultation within Complex Systems
Children do best in life and learning when the adults around them are supported in understanding social-emotional development, building trust, and responding with intention. Educators, clinicians, and caregivers are deeply invested in doing what is right for the children in their care—yet even in skilled, well-resourced settings, the path forward is not always clear. When development is complex or systems feel strained, it can be difficult to know which adjustments will truly support change.
My role is to create space for reflection, curiosity, and shared understanding. I support programs, clinicians, and families in examining their work through a socially and emotionally responsible, developmentally informed lens—helping translate observations, experiences, and concerns into clear insight and practical next steps.
This work centers the cultural, relational, and environmental context of a child’s development. Intergenerational caregiving patterns, institutional expectations, and broader system demands all shape how adults show up for children. Attending to these layers is essential in Infant/Early Childhood Mental Health Consultation, particularly when supporting regulation, relationship safety, and staff or caregiver capacity over time.
Information shared in our work together is held collaboratively and thoughtfully. What begins as reflection becomes shared understanding, then actionable goals that fit real-world classrooms, programs, homes, and care teams. Sometimes this includes concrete training or consultation; other times, what is most needed is perspective, reassurance, and space to think differently.
The systems surrounding a developing child are vast. My work is grounded in supporting children, their families, and the adults who care for them—so developmental support is not fragmented, but coordinated, responsive, and sustainable.
Consultation and support may include:
- Reflective supervision for directors, administrators, and staff in early childhood, medical, and therapeutic settings
- Professional development and training
- Classroom observations, case consultation, and referral support
- Family–school or interdisciplinary team meeting support
- Caregiver coaching within broader systems of care
