NSP Insights

Getting the Most From The Community

Thu, 24 Sep 2026 14:40:02 GMT

Getting the Most From The Community

Youth-serving professionals need more than access to information. They need relevant learning opportunities, practical tools, trusted guidance, and support from people who understand the realities of serving young people and families.

The Community™ brings those supports together. National Safe Place, Inc. created this professional learning and capacity-building network to help youth-serving professionals continue developing their knowledge while strengthening the organizations and programs in which they work.

The Community also helps members discover valuable tools developed throughout the youth-services field. Sharing these resources does not replace the training, technical assistance, and support available through The Community. Instead, it ensures members have access to a broader range of credible information that can complement their learning and help them respond to emerging needs.

Begin with The Community

The Community connects youth- and family-serving organizations and professionals with learning, guidance, practical resources, organizational support, and one another.

Through The Community, organizational members can access:

Webinars, educational events, and other professional learning opportunities
Technical assistance, consultation, and customized training
Organizational capacity-building support
Expert-developed educational materials, templates, publications, and implementation tools
The Support Center resource library
Leadership development and continuing education opportunities
Discounts on eligible training and professional development
Professional recognition and eligibility for national awards
Opportunities to participate in national initiatives, collaborative projects, and special learning opportunities
Funding, advocacy, and field updates
Support letters for grant applications
Monthly member communications
Opportunities to contribute expertise and share promising practices

Community Members also receive access to Connect , The Community’s private online peer-learning forum. Through Connect, professionals can ask questions, exchange ideas, discuss emerging issues, participate in Innovation Circles, and learn from others who understand the realities of youth-serving work.

Together, these benefits help professionals strengthen their knowledge while giving organizations practical support to develop their workforce, build capacity, and improve services for young people and families.

Start With the Need

The best learning begins with a clear understanding of what the organization or professional needs.

A team may need foundational information for new employees, guidance for supervisors, assistance reviewing an existing procedure, or support implementing a new practice across several programs. An individual professional may be looking for new skills, a deeper understanding of an emerging issue, or perspectives from others who have faced a similar challenge.

Before choosing a resource or learning opportunity, consider asking:

What do staff members need to understand?
What should they be prepared to do differently?
Does the need affect one professional, a team, or the entire organization?
Would training, technical assistance, a practical tool, or peer discussion be most helpful?
What support will staff members need to apply what they learn?
How will the organization know whether the resource or learning opportunity helped?

These questions make it easier to select the right type of support rather than assigning a training simply because it is available.

Use the Right Community Benefit

Different needs require different forms of support.

A webinar may help staff members build foundational knowledge. A template or checklist may help a team review a procedure. Customized training may be appropriate when several staff members need to develop the same skills. Technical assistance or consultation may be more useful when an organization is navigating a complex challenge or implementing a change across multiple roles.

The Support Center can help members locate practical resources, publications, and organizational tools. Connect can extend that learning by giving professionals a place to ask questions, compare experiences, and hear how others have approached similar situations.

Leadership development, collaborative initiatives, and educational events offer additional opportunities for professionals and organizations to grow. The goal is not to use every benefit at once. It is to identify the combination of learning, resources, guidance, and connection that best supports the need.

Extend Learning Through Connect

Professionals often learn as much from discussing a resource as they do from reading or viewing it.

Connect gives Community Members a private space to continue conversations, exchange ideas, and learn from professionals across the country. A question posted in Connect may reveal how another organization addressed a similar challenge, what barriers it encountered, and what its staff members would do differently next time.

Members can use Connect to:

Ask questions and exchange ideas
Share promising practices and practical tools
Discuss challenges affecting young people, staff members, and organizations
Continue conversations after a training or educational event
Participate in Innovation Circles
Build relationships with professionals in similar roles
Contribute to field-informed discussions and collaborative efforts

Connect is an important part of The Community, but it works alongside the broader training, technical assistance, professional learning, resources, and organizational support available to members.

Explore Complementary Resources From Across the Field

No single organization can create every resource that youth-serving professionals may need. Federal agencies, national organizations, researchers, and technical-assistance centers have developed valuable materials addressing trauma, behavioral health, mentoring, youth homelessness, organizational practice, and other important topics.

The Community is committed to helping members find useful information, regardless of where it originated. The following free resources can complement the learning and support available through The Community:

SAMHSA Training and Technical Assistance provides access to federally supported resources and technical-assistance centers addressing topics across the behavioral-health field.
The National Child Traumatic Stress Network Learning Center offers online education related to child and adolescent trauma and support for child-serving professionals.
The MENTOR Resource Library includes standards, research, training materials, and tools for mentoring programs and professionals.
SchoolHouse Connection Tools and Resources provides practical materials related to supporting children and young people experiencing homelessness.

These resources are not substitutes for The Community. They are additional tools that members can bring into conversations, training plans, technical-assistance requests, and organizational improvement efforts.

Turn Information Into Practice

A resource becomes valuable when it informs action.

After completing a training, reviewing a tool, or participating in a discussion, professionals can identify:

One idea they want to apply
One current practice they want to review
One question that remains unanswered
One person or team that should be included in the next conversation
One form of support that would help them move forward

Supervisors can revisit these commitments during team meetings, individual supervision, or case consultation. Organizations can also use The Community to identify related resources, request guidance, or learn from members who have implemented similar practices.

This follow-through helps move learning from an individual activity to meaningful organizational improvement.

Keep Resources Current

Websites, recommendations, eligibility requirements, and professional guidance can change. Before incorporating an outside resource into organizational policy, required training, or public materials, confirm that it remains current and applicable.

Organizations should also compare outside guidance with relevant laws, grant requirements, professional standards, and internal policies. When questions remain, technical assistance or consultation may help an organization determine the most appropriate next step.

Make The Community Work for You

The youth-services field contains more information than any professional or organization can navigate alone. The Community helps bring training, resources, expertise, and professional relationships together so members can find what they need and determine how to apply it.

Getting the most from The Community means using more than one benefit. It may begin with a webinar, continue through a conversation in Connect, lead to a practical resource in the Support Center, and result in technical assistance that helps an organization put an idea into practice.

Through The Community, youth-serving professionals and organizations do not have to learn, adapt, or grow alone.

Join The Community

Connect with youth- and family-serving professionals, access practical resources and professional learning opportunities, and find support for strengthening your organization and services.

Learn more about The Community and membership benefits.

Three Free Tools to Strengthen Your Organization

Wed, 23 Sep 2026 10:57:19 GMT

Three Free Tools to Strengthen Your Organization

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ACF Awards $2.2 Million to Modernize Child Welfare Licensing Infrastructure

Thu, 17 Sep 2026 17:36:07 GMT

ACF Awards $2.2 Million to Modernize Child Welfare Licensing Infrastructure

In an ongoing effort to advance A Home for Every Child and improve outcomes for children and families, the Administration for Children and Families (ACF) today announced 14 child welfare jurisdictions will receive between $54,000 and $200,000 in Licensing Infrastructure Modernization for Child Welfare grants. These grants will help expedite foster family licensure and placements by making fingerprinting more accessible and convenient for caseworkers while also supporting improvements to background check systems to reduce delays, streamline administrative processes, and help agencies meet federal requirements that enhance the safety of children.

“Across the country, outdated equipment and technology, along with inefficient systems, have slowed required background checks during the placement process. These barriers can hold up the approval of qualified kin, foster families, and prospective adoptive parents — making it harder for children to be placed quickly in safe and loving homes,” said ACF Assistant Secretary Alex J. Adams. “ACF is proud to award the 14 jurisdictions with resources to expand technology to help expedite the placement process with the goal of achieving A Home for Every Child.”

ACF has awarded these Licensing Infrastructure Modernization for Child Welfare grants to Alaska, District of Colombia, Eastern Shawnee Tribe of Georgia, Fort Belknap Indian Community, Oklahoma, Kawerak, Inc., Knik Tribe, Mississippi, Nebraska, Oregon, Vermont, Utah, Washington, and Wyoming.

“This investment strengthens Alaska’s statewide capacity by bringing modern, mobile fingerprinting tools directly to our state’s rural and remote communities,” said Tracy Dompeling, Commissioner of the Alaska Department of Family and Community Services . “By reducing delays and expanding access, we are improving outcomes for children and families and advancing our commitment to timely, safe placements.”

Each award will be used to identify gaps in current technology and business processes, purchase and deploy compliant fingerprinting equipment and services, train staff on new systems and workflows, establish performance measures, and develop sustainability plans to maintain improvements over time. These systems changes will support states in their efforts to achieve A Home for Every Child and improve their ratio of foster home to children in foster care by expediting the licensure and placement processes.

“Utah is honored to receive this important grant to help our child welfare modernization efforts,” said Tracy Gruber, Commissioner of the Utah Department of Health and Human Services. “The funding award will help reduce fingerprint-based background deck delays, especially for rural and high-barrier households, facilitate quicker kinship safety assessments at the point of crisis, expand our state’s active pool of licensed caregivers, and help us make progress toward the federal A Home for Every Child initiative.”

ACF looks forward to working with each jurisdiction as they implement new technology and systems, making fingerprinting more accessible and background checks less burdensome so children can be placed with safe, stable, and nurturing homes as quickly as possible.

Supporting the People Who Support Young People

Thu, 17 Sep 2026 10:50:23 GMT

Supporting the People Who Support Young People

Youth-services professionals regularly hold complex stories, urgent needs, and competing responsibilities. Commitment to young people can be a source of purpose, but commitment alone cannot protect staff from exhaustion or secondary stress.

Treat staff support as an organizational practice

Wellness cannot rest solely on individual self-care. Workload, staffing, role clarity, supervision, flexibility, compensation, and access to decision-makers all shape employee well-being.

Create reflective space

Reflective supervision allows staff to consider what happened, how the work affected them, and what support or strategy may be needed next. It is different from using every supervisory meeting only for tasks and compliance.

Build peer connection

Structured opportunities for colleagues to share ideas, debrief appropriately, and recognize progress can reduce isolation. Clear confidentiality and boundaries remain essential.

Respond before someone reaches a breaking point

Leaders should normalize early conversations about workload and stress. Asking what can be adjusted is more useful than waiting for performance to decline.

Supporting staff is part of supporting young people. When professionals have clarity, connection, and room to reflect, they are better positioned to provide consistent and thoughtful care.

Resources

SAMHSA Trauma-Informed Approaches

NCTSN Learning Center

Is Your Organization Practicing Trauma Informed Care

Mon, 14 Sep 2026 18:01:57 GMT

Is Your Organization Practicing Trauma-Informed Care

Trauma informed care is often described as a set of values, but young people experience it through ordinary organizational decisions. Intake procedures, waiting areas, staff communication, schedules, rules, and responses to conflict can either strengthen a sense of safety or add stress.

A useful review asks more than whether staff members have completed trauma training. It examines whether the organization consistently applies what staff members have learned.

Begin with the organizational environment

Walk through the program as a young person might experience it. Is it clear where to go and what will happen next? Do staff explain delays, choices, and expectations? Can conversations involving private information occur without being overheard? Small environmental details can affect whether a person feels respected and able to participate.

Review policies through a trauma informed lens

Policies should protect safety while allowing staff to consider context. Review how the organization handles missed appointments, emotional escalation, personal belongings, transportation, communication with family members, and transitions between services. Look for procedures that rely primarily on punishment, surprise, or unnecessary loss of choice.

Examine daily staff practices

Trauma informed practice includes explaining what is happening, offering realistic choices, respecting personal space, avoiding public correction, and helping young people regain a sense of control. Supervisors can use team meetings and case consultation to discuss how these principles apply in difficult situations.

Use a structured tool

SAMHSA's Trauma-Informed Organizational Toolkit was developed for organizations serving families experiencing homelessness. Its assessment questions and implementation guidance can also help other youth-serving organizations identify strengths and priorities. SAMHSA's Six Guiding Principles infographic provides a shorter reference for team discussion.

Choose one improvement to begin

An assessment is most useful when it leads to a specific change. An organization might revise one intake form, create a private option for sensitive conversations, clarify how choices are explained, or add trauma informed reflection to supervision. Select a change that can be observed, assigned, and reviewed.

Trauma informed care is not a one-time designation. It is an ongoing process of examining how people experience the organization and adjusting practices when they create avoidable stress or barriers.

Resources

SAMHSA Trauma-Informed Organizational Toolkit

Six Guiding Principles to a Trauma-Informed Approach

ACF Awards $7.3 Million to Help States Build Prevention Infrastructure to Reduce Foster Care Entries

Fri, 11 Sep 2026 17:42:44 GMT

ACF Awards $7.3 Million to Help States Build Prevention Infrastructure to Reduce Foster Care Entries

The Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services is awarding $7.3 million in Title IV-E Prevention Accelerator Grants to 10 states to strengthen their capacity to implement and sustain evidence-based services that help families stay together and prevent unnecessary entries into foster care.

“Delivering on the promise of A Home for Every Child begins with strengthening families,” said ACF Assistant Secretary Alex J. Adams . “With only 2% of federal child welfare spending currently going to programs, ACF’s Prevention Accelerator Grants give states the tools to turn proven prevention strategies into services that can reach more families before challenges become crises. By strengthening prevention, we can preserve families, reduce unnecessary entries into foster care, and ensure foster homes are available for children who truly need them.”

Colorado, Connecticut, Florida, Idaho, Iowa, Kansas, Nebraska, North Carolina, Ohio, and South Carolina are receiving grants of $600,000 to $750,000 to build the infrastructure needed to successfully implement prevention programs and expand access to critical services.

“We are grateful for this investment, which will allow us to expand the use of Motivational Interviewing alongside existing prevention services, helping families feel more engaged, prepared for change, and supported as they work toward their goals,” said Kansas Department for Children and Families Secretary Laura Howard . “By expanding access to evidence-based prevention services, strengthening and sustaining community-based supports, and creating new pathways for families to get help before they reach a crisis point, we can meet Kansas families where they are and connect them with the right help at the right time.”

The awards advance ACF’s A Home for Every Child initiative, which is aimed at improving the ratio of foster homes to children in need of care. By investing in state child welfare prevention infrastructure, more parents will receive the help they need, preventing unnecessary entries into foster care.

“This grant from ACF is a tremendous investment in the future of prevention and furthers our priority of making prevention services available to the children and families who need them,” said Nebraska Department of Health and Human Services CEO Dr. Steve Corsi. “These funds give us the opportunity to continue building the infrastructure, strengthening systems, and developing the capacity we need to successfully implement and sustain prevention programs that make a real difference. We're grateful for this support and excited with what it will allow us to accomplish.”

The $7.3 million in one-time grant funding will support the 10 jurisdictions as they pilot or expand prevention services.

Colorado will implement COMPASS, a peer-led Motivational Interviewing coaching system that builds frontline staff fidelity and streamlines county workflows, while integrating MI service coding into its claiming infrastructure to capture federal Title IV-E prevention reimbursements currently going unclaimed.
Connecticut will build the claiming infrastructure needed to bill Title IV-E for Functional Family Therapy and Multisystemic Therapy, generating revenue to expand capacity and reduce waitlists, and to launch Motivational Interviewing as a new prevention service with its own training, fidelity, and claiming pathway.
Florida will build and test statewide referral, documentation, and data systems needed to achieve sustainable federal Title IV-E reimbursement for its Healthy Families Florida program, piloting the process in Hillsborough County before rolling it out statewide.
Idaho will scale its Community Pathways model through regional Assessment Centers for Motivational Interviewing-based screening and referrals, expanding Parent-Child Interaction Therapy statewide and Multisystemic Therapy for older youth, all while building a secure, Title IV-E compliant data system for eligibility, tracking, and claiming to sustain the model and safely reduce foster care entries.
Iowa will implement Intercept (formerly Youth Villages), an evidence-based, trauma-informed model that prevents foster care entry, reunifies families, and stabilizes placements for youth with complex behavioral health needs.
Kansas will strengthen its capacity to draw down Title IV-E funding by fully integrating Motivational Interviewing into four state-funded programs and using that integration to refine the data systems needed for eligibility, claims processing, service tracking, and outcome measurement across Family First services.
Nebraska has proposed to fully implement Motivational Interviewing (MI) by establishing and implementing MI claiming and reimbursement systems, develop provider capacity and referral pathways, establish data and reporting infrastructure, and ensure there is a long-term sustainability plan.
North Carolina will expand its START program, pairing child welfare staff with peer mentors for families affected by substance use, and build the infrastructure needed to move it from a pilot into a sustainable statewide strategy.
Ohio will expand access to the evidence-based Triple P parenting program for up to 240 families through Community Pathways referral partnerships, while connecting its new Prevention Services Case Management System to CCWIS to enable Title IV-E claiming, data tracking, and fidelity assessment.
South Carolina will implement UPSTREAM SC, expanding rapid-response referral pathways and Motivational Interviewing engagement in high-risk counties to prevent unnecessary foster care entries and maximize Title IV-E prevention claiming.

ACF looks forward to working with these 10 states as they strengthen prevention infrastructure and share lessons learned that can help child welfare systems across the country better support children and families.

The Prevention Accelerator awards build on ACF’s broader actions to support prevention, including recent expansions of programs eligible for federal reimbursement through the Title IV-E Prevention Services Clearinghouse .

Free Tools for Talking with Young People About Online Safety

Fri, 11 Sep 2026 13:25:14 GMT

Free Tools for Talking with Young People About Online Safety

Young people use technology to learn, build relationships, play, and stay connected. Those benefits can also come with pressure, manipulation, unwanted contact, and requests that make a young person feel uncomfortable or unsafe.

National Safe Place, Inc. has created four free online-safety tip sheets to help young people and the adults who support them recognize concerning behavior, begin conversations, and know when to ask for help.

Download the NSP Online Safety Tip Sheets

Each tip sheet provides age-appropriate warning signs, safety habits, and options for reaching a trusted adult.

Online Safety Tips for Elementary School Students explains that people online may not be who they claim to be. It encourages children to tell a trusted adult if someone asks them to keep a secret, move to a private conversation, share pictures, or do something that feels frightening or confusing.

Online Safety Tips for Middle School Students addresses pressure, secrecy, private messages, requests for images, and people who become angry when a young person sets a boundary. It also reminds young people that asking for help is a smart choice, not a mistake.

Online Safety Tips for High School Students focuses on control, consent, pressure, threats, and the gradual way online exploitation can develop. It reminds teenagers that they are never too far into a situation to withdraw consent or seek help.
Online Safety Tips for Parents and Caregivers helps adults recognize possible changes in behavior and respond in ways that support disclosure. It emphasizes staying calm, avoiding blame, and focusing on safety rather than punishment.

Organizations can download and share these tip sheets with young people, families, educators, staff members, volunteers, and community partners.

Discuss behaviors instead of labeling people

Broad warnings about strangers may not prepare young people for situations involving someone they know, trust, admire, or depend on.

Help young people recognize specific behaviors, including:

Pressure to keep conversations or relationships secret
Requests to move from a public space or group chat into a private conversation
Requests for personal information, passwords, photographs, or videos
Gifts, compliments, or attention tied to expectations
Anger, guilt, or threats when a young person sets a boundary
Pressure to respond immediately or communicate late at night
Attempts to separate a young person from trusted people

Concrete examples can help young people identify unsafe patterns without requiring them to decide whether someone is a “good” or “bad” person.

Make room for complicated situations

Online manipulation often begins with kindness, attention, or a sense of connection. A young person may care about or trust someone whose behavior has become unsafe.

Avoid questions that sound blaming, such as asking why the young person responded, shared information, or did not end the conversation sooner. Instead, ask:

What happened?
What do you need right now?
Do you feel safe?
Is someone pressuring or threatening you?
Who would you feel comfortable involving?

A calm response makes it more likely that a young person will continue sharing important information.

Avoid taking away access automatically

Young people may hide concerns when they fear losing a phone, game, social connection, or access to the internet.

Safety responses should address the immediate concern while involving the young person in decisions whenever possible. Legal requirements or urgent safety needs may limit available choices, but adults can still explain what is happening and why.

Thank the young person for speaking up, reassure them that seeking help was the right decision, and focus on safety rather than punishment.

Explain what happens next

Young people should know whom they can contact, how to report a concern, and what may happen after they tell an adult.

Youth-serving organizations should maintain clear procedures for documenting concerns, preserving relevant information, reporting suspected abuse or exploitation, and involving supervisors or law enforcement when required. Staff members should explain each step in language the young person can understand.

Young people can also seek support through Safe Place® and TXT 4 HELP™. They can text SAFE and their current location to 4HELP (44357) to receive information about the nearest Safe Place location. They can reply 2CHAT to connect with a mental health professional.

Keep the conversation going

No single conversation can cover every online interaction or risk. Short, ongoing discussions create more opportunities for young people to ask questions, share concerns, and seek help when something feels wrong.

The NSP tip sheets can be used during individual conversations, family discussions, staff training, youth groups, community presentations, and outreach activities.

Additional resources

NCMEC Child Safety Toolkit

NetSmartz Resources

Online safety begins with knowledge, but young people also need adults who will listen calmly, take their concerns seriously, and help them determine what to do next.

Title IV-E Prevention Accelerator Grants

Thu, 10 Sep 2026 17:39:56 GMT

Turning prevention authority into operational and sustainable services

The Administration for Children and Families (ACF) today announced the Title IV-E Prevention Accelerator Grants to close a practical Family First Prevention Services Act Title IV-E implementation gap: many jurisdictions have authority to claim reimbursement for evidence-based services before foster care becomes necessary, but have not made those services routine or routinely claimable.

Key Points:

The $7.3 million, 18-month opportunity addresses the urgent need for Title IV-E agencies with approved title IV-E prevention plans to efficiently build the infrastructure that supports implementation, data reporting and claiming for Title IV-E prevention services.
The Office of Assistant Secretary for Planning and Evaluation (ASPE) found that prevention services accounted for less than 2 percent of Title IV-E reimbursement claims in fiscal year 2023, despite nearly twenty-fold growth in reported expenditures since 2020, and that 60 percent of jurisdictions with approved plans had never submitted a prevention expenditure claim.
The grants also support ACF's A Home for Every Child campaign, which seeks both to increase and retain appropriate family homes and to safely reduce foster care entry and time in care through prevention and permanency. The Title IV-E Accelerator Grants primarily strengthen the prevention side of that strategy with a goal of reducing the denominator of children entering care.
ACF chose for funding ten state agencies totaling approximately $7.3 million. Six projects include Motivational Interviewing (MI); others feature Healthy Families America, Sobriety Treatment and Recovery Teams (START), Functional Family Therapy (FFT), Parent-Child Interaction Therapy (PCIT), and Multisystemic Therapy (MST), and Intercept.
The portfolio should be judged by whether this time-limited investment produces durable operating capacity, accepted claims, improved service access, safe child and family outcomes, and reusable lessons for other jurisdictions.

Read Issue Brief

Understanding the Protective Factors That Keep Young People Safer

Fri, 28 Aug 2026 13:52:16 GMT

Understanding the Protective Factors That Keep Young People Safer

Youth-serving organizations often address concerns separately: violence, family conflict, exploitation, substance use, school disconnection, or housing instability. These issues are distinct, but they can share conditions that increase risk or strengthen protection.

Understanding shared protective factors can help communities coordinate prevention efforts without treating every concern as an unrelated problem.

What is a protective factor

A protective factor is a condition that may reduce the likelihood of harm or support a young person's ability to navigate adversity. Examples can include connection to caring adults, positive peer relationships, opportunities to build skills, access to services, and environments with clear expectations and support.

Protective factors do not guarantee safety

A young person with strong relationships and support can still experience harm. Protective factors should never be used to blame young people, families, or communities when violence occurs. They help organizations identify practical areas where prevention efforts may make a difference.

Map what already exists

Community partners can identify programs and relationships that support young people across settings. Schools may focus on connectedness, mentoring programs on supportive relationships, youth organizations on skills and belonging, and service providers on access to help. Mapping these contributions can reveal both strengths and gaps.

Connect prevention strategies

If several organizations are trying to strengthen young people's connections to trusted adults, they can align referral information, training, outreach, and measurement. Coordination may reduce duplication and make it easier for young people to move between sources of support.

Use an interactive tool

CDC's Connecting the Dots tool helps users explore links among different forms of violence and the risk and protective factors they may share. CDC's youth-violence resources also provide prevention information and communication materials that organizations can use when planning community efforts.

Communities do not need a single program to address every concern. They need partners who understand their roles, recognize shared priorities, and make pathways to support easier for young people to navigate.

Resources

CDC Connecting the Dots

CDC Youth Violence Prevention Resources

Building Connection as Young People Return to School

Thu, 13 Aug 2026 10:42:02 GMT

Building Connection as Young People Return to School

The return to school can bring possibility and stress at the same time. New routines, academic expectations, peer relationships, transportation, and changes at home can affect how young people show up in youth programs.

Ask about the transition

Create low-pressure opportunities for young people to share what feels exciting, difficult, or uncertain. Avoid assuming that returning to school is positive or negative for everyone.

Protect predictable connections

Consistent program routines and familiar adults can provide stability when other parts of the day are changing. Clearly communicate schedules, staff changes, transportation plans, and expectations.

Coordinate with consent

When appropriate and permitted, work with families, schools, and other providers to reduce conflicting expectations and connect youth with support. Include the young person in deciding what information is shared.

Notice changes without labeling

Withdrawal, irritability, exhaustion, missed activities, or changes in behavior may signal stress. Approach with curiosity and offer support instead of treating every change as noncompliance.

Connectedness grows when young people experience care, belonging, and support across settings. Youth-serving organizations can provide an important bridge by maintaining dependable relationships during periods of change.

Resources

CDC School Connectedness Strategies

CDC Communication Resources

Five Questions to Strengthen a Youth Mentoring Program

Thu, 06 Aug 2026 12:45:13 GMT

Five Questions to Strengthen a Youth Mentoring Program

Strong mentoring programs do more than recruit caring adults and match them with young people. They create the structure, preparation, and ongoing support that help relationships develop safely and consistently.

Programs can begin a quality review with five questions.

1 What change is the program designed to support

A clear purpose guides recruitment, training, activities, and evaluation. Define what the program hopes young people will experience or gain, then examine whether the program model reasonably supports that goal.

2 How are mentors screened and prepared

Screening should reflect the program setting and responsibilities. Training should address boundaries, communication, youth development, mandated reporting, program rules, and how to seek help when concerns arise. Mentors also need realistic information about the time and consistency expected.

3 How are matches made

A match should consider the young person's interests, preferences, goals, and comfort. Programs should avoid making assumptions based only on convenience or limited demographic information. Young people need a meaningful voice in whether a proposed match feels appropriate.

4 What support continues after the match

Mentors and young people need regular contact from program staff. Check-ins can identify misunderstandings, boundary concerns, inconsistent contact, or changing needs before they threaten the relationship. Families or caregivers may also need clear communication about program expectations.

5 How does the program handle endings

Mentoring relationships may end because goals are met, circumstances change, or expectations are not fulfilled. Programs should prepare participants for closure and avoid abrupt endings whenever possible. A thoughtful process helps protect the young person from feeling blamed or abandoned.

Use established standards

MENTOR's Elements of Effective Practice for Mentoring offers research-informed standards and tools covering program design, recruitment, screening, training, matching, monitoring, support, and closure. The National Mentoring Resource Center also provides resources, research reviews, training, and technical assistance.

Quality mentoring depends on the systems surrounding the relationship. Reviewing those systems helps programs protect young people, support mentors, and build relationships that can grow over time.

Resources

Elements of Effective Practice for Mentoring

National Mentoring Resource Center

What Youth Serving Professionals Should Know About Student Homelessness

Tue, 21 Jul 2026 13:05:07 GMT

What Youth Serving Professionals Should Know About Student Homelessness

A young person can experience homelessness without sleeping outside or entering a shelter. Students may stay temporarily with other people, move between households, live in motels, or remain in housing that is not fixed, regular, and adequate.

Because housing situations are not always visible, youth-serving professionals need to recognize possible signs without making assumptions.

Notice patterns and ask respectfully

Frequent address changes, transportation problems, missed school, inconsistent access to clothing or hygiene supplies, and difficulty completing forms can indicate housing instability. Each sign can have many explanations. Ask practical, nonjudgmental questions about what the young person needs rather than demanding that they disclose or prove a housing crisis.

Know the role of the school liaison

Public school districts identify a local liaison for students experiencing homelessness. The liaison can help address enrollment, transportation, records, participation, and other educational barriers. Youth-serving organizations should know how to reach the appropriate liaison and obtain consent before sharing personal information when consent is required.

Reduce immediate barriers

Young people may need a place to charge a device, complete schoolwork, store materials, wash clothing, receive mail, or make a private call. Organizations should identify which supports they can offer directly and which require a referral or community partner.

Coordinate without making the young person repeat the story

With appropriate permission, professionals can clarify roles and coordinate referrals so a young person is not repeatedly asked to explain a painful or complicated situation. Staff should share only the information needed for the requested support.

Use practical training materials

SchoolHouse Connection maintains guides, tip sheets, tools, and training resources for educators and other professionals supporting children and youth experiencing homelessness. Organizations can use these materials for staff orientation, partnership meetings, and referral-protocol reviews.

The most helpful first response is often simple: listen, clarify the immediate concern, explain available options, and follow through on the next step. A prepared community can reduce the disruption housing instability creates in a young person's education and daily life.

Resources

SchoolHouse Connection Guides and Toolkits

SchoolHouse Connection Training Resources

Supporting Youth Before a Crisis Escalates

Thu, 16 Jul 2026 10:37:21 GMT

Supporting Youth Before a Crisis Escalates

Young people do not always describe a situation as a crisis. They may mention conflict at home, feeling unsafe, wanting to leave, losing housing, or not knowing who to call. Early support begins when adults recognize these openings and respond without judgment.

Listen for the need beneath the words

Avoid immediately correcting, minimizing, or pressing for every detail. Begin by clarifying what the young person needs right now and whether there is an immediate safety concern.

Expand the support network

Help the young person identify trusted adults, safe locations, family or community supports, and professional resources. The goal is not to transfer responsibility quickly, but to create more than one pathway to help.

Teach skills before the emergency

The National Runaway Safeline offers the free Let’s Talk curriculum to help young people build life skills, explore coping strategies, and learn how to access help. Organizations can incorporate modules into existing groups and prevention programming.

Make contact information visible

Youth can use Safe Place® and TXT 4 HELP to locate support. The National Runaway Safeline also connects youth, caregivers, and providers with crisis assistance and local resources.

Prevention becomes possible when young people know where to turn and believe they will be treated with respect. Every program can strengthen early access by preparing staff, sharing resources, and building relationships before a crisis occurs.

Resources

National Runaway Safeline Prevention and Education

National Runaway Safeline

TXT 4 HELP

From Participation to Partnership Meaningful Youth Engagement

Thu, 18 Jun 2026 10:26:30 GMT

From Participation to Partnership Meaningful Youth Engagement

Inviting young people to participate is valuable. Treating them as partners goes further. Partnership recognizes that young people have knowledge about their own experiences and can improve the programs, messages, and systems intended to support them.

Identify the level of influence

Before inviting participation, decide what young people can shape. Possibilities include program schedules, outreach messages, staff interview questions, space design, evaluation tools, and community presentations.

Prepare adults to share decision-making

Youth engagement can stall when adults request ideas but retain control over every decision. Teams may need to examine assumptions about expertise, risk, communication style, and what professional participation should look like.

Support youth partners

Provide orientation, clear roles, accessible materials, preparation time, feedback, and compensation when possible. Avoid expecting one young person to represent every youth experience.

Measure partnership quality

Ask whether youth had timely information, understood the decision, could disagree safely, saw evidence that their contribution mattered, and would choose to participate again.

Meaningful engagement does not require handing every decision to young people. It requires clarity about roles and decision-making and a commitment to include youth wherever their experience can improve the work.

Resources

Youth.gov Involving Youth

Youth.gov Positive Youth Development

When Helping Takes a Toll Recognizing Secondary Traumatic Stress

Tue, 19 May 2026 12:34:04 GMT

When Helping Takes a Toll Recognizing Secondary Traumatic Stress

Youth-serving professionals routinely hear about violence, loss, exploitation, family conflict, and other painful experiences. Caring deeply about young people is a strength, but repeated exposure to traumatic material can affect the people providing support.

Secondary traumatic stress refers to stress reactions that can occur when a professional is exposed to another person's trauma. It is an occupational concern, not a personal failure.

Notice changes early

Possible signs include feeling unusually irritable, emotionally numb, distracted, exhausted, or unable to stop thinking about a young person's experience. Some professionals may become overly cautious, avoid certain cases, lose confidence in their work, or struggle to maintain boundaries. These reactions can also have other causes, so organizations should avoid diagnosing staff members or making assumptions.

Create routine opportunities for support

Support should not depend on an employee reaching a breaking point. Regular supervision, team consultation, manageable opportunities to debrief, and clear procedures following critical incidents can make it easier to raise concerns early. Confidentiality must remain protected during any discussion of a young person's circumstances.

Examine workload and working conditions

Individual coping strategies cannot correct chronic understaffing, unclear responsibilities, unsafe conditions, or continuous exposure without recovery time. Leaders should review caseloads, schedules, on-call expectations, coverage, and access to supervision when signs of strain appear across a team.

Prepare supervisors

Supervisors need language for discussing stress without judgment and procedures for connecting employees with appropriate support. They should know what resources are available through the organization, an employee assistance program, health coverage, or community providers. Supervisors should also understand when a concern requires an immediate safety response.

Use free learning resources

The National Child Traumatic Stress Network Learning Center offers free education for child-serving professionals, including material related to secondary traumatic stress. Organizations can incorporate selected courses or resources into supervision and staff development rather than relying on a single annual wellness presentation.

A healthy workforce is part of safe and consistent service delivery. Organizations that address occupational stress openly are better positioned to retain experienced professionals and help staff remain present with the young people they serve.

Resources

NCTSN Learning Center for Child and Adolescent Trauma

NCTSN Resources

ACF Launches $7 Million Innovation Challenge to Help Achieve A Home for Every Child

Thu, 14 May 2026 21:29:29 GMT

The Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services today announced a nationwide $7 million prize competition aimed at incentivizing states to improve their ratios of foster homes-to-children in foster care. The A Home for Every Child Innovation Challenge will reward child welfare agencies with the best ratio and the most improved ratio within one year, starting October 2026. These state performance-based bonuses reflect ACF’s commitment to achieving the goal of a 1:1 ratio of foster homes-to-children in foster care across the country.

“In my conversations with the 20 participating states, I have been struck by a shared sense of determination. Each one wants their state to lead – to do better for children and families than ever before. That spirit of health competition is powerful,” said Assistant Secretary Alex J. Adams.

“The introduction of performance-based bonus awards raises the stakes in the right way, aligning incentives with what we know works. I have seen first-hand how our 'A Home for Every Child' initiative is helping states expand the number of safe, supportive homes, responsibly reduce entries into foster care, and most importantly, deliver real, lasting results for children.

May the best state win, and most importantly, let’s work together so that all children win nationwide.”

The first-place state with the highest ratio of foster homes-to-children in foster care will be awarded $3 million. The second-place state will be awarded $2 million. Finally, two states with the most improved ratios will be awarded $1 million.

Registration for the Innovation Challenge begins today, May 14, 2026, and ends on June 30, 2026. The competition period will run from October 1, 2026, to September 30, 2027, with winners expected to be announced in November 2027.

Competition Requirements

To be eligible to participate in the Innovation Challenge, a child welfare jurisdiction must be participating in ACF’s “A Home for Every Child” initiative. This means the jurisdiction has formally opted into the new Program Improvement Plan (PIP) pilot announced under Child and Family Service Review (CFSR) Technical Bulletin #14 .

The child welfare jurisdiction must also be authorized to receive federal funding under Title IV-E .

Winner Selection

Winners of the Innovation Challenge will be selected based on data submitted to ACF under the new PIP pilot. The Assistant Secretary for Children and Families will make the final determination of winners based on verified data and compliance with all challenge requirements. Prizes will be paid directly to the winners via electronic funds transfer.

States can learn more about the rules of the competition and how to enter by visiting A Home for Every Child Innovation Challenge .

Is Your Organization Truly Trauma Informed

Thu, 14 May 2026 10:19:39 GMT

Is Your Organization Truly Trauma Informed

Many organizations describe their services as trauma-informed. The deeper question is whether trauma-informed principles can be seen throughout the organization, including in policies, supervision, physical spaces, communication, and the way people respond when something goes wrong.

Look beyond individual interactions

Compassionate staff interactions matter, but organizational practices can either reinforce or undermine them. Examine intake processes, disciplinary responses, scheduling, grievance procedures, information sharing, and transitions between services.

Consider staff experience

A trauma-informed organization also recognizes the effect of difficult work on employees. Reflective supervision, manageable expectations, peer connection, psychological safety, and access to support help staff remain present and effective.

Use structured assessment

The NCTSN Trauma-Informed Organizational Assessment and SAMHSA resources can help organizations examine strengths and identify areas for improvement. Assessment should begin a learning process, not function as a pass-or-fail exercise.

Include youth and families

Ask people receiving services how organizational practices feel from their perspective. Their experiences can reveal barriers, confusing procedures, or opportunities that may be invisible to leadership.

Becoming trauma-informed is ongoing work. Organizations make progress by examining how their systems affect people, listening to those closest to the services, and making practical changes that increase safety, trust, choice, collaboration, and empowerment.

Resources

SAMHSA Trauma-Informed Approaches and Programs

NCTSN Trauma-Informed Organizational Assessment

A Practical Guide to Meaningful Youth Engagement

Thu, 23 Apr 2026 12:22:55 GMT

A Practical Guide to Meaningful Youth Engagement

Inviting young people to a meeting does not automatically create meaningful engagement. Participation becomes meaningful when young people understand the purpose, have enough information to contribute, and can see how their input affects a decision.

Organizations can use a few practical questions to examine whether youth participation is well supported.

Define the decision

Before inviting youth to participate, identify what is actually open for discussion. Be clear about decisions young people can influence, decisions already made, and any legal, financial, or safety limits. This prevents the frustration that follows when participants are asked for ideas that cannot be considered.

Prepare young people to participate

Provide the agenda, background information, key terms, and expectations in advance. Avoid assuming that familiarity with a service means familiarity with organizational planning. A short orientation can help young people understand the process and participate with confidence.

Make participation accessible

Consider timing, transportation, technology, meals, and compensation. Offer more than one way to contribute when possible. Some young people may speak comfortably in a group, while others may prefer written feedback, a smaller conversation, or time to reflect before responding.

Support adults to share decision making

Adults may need help slowing the conversation, explaining unfamiliar language, and resisting the urge to defend existing practices. A facilitator can make room for questions and ensure that adult titles or professional experience do not automatically outweigh lived experience.

Close the feedback loop

Tell youth what happened after the meeting. Explain which recommendations were adopted, what changed, and why some ideas could not move forward. Follow-up demonstrates that participation mattered and helps young people learn how organizational decisions are made.

Use a planning checklist

SAMHSA's Youth Engagement Guidance includes strategies and a checklist for involving young people in meetings, events, and activities. Teams can use it before an engagement opportunity and again afterward to identify improvements.

Meaningful youth engagement requires preparation from adults as well as young people. When roles are clear and participation is supported, youth perspective can improve services, communication, and organizational decisions.

Resources

SAMHSA Youth Engagement Guidance

Strengthening Safety Practices in Youth Serving Organizations

Thu, 16 Apr 2026 10:12:07 GMT

Strengthening Safety Practices in Youth Serving Organizations

Youth-serving organizations play an essential role in promoting well-being, connection, and resilience. They also carry a responsibility to create environments where safety expectations are clear, concerns can be raised, and adults respond appropriately.

Review policies as living practices

Policies matter only when staff and volunteers understand how to apply them. Review screening, supervision, transportation, electronic communication, one-on-one interactions, reporting, and response procedures regularly.

Train for realistic situations

Training should include scenarios staff may actually encounter. Ask teams to practice recognizing boundary concerns, receiving a disclosure, documenting information, and contacting the appropriate person without conducting their own investigation.

Design safer environments

Consider sight lines, private spaces, transportation routines, overnight activities, technology, and transitions between programs. Environmental safeguards should support healthy relationships without creating an institutional atmosphere.

Make reporting accessible

Young people, families, staff, and volunteers should know how to raise a concern and what will happen afterward. Offer more than one reporting path and protect people from retaliation.

Safety is not created by a single policy or annual training. It develops through clear expectations, thoughtful program design, attentive supervision, and a culture that responds to concerns consistently.

Resources

CDC Preventing Child Sexual Abuse in Youth Serving Organizations

CDC Youth Violence Prevention

988 Partner Tollkit

SchoolSafety.gov Emergency Planning Resources

More Than a Sign How Safe Place Connects Youth to Help

Mon, 16 Mar 2026 23:35:35 GMT

More Than a Sign How Safe Place® Connects Youth to Help

A Safe Place sign communicates a simple promise: a young person can enter that location and ask for help. Behind that sign is a coordinated response involving trained community partners, local youth-service agencies, and caring professionals.

A visible pathway to support

Safe Place locations may include libraries, fire stations, schools, transit vehicles, businesses, and other accessible community settings. The goal is to give youth a recognizable place to begin when they feel unsafe or do not know where else to turn.

A coordinated response

When a young person asks for help, trained site staff connect with the local Safe Place agency. A responder works to understand the situation, address immediate safety, and connect the young person with appropriate services.

Help is also available by text

Youth can text SAFE and their current location to 4HELP (44357) to receive information about the nearest Safe Place® location. They can reply 2CHAT to connect with a mental health professional for additional support through TXT 4 HELP™.

Community partners make it possible

The strength of Safe Place comes from preparation and partnership. Participating sites, responders, youth-service agencies, and community leaders each help make support visible and accessible.

National Safe Place Week is an opportunity to refresh training, recognize partners, and remind young people that help is available. The sign is important, but the relationships and response system behind it are what turn visibility into safety.

Resources

National Safe Place Week

Find a Safe Place

TXT 4 HELP

Registration Open for GrantED 101

Fri, 27 Feb 2026 21:25:04 GMT

This is a subtitle for GrantED 101: New Grant Writers' Seminaryour new post

Unlock your potential and step confidently into the world of grant writing with GrantEd 101, a dynamic, virtual seminar designed to give new and aspiring grant writers the skills they need to shine. Whether you're looking to grow professionally, expand your organization’s funding success, or add a powerful skill to your toolkit, this session is your perfect starting point.

For more than 40 years, National Safe Place Network (NSPN) has empowered emerging grant writers nationwide. Now, we're excited to bring this trusted training to the 2026 calendar. Don’t miss your chance to jump‑start your grant writing journey!

Why Attend GrantEd 101?

Because great grant writers aren’t born, they’re trained. This seminar delivers the essential knowledge, insider tips, and practical strategies you need to start strong and succeed.

You’ll Discover How To:

Explore core competencies and learn how to pursue professional certification
Research effectively and identify high‑value funding opportunities
Decode grant writing terminology with confidence
Build smart work habits that set you up for long‑term success
Keep your mission front and center while seeking funding
Tap into tools, resources, and supports designed for new grant writers

Ready to grow your skills and your impact?

Join us for GrantEd 101 and take your first step toward becoming a confident, capable grant writer.

Date: Thursday, April 2, 2026

Time: 1:00 p.m. to 4:00 p.m. EDT

Cost: $100 for non-members/$50 for NSPN members

If you have questions, please reach out to support@nspnetwork.org.

Registration with a member discount is included on the NSPN support centers. Non-members may register at https://link.journeycare.app/widget/form/cvblb1d46gib3ofhTjZC.

Creating Space for Youth Voice in Program Decisions

Thu, 19 Feb 2026 23:25:28 GMT

Creating Space for Youth Voice in Program Decisions

Youth voice is most meaningful when young people can influence what happens next. A survey or listening session can be useful, but engagement becomes stronger when organizations explain how input will be used and invite youth into ongoing decisions.

Move beyond consultation

Organizations often ask young people what they think after plans are mostly complete. A stronger approach involves youth earlier, when there is still room to shape goals, activities, communication, and evaluation.

Be clear about decision-making

Adults should explain which decisions youth can make, which decisions will be shared, and which are limited by law, funding, or safety requirements. Clarity protects trust and prevents participation from feeling symbolic.

Remove barriers to participation

Consider meeting times, transportation, technology, compensation, accessibility, and emotional safety. Offer more than one way to contribute, including conversation, anonymous feedback, creative activities, and written input.

Close the feedback loop

After youth share ideas, tell them what changed, what did not change, and why. This step demonstrates respect even when every recommendation cannot be adopted.

Youth engagement is not a single activity. It is a practice of sharing information, power, and responsibility in developmentally appropriate ways. Programs designed with young people are more likely to reflect what young people actually need.

Resources

Youth.gov Involving Youth in Positive Youth Development

Integrating Positive Youth Development into Programs

Building Meaningful Relationships with Young People

Thu, 22 Jan 2026 23:14:13 GMT

Building Meaningful Relationships with Young People

Young people are more likely to engage, learn, and ask for help when they believe the adults around them genuinely care. Meaningful relationships are not created through one perfect conversation. They grow through repeated experiences of consistency, respect, and follow-through.

Start with presence

Being present means giving a young person your full attention, listening without rushing to correct, and noticing what matters to them. Small actions, such as remembering a preference or following up on a previous conversation, communicate that the relationship is real.

Balance support with youth choice

Positive Youth Development emphasizes positive experiences, relationships, and environments. Adults contribute by offering guidance while leaving room for young people to make choices, practice skills, and participate in decisions that affect them.

Make consistency visible

Youth may test whether an adult will remain dependable when a conversation is uncomfortable or a plan changes. Staff can build trust by explaining expectations clearly, doing what they say they will do, and acknowledging when they make a mistake.

Use a relationship check

Teams can periodically ask: Do young people know who they can approach? Do staff follow up after difficult conversations? Are boundaries clear and respectful? Are young people invited to share feedback? Do our routines communicate safety and belonging?

Strong programs are built through policies and services, but young people often experience those programs through relationships. When adults are consistent, curious, and respectful, young people have more opportunities to feel connected and supported.

Resources

Youth.gov Positive Youth Development

Key Principles of Positive Youth Development

Creating Safe Spaces: A Guide for Early Childhood Programs

Mon, 29 Dec 2025 21:20:25 GMT

Ensuring the safety and well-being of children is a priority for every early childhood program. A Guide to Creating “Safe Space” Policies for Early Childhood Programs, provided by the Center for Law and Social Policy (CLASP), offers valuable insights and practical steps for child care providers to develop policies that protect children and families from the impact of immigration enforcement actions.

This guide provides important information on safeguarding privacy, creating welcoming environments, and preparing for potential enforcement scenarios. It includes step-by-step instructions for developing a “safe space” policy, legal considerations, and key resources for providers and parents.

For those looking to strengthen protections within their programs, this guide can serve as a helpful tool.

Click here to DOWNLOAD the full guide .

NSP Insights

Getting the Most From The Community

Getting the Most From The Community

Begin with The Community

Start With the Need

Use the Right Community Benefit

Extend Learning Through Connect

Explore Complementary Resources From Across the Field

Turn Information Into Practice

Keep Resources Current

Make The Community Work for You

Join The Community

Three Free Tools to Strengthen Your Organization

Three Free Tools to Strengthen Your Organization

ACF Awards $2.2 Million to Modernize Child Welfare Licensing Infrastructure

ACF Awards $2.2 Million to Modernize Child Welfare Licensing Infrastructure

Supporting the People Who Support Young People

Supporting the People Who Support Young People

Treat staff support as an organizational practice

Create reflective space

Build peer connection

Respond before someone reaches a breaking point

Is Your Organization Practicing Trauma Informed Care

Is Your Organization Practicing Trauma-Informed Care

Begin with the organizational environment

Review policies through a trauma informed lens

Examine daily staff practices

Use a structured tool

Choose one improvement to begin

Resources

ACF Awards $7.3 Million to Help States Build Prevention Infrastructure to Reduce Foster Care Entries

ACF Awards $7.3 Million to Help States Build Prevention Infrastructure to Reduce Foster Care Entries

Free Tools for Talking with Young People About Online Safety

Free Tools for Talking with Young People About Online Safety

Download the NSP Online Safety Tip Sheets

Discuss behaviors instead of labeling people

Make room for complicated situations

Avoid taking away access automatically

Explain what happens next

Keep the conversation going

Additional resources

Title IV-E Prevention Accelerator Grants

Turning prevention authority into operational and sustainable services ﻿

Understanding the Protective Factors That Keep Young People Safer

Understanding the Protective Factors That Keep Young People Safer

What is a protective factor

Protective factors do not guarantee safety

Map what already exists

Connect prevention strategies

Use an interactive tool

Resources

Building Connection as Young People Return to School

Building Connection as Young People Return to School

Ask about the transition

Protect predictable connections

Coordinate with consent

Notice changes without labeling

Five Questions to Strengthen a Youth Mentoring Program

Five Questions to Strengthen a Youth Mentoring Program

1 What change is the program designed to support

2 How are mentors screened and prepared

3 How are matches made

4 What support continues after the match

5 How does the program handle endings

Use established standards

Resources

What Youth Serving Professionals Should Know About Student Homelessness

What Youth Serving Professionals Should Know About Student Homelessness

Notice patterns and ask respectfully

Know the role of the school liaison

Reduce immediate barriers

Coordinate without making the young person repeat the story

Use practical training materials

Resources

Supporting Youth Before a Crisis Escalates

Supporting Youth Before a Crisis Escalates

Listen for the need beneath the words

Expand the support network

Teach skills before the emergency

Make contact information visible

Turning prevention authority into operational and sustainable services