By Diane Harris, ENP
Every year, more than 240 million calls are made to 9-1-1 in the United States. In many areas, 80 percent or more come from wireless devices. That means the phone a child may need to use in an emergency is probably a locked smartphone, not a kitchen landline.
That small change matters. Children may know the number, but not know what counts as an emergency, how to open the emergency-call screen, how to use voice commands, or what to say when a telecommunicator answers. If a child is the only person available to act, those details can make the difference between hesitation and help.
The 2021 simulation study by the American Academy of Pediatrics found that 91 percent of elementary school-aged children were unable to both recognize an emergency and complete a 9-1-1 call effectively. None of the kindergarten or first-grade students in the study completed both steps, and only 16 percent of second- and third-grade students were able to dial 9-1-1 and describe the emergency. Teaching the number is only the start; we also have to teach judgment, access and confidence.
Children today face a different landscape than previous generations. Landline telephones are rare. While mobile phones and devices are everywhere, they often present barriers such as passcodes, unfamiliar interfaces, and voice-activated features that children aren’t taught to use. Adding to this complexity is a lack of understanding about what constitutes an emergency.
Children are often told not to touch phones without permission, not to interrupt adults, and not to call 9-1-1 unless something is very serious. Those are reasonable boundaries, but they can create uncertainty. Kids need simple, repeated examples of emergencies: someone is not breathing, someone will not wake up, there is a fire, someone is badly hurt, or someone is in danger. They also need to hear that when those things happen, they are allowed to call.
Start with age appropriate basics and practice often. A child should learn how to:
- Recognize situations where someone is hurt, in danger, or needs police, fire or medical help right away
- Find the emergency call option on a locked smartphone
- Use voice commands such as “Hey Siri, call 9-1-1” or “Hey Google, call 9-1-1,” if those features are enabled
- Say their first and last name
- Give their address, apartment number or location
- Describe what is happening in plain words
- Answer questions, listen carefully, and stay on the line until the telecommunicator says it is okay to hang up
- Call if they can and text only if they cannot call and text-to-9-1-1 is available in their area
Addresses deserve extra attention. Children should practice saying their home address out loud and backup strategies. If they do not know the address, they can look for mail, a street sign, a house number, a nearby business, or a landmark. If they are outside the home, they should be taught to describe what they see.
Families can practice without placing an actual 9-1-1 call. Use a toy phone, a printed phone screen, or a role-play exercise. The adult can act as the telecommunicator and ask simple questions: “Where are you?” “What happened?” “Is the person awake?” “Is the person breathing?” The goal is not to scare children. It is to help them understand that the voice on the line is there to help.
Public safety agencies are in a strong position to support consistent 9-1-1 education. Agencies can partner with schools, youth programs, libraries and community groups to provide short, practical lessons that match a child’s age and attention span.
Effective outreach can include:
- Classroom demonstrations using dummy phones or phone-screen handouts
- Family guides that show emergency call steps for common smartphone operating systems
- Simple “when to call” and “when not to call” examples
- Practice scripts that help children say their name, location and what happened
- Lessons on what a telecommunicator may ask and why they may ask the child to stay on the line
- Guidance on accidental calls, including the message: do not hang up; if you do hang up, answer when 9-1-1 calls back
That last point is important. Children should not be taught to fear punishment for an accidental call. They should understand that telecommunicators need to confirm everyone is safe. A calm, educational response helps protect 9-1-1 resources without making kids afraid to call during a real emergency.
Agencies can also use existing educational resources, including 9-1-1 for Kids, National 9-1-1 Education Month materials, and local examples from their own communities. The more consistent the message is between school, home, and public safety agencies, the more likely children are to remember it when it matters.
Real examples can help children understand the difference between a non-emergency and an emergency. In 2024, a 10-year-old in Wisconsin called 9-1-1 for help with math homework. The dispatcher explained that 9-1-1 was not the right place for homework help, and a deputy later stopped by to help the child with their math, using the moment as an opportunity to educate and build trust.
There are also stories that show exactly why preparation matters. In Jennings, Missouri, a 10-year-old girl called 9-1-1 when her mother went into labor at home. She stayed on the line, followed dispatcher instructions, and helped until responders arrived.
Both types of examples are useful in a classroom or community presentation. Children can be asked, “Was this a reason to call 9-1-1?” and “What should the caller do next?” The discussion helps them connect the rules to a real situation.
Teaching children to use 9-1-1 is not a one-time conversation. It should start early and be repeated as they grow, as phones change, and as family circumstances change. The message should be simple: 9-1-1 is for emergencies, you will not be in trouble for calling when someone needs help, and the person who answers will ask questions so they can send the right help to the right place.
Public safety communications professionals see every day how much information matters. A prepared child may be able to stay calmer, answer more clearly, and help responders reach the scene faster. With practical education from families, schools, law enforcement, fire, EMS, and telecommunicators, children can learn not just the number, but the confidence to use it when it counts.
