In an emergency, remembering several steps while frightened can be difficult. Autistic and ADHD children may also communicate differently, need extra processing time or find an unfamiliar caller’s questions overwhelming. Teach one small, repeatable phone routine that matches the child’s communication and current independence—not a long lecture they must memorise.
Start with when to get help
Use concrete examples: fire or smoke, someone seriously hurt or not waking, immediate danger, or being lost without a safe adult. Contrast these with non-emergencies that can go to a parent or trusted person. In India, the government’s Emergency Response Support System uses 112 as the single emergency number for police, fire and rescue, health and other urgent assistance. Confirm the correct number wherever your family lives or travels.
Do not place a real practice call unless your local emergency service specifically provides a training option. Instead, use a toy phone, an inactive handset or role-play with another trusted adult.
Teach one short script
Create a visual card with the smallest useful sequence:
- Call the emergency number.
- Say or show: “I need help.”
- Give the location.
- Say what happened.
- Stay connected and follow instructions.
A child who uses AAC can prepare buttons for “emergency,” address, name and key needs. A minimally speaking child can show a printed card to a nearby safe adult. Keep the home address and two trusted contacts visible near the phone, and teach the child that these private details are shared only with a trusted helper or emergency operator when help is needed. Review our online privacy plan alongside this exception.
Practise in calm, tiny steps
First rehearse unlocking the phone or finding the emergency-call screen. Next add the opening sentence, then the location. Let the pretend operator pause, repeat or ask one question at a time. The US government’s Ready Kids resources encourage families to make and practise a communication plan; the same principle can be adapted to local services.
Place a backup contact card in the child’s bag and update it when numbers or addresses change. Link the skill to your family’s emergency go-bag plan. Revisit practice every few months without surprise tests. The goal is not perfect speech: it is a reliable route to help using voice, text, AAC, pictures or another accessible method.
This is general information shared for parent awareness, not medical advice. Every child is different — please confirm decisions with your child’s doctor or a suitably qualified professional.