Law enforcement professionals may meet a child during a call involving parental or caregiver substance use. That moment can be frightening and confusing for the child. NACoA offers education and resources to help officers respond with care, use clear, age-appropriate words, and connect children and families with support. This page introduces the law enforcement curriculum and offers practical ways to make children visible during a response without asking them to carry responsibility for an adult’s substance use.
A child may be watching, listening, or trying to make sense of an adult crisis when officers arrive. Children and families affected by addiction can experience uncertainty, fear, and isolation, but a child’s needs are easy to overlook when attention is focused on the adults. Notice whether a child is present, speak at their developmental level, and avoid assuming they understand what has happened. Simple reassurance can be more useful than a long explanation: the adult situation is not the child’s fault, and the child does not have to solve it. When immediate safety allows, explain what will happen next in plain words and connect the child with a trusted caregiver or appropriate local support. Officers should follow their department’s policies and child-protection requirements; this page is educational and does not replace those procedures.
NACoA’s law enforcement curriculum is designed to help officers recognize and respond to the needs of children affected by parental or caregiver substance use. Its existing topics include trauma-informed response, child development, de-escalation, family connections, and officer well-being. These are practical considerations for everyday calls, not a request for officers to become counselors or diagnose substance use disorder. The aim is to bring children into view, reduce shame in conversations, and identify the people and services who can support them after the immediate incident. Training can also help departments think through how information is shared with caregivers and community partners while respecting safety, privacy, and local procedures. For current curriculum formats and availability, contact NACoA directly.
The curriculum introduces ways officers can:
Departments can discuss options for frontline officers, supervisors, and internal trainers with NACoA, including how training might fit their size, structure, and priorities. Ask which formats are currently available and how the material can work alongside local policy, referral pathways, and partner relationships. That conversation matters because officers need a realistic next step for a child, not simply a list of generic recommendations. A local referral may involve a caregiver, a child-serving agency, a school contact, or another established community partner, depending on the circumstances and policy. Plan how officers will record and share concerns appropriately before a call happens. Where possible, make resource information easy to find and easy to give to a family without suggesting that a child is responsible for an adult’s recovery.
NACoA describes a train-the-trainer approach intended to help departments carry the learning forward internally. Ask about current training options, materials, and support before planning a rollout. Whatever the delivery format, the useful question is what an officer can do on the next call: notice the child, communicate without blame, identify immediate safety concerns, and connect the family with appropriate help. A short debrief and an accessible resource list can support consistency across shifts. Officers also need support for their own well-being, especially when they encounter repeated family crises. This work is about creating reliable, compassionate responses within professional roles, not making promises an officer or department cannot keep.
The National Association for Children of Addiction focuses on children and families affected by addiction. Its educational materials can help professionals understand the impact of familial substance use and use language that supports dignity and connection. For a child, a clear, nonjudgmental interaction may make it easier to ask a trusted adult for help later. For an officer or department, NACoA’s materials offer a starting point for discussion and training alongside local requirements and specialized services. Explore the resources below, share them with colleagues who serve children, and contact NACoA to ask about current law enforcement training opportunities. If a child is in immediate danger, follow emergency and department procedures rather than relying on a website resource.
For a department or unit seeking information or training opportunities, contact NACoA. Ask about current curriculum availability and how the training relates to your local child-serving partners.
Start with these handouts and articles, then adapt the discussion to your department’s policies and local child-serving partners.
For conversations with a child, see NACoA’s age-appropriate language guide. Families can use the Seven Cs, and professionals can explore NACoA programs and training.
What should an officer say to a child during a call involving caregiver substance use?
Use calm, concrete, age-appropriate words. If it is safe to do so, explain the next immediate step, avoid blaming language, and let the child know the adult’s substance use is not their fault. Follow department policy and avoid promises about outcomes you cannot control.
Does this curriculum replace department policy or clinical care?
No. It is an educational resource for law enforcement professionals. Officers should follow local safety, reporting, and referral procedures. A child or family may also need support from qualified community professionals.
How can our department learn about training?
Email NACoA to ask which curriculum formats and training opportunities are currently available. Share your department’s setting and goals so the NACoA team can discuss what may fit.
