The Feelings Little Kids Can't Name: Depression and Anxiety in Ages 5–8

Young children rarely say “I’m sad” or “I’m anxious.” They say “my tummy hurts.” They cling, melt down, stop playing, or wake at night. Here is how depression and anxiety can show up between ages 5 and 8 — and how to tell a passing phase from a pattern that deserves help.

Part 1 of a three-part series. Also see: ages 9–12 and ages 13–18.

At this age, the feeling parts of the brain run far ahead of the talking parts. A 6-year-old can feel dread or despair but almost never has words for it, so feelings come out sideways — through the body, behavior, and play. Anxiety disorders are the most common mental health condition in young children, affecting roughly 9%. Depression is less common — about 2% — but real and well documented. [1][2] Both respond well to treatment; the skill is knowing what to watch for.

If you’re worried right now

Get emergency help now — call 911 or go to the nearest emergency room — if your child:

• Has hurt themselves on purpose or attempted suicide
• Talks about wanting to die and has done something toward it
• Has swallowed medication or anything toxic
• Cannot be kept safe at home right now

Free, 24/7 crisis support:

• Call or text 988
• Chat at 988lifeline.org
• Spanish-language help is available

Get same-day professional advice — call your pediatrician today, or 988 if you can’t reach them — if your child:

• Says anything about wanting to die, disappear, or “not be here” — even once, even at this age
• Has marks from self-injury, or is refusing food and fluids
• Seems to see or hear things that aren’t there
• Has changed dramatically over days — barely moving, barely speaking, suddenly unrecognizable

Make an appointment and start tracking if:

• The patterns in this article last two weeks or more, keep coming back, or are shrinking your child’s world — school, friends, play, sleep

One reassurance: calmly asking a child about sad or scary thoughts does not plant the idea — asking does not increase suicidal thinking, and it often brings relief. [3]

What depression can look like at ages 5–8

For decades people doubted that young children could be depressed. Long-term studies settled it: early depression exists, can be identified reliably, and predicts later depression. [4][5] It can look like:

• Irritability. Crankiness and a short fuse rather than visible sadness — formally recognized as a core way depression presents in kids. [6][7]
• Loss of joy in play. Drifting away from toys and pretend play, or playing without spark — the childhood version of losing interest, one of the strongest markers at this age. [8]
• Harsh self-talk. “I’m bad.” “Nobody likes me.” Guilt far out of scale with events.
• Slowing down or restlessness. Moving and talking less, tiring easily — or unable to settle.
• Sleep and appetite changes. Trouble falling asleep, night waking, early waking, sleeping more; eating much less or more.
• Regression. Losing solid skills — toileting accidents, baby talk, lost independence.
• Death themes. Death appearing again and again in drawings, stories, and play. Occasional curiosity is normal; a heavy, repeated theme deserves attention.

What anxiety can look like at ages 5–8

Anxiety comes in distinct forms, and separation anxiety and specific phobias typically begin around age 7 — right in this window. [9]

• Separation anxiety. Hard goodbyes in September are universal. Separation anxiety disorder — roughly 4% of children — means months of daily drop-off distress, fear that something terrible will happen to a parent, shadowing you room to room, and bedtime battles built on “don’t leave.” [10]
• Specific phobias. Fear of dogs, storms, the dark, or needles far beyond caution — panic, flight, and a shrinking map of places the child will go.
• Worry and perfectionism. Endless “what if” questions, constant reassurance-seeking, erasing holes into homework, refusing to try rather than risk mistakes.
• Selective mutism. Chatty at home, unable to speak at school. It usually starts before age 5; about 7 in 10 also meet criteria for social anxiety. It is anxiety — never defiance. [11]
• The body speaks. Stomachaches, headaches, nausea, and nurse visits are among the most common faces of anxiety here. In one study of children with recurring belly pain, 8 in 10 met anxiety criteria. [12] Anxiety causes real pain — and physical complaints still deserve a medical look. Dismiss neither.
• School refusal. Meltdowns or “sick” mornings that keep a child home — about 1–5% of schoolchildren, peaking at ages 5–6 and 10–11. It is a behavior with many possible causes (separation fears, social fears, learning struggles, bullying, depression), and finding the cause is the job. [13]

The versions parents miss

• “Defiance” with a pattern. Rage at drop-off but calm on weekends; tantrums clustered around transitions or mistakes. Patterned misbehavior often has anxiety as its engine.
• The easy, quiet child. A child who fades — plays less, laughs less, asks for less — looks low-maintenance while quietly struggling. Fading is a change, and change is the signal.
• The nurse-office regular — vague symptoms before tests or certain classes. [14]
• Regression read as immaturity — new accidents, baby talk, clinginess in a child who had moved past them.
• Different settings, different child. Some kids hold it together at school and fall apart at home; some reverse it. When adults disagree about a child, the disagreement is information about settings — not proof one adult is wrong. [15]
• Families and cultures that express feelings differently. Some talk about the body, not emotions; some prize toughness. Distress flows through whatever channel is open — often physical complaints or silence.
• Children with another diagnosis. In autistic children, anxiety is very common — around 40% meet criteria — and it’s easy to attribute every change to autism or ADHD. Always ask: what changed from this child’s baseline? [16]

Two composite examples

Fictional composites — not real children, and not diagnoses.

Maya, age 6, has left her beloved stuffed animals untouched for two months. She says “I’m bad at everything,” cries at small corrections, and has stomachaches most school mornings. Her teacher calls her “no trouble at all” — and that’s the point. A fading, self-critical, achy child deserves evaluation as much as a disruptive one.

Deshawn, age 7, gets written up for “defiance” — screaming and hiding at drop-off. Weekends, he’s cheerful. He keeps asking whether Mom will be okay while he’s at school and needs her in sight to fall asleep. His “behavior problem” looks, on closer inspection, like separation anxiety — the pattern is the clue.

Rare but serious presentations

Each of these calls for quick action:

• Suicidal statements or behavior. Young children do sometimes voice suicidal thoughts, and these statements predict later risk — they are not meaningless. [17] Suicide deaths at ages 5–11 are very rare (around 33 per year in the entire U.S.), yet every statement deserves a calm, direct response and professional assessment. [18]
• Refusing food and fluids, barely moving or speaking, or holding odd postures — possible catatonia, rare and treatable. [19]
• Seeing or hearing things, confusion, or a dramatic overnight change. Abrupt change is a medical question first — infections, neurological problems, and medication effects need prompt ruling out.

What to watch: a parent observation table

Zoom

A phase, a stress response, or something more?

No single sign settles it. Clinicians weigh a cluster of questions; parents can use the same ones:

1. Change from my child’s baseline? An intense kid staying intense differs from a steady kid becoming explosive.
2. How long, how often? Days pass. Patterns persist — most days, for weeks.
3. Growing? More intense, more frequent, more triggers.
4. One setting or several? Trouble everywhere raises concern; trouble in one place points at that place.
5. Out of proportion? Fear after a real scare differs from fear of routine life.
6. Is my child suffering — even quietly?
7. What is it costing? Sleep, learning, friendships, play.
8. Is life shrinking? Spreading avoidance — park, then playdates, then school — is untreated anxiety’s signature.
9. Any safety signs? Those skip the waiting period entirely.

Teary drop-offs at a new school that ease over a few weeks: expected adjustment. Month three of daily meltdowns plus stomachaches and nurse visits: a pattern that deserves evaluation. After a move, divorce, or death, most children wobble, then steady over weeks with support — grief comes in waves that soften with time. [20] Distress that deepens, spreads, or flattens a child for months is different. And no “two weeks” rule settles depression: duration matters, but so do intensity, spread, and impairment — safety concerns are never watched passively.

When depression and anxiety travel together

They often do. Depressed children carry roughly eight times the odds of an anxiety disorder, and 25–50% of depressed youth have both. [21][22] Anxiety usually comes first — and untreated childhood anxiety raises the risk of later depression. [23] One can hide the other: loud, visible worry pulls the adult attention while the quiet loss of joy goes unnoticed.

Other things that can look similar

• Medical issues: hearing or vision problems, snoring and poor sleep, anemia, thyroid problems, constipation and other GI conditions, absence seizures (brief staring spells). Testing follows the history and exam — no routine blood panel or scan diagnoses depression or anxiety.
• Medication effects: montelukast (a common asthma/allergy medicine) carries an FDA boxed warning for mood and behavior changes in children; steroids can also change mood. [24]
• Neurodevelopmental conditions: ADHD, learning and language disorders (school-linked distress often traces to unrecognized learning struggles), autism, sensory differences.
• DMDD — chronic severe irritability with frequent outbursts, diagnosable from age 6 — and OCD, where rituals dominate. [25]
• Life circumstances: bullying, family conflict, loss, frightening experiences. Trauma can look exactly like anxiety or depression — if something happened, say so at the evaluation.
• More than one thing at once is common. A medical finding doesn’t rule out depression, and a depression diagnosis never excuses skipping the medical look.

What you can say and do

• Open with an observation, not an accusation. “I’ve noticed mornings have been really hard lately.”
• Give feelings words. Offer choices: “Is it a mad feeling, a scared feeling, or a sad feeling?” Books, drawing, and naming your own feelings help.
• Validate without feeding avoidance. “I know drop-off feels scary, and I know you can do this” — then a warm, brief, confident goodbye. Long negotiations and rescue missions teach fear that it was right.
• Ask about safety plainly when concerned. “Sometimes when kids feel very sad, they have thoughts about not wanting to be alive. Have you ever had a thought like that?” Calm voice. Asking will not make it worse. [3]
• Hold the frame. Regular sleep, meals, movement, and predictable routines are the floor a child stands on.
• Collect the picture. Two weeks of brief notes — sleep, appetite, complaints, triggers, missed school — plus the teacher’s view beats a year of vague worry.
• Skip: punishing anxious behavior, forced sudden exposure, and daily interrogations about feelings.

How an evaluation usually works at this age

Start with your pediatrician or family clinician. Expect a full history, a physical exam, and targeted tests only if the story suggests them. Parents do most of the reporting at this age; the clinician may engage your child through play and short conversations, and will want school input with your consent.

On screening: national guidance recommends anxiety screening from age 8 and depression screening from age 12 at routine checkups, with insufficient evidence for universal screening below those ages. [26][27][28] That is about screening symptom-free children — it does not mean young children can’t have these conditions. A child with symptoms deserves full evaluation at any age. Parent-report checklists and, from 8, child-report tools like the SCARED can help — but a screen is a flashlight, never a verdict. [29]

What helps: treatment at ages 5–8

Therapy comes first, and the family is the delivery system.

• For anxiety: gradual, supported facing of fears. CBT built on step-by-step “brave practice” is the best-tested approach: across trials, roughly half of children recover from their anxiety diagnosis versus fewer than one in five on waitlists. [30] Versions for ages 4–7 coach parents and children together. [31] A parent-only program (SPACE) worked as well as child CBT in a randomized trial — useful when a young child won’t engage with a therapist. [32] Phobias can respond to intensive single-session exposure; selective mutism is treated with gradual steps at school, not pressure to speak. [33]
• For depression: family-based therapy. A parent-child emotion-coaching therapy (PCIT-ED, 18 sessions) produced remission in 73% of depressed young children versus 23% on a waitlist. [34]
• School collaboration. A gradual return plan for avoidance, nurse-office scripts, teacher check-ins. Indefinite “rest” at home usually feeds the problem.
• Medication has a narrow, specialist-guided role — never first-line at this age. When symptoms are severe or therapy isn’t enough, FDA-approved options touching this band include escitalopram and duloxetine for generalized anxiety (age 7+) and fluoxetine for depression (age 8+). [35][36][37] All antidepressants carry a boxed warning: in pooled pediatric trials, about 4 in 100 young people had suicidal thoughts or behaviors versus 2 in 100 on placebo, with no suicide deaths in those trials — so close early follow-up is standard. [38][39] Never start, stop, or change a dose without the prescriber.
• What not to do: forced, abrupt exposure; pulling every support overnight; home “exposure therapy” for trauma — that belongs with trained clinicians.

Where to get help

Begin with your pediatrician for evaluation, treatment, and referrals. Ask the school about its counselor and evaluation process; community mental health centers and your insurer’s directory list child therapists. Most U.S. counties have no child psychiatrist, so start therapy where available while you wait — and use 988 anytime for crisis guidance. [40]

What not to assume

• That young children can’t be depressed. They can. [4]
• That stomachaches near school are fake — or “just anxiety” without a medical look. Both errors hurt.
• That behaving at school means fine — or that exploding at school means defiant.
• That regression means your child is manipulating you.
• That a suicidal statement from a small child is meaningless.
• That you caused this. Depression and anxiety grow from many roots — temperament, genes, stress, environment. Blame helps no one; response helps everyone.

Takeaways

1. At 5–8, feelings speak through behavior, body, and play — not vocabulary.
2. Anxiety is common (~9%); depression is rarer (~2%) but real. [1][2]
3. Watch for change from your child’s baseline that persists, spreads, and costs them something.
4. Physical complaints deserve both a medical look and a mental health look.
5. “Defiance” with a pattern is often anxiety wearing a disguise.
6. Any talk of wanting to die gets a calm, same-day professional call. Asking does not plant it. [3]
7. Treatment works: half of anxious children recover with CBT alone, and family-based therapy for early depression tripled remission. [30][34]

FAQ

Can a 6-year-old really be depressed? Yes. About 2% meet criteria, and early depression predicts later depression — exactly why early recognition matters. [1][4][5]

My child has constant stomachaches. Anxiety or medical? Possibly either, possibly both. See the pediatrician, describe the pattern (school mornings? before tests?), and ask about both tracks at one visit. [12]

Will my child grow out of it? Many fears fade. Patterns that persist, spread, and shrink a child’s life often don’t — and early treatment works well. [23][30]

---

This article is for education only and is not medical advice, a diagnosis, or a substitute for evaluation by a qualified clinician. Evidence reviewed through August 6, 2026. If your child may be in danger, call or text 988, or call 911. — Fady Boules, PMHNP-BC

Related reading

• More Than Moodiness: Depression and Anxiety in Ages 9–12
• Behind the Closed Door: Depression and Anxiety in Teens Ages 13–18
• Starting an SSRI: What Families Should Watch For in the First Few Weeks

References

1. Egger HL, Angold A. Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. J Child Psychol Psychiatry. 2006;47(3-4):313-337. doi:10.1111/j.1469-7610.2006.01618.x
2. Bitsko RH, Claussen AH, Lichstein J, et al. Mental health surveillance among children — United States, 2013–2019. MMWR Suppl. 2022;71(2):1-42. https://www.cdc.gov/mmwr/volumes/71/su/su7102a1.htm
3. Dazzi T, Gribble R, Wessely S, Fear NT. Does asking about suicide and related behaviours induce suicidal ideation? What is the evidence? Psychol Med. 2014;44(16):3361-3363.
4. Luby JL, Si X, Belden AC, Tandon M, Spitznagel E. Preschool depression: homotypic continuity and course over 24 months. Arch Gen Psychiatry. 2009;66(8):897-905.
5. Luby JL, Gaffrey MS, Tillman R, April LM, Belden AC. Trajectories of preschool disorders to full DSM depression at school age and early adolescence. Am J Psychiatry. 2014;171(7):768-776.
6. Walter HJ, Abright AR, Bukstein OG, et al. Clinical practice guideline for the assessment and treatment of children and adolescents with major and persistent depressive disorders. J Am Acad Child Adolesc Psychiatry. 2023;62(5):479-502. PMID 36273673
7. Vidal-Ribas P, Brotman MA, Valdivieso I, Leibenluft E, Stringaris A. The status of irritability in psychiatry: a conceptual and quantitative review. J Am Acad Child Adolesc Psychiatry. 2016;55(7):556-570.
8. Luby JL, Mrakotsky C, Heffelfinger A, Brown K, Spitznagel E. Characteristics of depressed preschoolers with and without anhedonia: evidence for a melancholic depressive subtype in young children. Am J Psychiatry. 2004;161(11):1998-2004.
9. Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):593-602.
10. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, 5th ed. Arlington, VA: APA; 2013 (prevalence estimates for separation anxiety disorder, selective mutism, and pre-adolescent panic disorder).
11. Muris P, Ollendick TH. Selective mutism and its relations to social anxiety disorder and autism spectrum disorder. Clin Child Fam Psychol Rev. 2021;24(2):294-325. doi:10.1007/s10567-020-00342-0
12. Campo JV, Bridge J, Ehmann M, et al. Recurrent abdominal pain, anxiety, and depression in primary care. Pediatrics. 2004;113(4):817-824.
13. Fremont WP. School refusal in children and adolescents. Am Fam Physician. 2003;68(8):1555-1560. https://www.aafp.org/pubs/afp/issues/2003/1015/p1555.html
14. Shannon RA, Bergren MD, Matthews A. Frequent visitors: somatization in school-age children and implications for school nurses. J Sch Nurs. 2010;26(3):169-182.
15. De Los Reyes A, Augenstein TM, Wang M, et al. The validity of the multi-informant approach to assessing child and adolescent mental health. Psychol Bull. 2015;141(4):858-900. PMID 25915035
16. van Steensel FJA, Bögels SM, Perrin S. Anxiety disorders in children and adolescents with autistic spectrum disorders: a meta-analysis. Clin Child Fam Psychol Rev. 2011;14(3):302-317.
17. Whalen DJ, Dixon-Gordon K, Belden AC, Barch D, Luby JL. Correlates and consequences of suicidal cognitions and behaviors in children ages 3 to 7 years. J Am Acad Child Adolesc Psychiatry. 2015;54(11):926-937.
18. Bridge JA, Asti L, Horowitz LM, et al. Suicide trends among elementary school-aged children in the United States from 1993 to 2012. JAMA Pediatr. 2015;169(7):673-677.
19. Benarous X, Consoli A, Raffin M, et al. Catatonia in children and adolescents: new perspectives. Schizophr Res. 2018;200:56-67.
20. American Academy of Child and Adolescent Psychiatry. Children and grief. Facts for Families No. 8. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Grief-008.aspx (accessed August 6, 2026)
21. Angold A, Costello EJ, Erkanli A. Comorbidity. J Child Psychol Psychiatry. 1999;40(1):57-87.
22. Garber J, Weersing VR. Comorbidity of anxiety and depression in youth: implications for treatment and prevention. Clin Psychol (New York). 2010;17(4):293-306.
23. Pine DS, Cohen P, Gurley D, Brook J, Ma Y. The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Arch Gen Psychiatry. 1998;55(1):56-64.
24. U.S. Food & Drug Administration. FDA requires boxed warning about serious mental health side effects for asthma and allergy drug montelukast (Singulair). March 4, 2020. https://www.fda.gov/drugs/drug-safety-communications/fda-requires-boxed-warning-about-serious-mental-health-side-effects-asthma-and-allergy-drug
25. American Academy of Child and Adolescent Psychiatry. Disruptive mood dysregulation disorder. Facts for Families No. 110. https://www.aacap.org/App_Themes/AACAP/Docs/facts_for_families/110_disruptive_mood_dysregulation_disorder.pdf (accessed August 6, 2026)
26. US Preventive Services Task Force. Screening for anxiety in children and adolescents: US Preventive Services Task Force recommendation statement. JAMA. 2022;328(14):1438-1444. PMID 36219403
27. US Preventive Services Task Force. Screening for depression and suicide risk in children and adolescents: US Preventive Services Task Force recommendation statement. JAMA. 2022;328(15):1534-1542. PMID 36219440
28. Weitzman C, Guevara J, Curtin M, et al; American Academy of Pediatrics. Promoting optimal development: screening for mental health, emotional, and behavioral problems — clinical report. Pediatrics. 2025;156(3):e2025073172.
29. Birmaher B, Khetarpal S, Brent D, et al. The Screen for Child Anxiety Related Emotional Disorders (SCARED): scale construction and psychometric characteristics. J Am Acad Child Adolesc Psychiatry. 1997;36(4):545-553.
30. James AC, Reardon T, Soler A, James G, Creswell C. Cognitive behavioural therapy for anxiety disorders in children and adolescents. Cochrane Database Syst Rev. 2020;(11):CD013162.
31. Hirshfeld-Becker DR, Masek B, Henin A, et al. Cognitive behavioral therapy for 4- to 7-year-old children with anxiety disorders: a randomized clinical trial. J Consult Clin Psychol. 2010;78(4):498-510.
32. Lebowitz ER, Marin C, Martino A, Shimshoni Y, Silverman WK. Parent-based treatment as efficacious as cognitive-behavioral therapy for childhood anxiety: a randomized noninferiority study of Supportive Parenting for Anxious Childhood Emotions. J Am Acad Child Adolesc Psychiatry. 2020;59(3):362-372.
33. Ollendick TH, Öst LG, Reuterskiöld L, et al. One-session treatment of specific phobias in youth: a randomized clinical trial in the United States and Sweden. J Consult Clin Psychol. 2009;77(3):504-516.
34. Luby JL, Barch DM, Whalen D, Tillman R, Freedland KE. A randomized controlled trial of parent-child psychotherapy targeting emotion development for early childhood depression. Am J Psychiatry. 2018;175(11):1102-1110.
35. Lexapro (escitalopram) prescribing information. Revised May 2023 (pediatric GAD indication, age 7+; MDD age 12+). https://www.accessdata.fda.gov/drugsatfda_docs/label/2023/021323s055,021365s039lbl.pdf
36. Cymbalta (duloxetine) prescribing information (pediatric GAD indication, age 7+). https://www.accessdata.fda.gov/drugsatfda_docs/label/2020/021427s052lbl.pdf
37. Prozac (fluoxetine) prescribing information (pediatric MDD age 8+; OCD age 7+). https://www.accessdata.fda.gov/drugsatfda_docs/label/2017/018936s108lbl.pdf
38. U.S. Food & Drug Administration. Suicidality in children and adolescents being treated with antidepressant medications (2004 public health advisory; since removed from fda.gov). Archived copy: https://web.archive.org/web/20260517093045/https://www.fda.gov/drugs/postmarket-drug-safety-information-patients-and-providers/suicidality-children-and-adolescents-being-treated-antidepressant-medications (accessed August 6, 2026)
39. Bridge JA, Iyengar S, Salary CB, et al. Clinical response and risk for reported suicidal ideation and suicide attempts in pediatric antidepressant treatment: a meta-analysis of randomized controlled trials. JAMA. 2007;297(15):1683-1696.
40. American Academy of Child and Adolescent Psychiatry. Policy statement on behavioral healthcare workforce shortage. October 2023. https://www.aacap.org/AACAP/Policy_Statements/2023/Behavioral_Healthcare_Workforce_Shortage.aspx

If you or someone you know is in crisis

• Call 911 or go to your nearest emergency room for any life-threatening emergency.
• 988 Suicide & Crisis Lifeline — call or text 988, available 24/7. En español: marque 988 y oprima 2. Veterans: 988 and press 1, or text 838255.
• Crisis Text Line — text HOME to 741741.
• The Trevor Project (crisis support for LGBTQ+ young people) — call 1-866-488-7386, or text START to 678-678.
• National Sexual Assault Hotline (RAINN) — call 1-800-656-HOPE (4673) or text HOPE to 64673; free, confidential, 24/7. Online chat at RAINN.org/hotline.
• National Domestic Violence Hotline — call 1-800-799-SAFE (7233) or text START to 88788; 24/7, help in 200+ languages. Online chat at TheHotline.org. If your phone or computer may be monitored, calling from a safer device is an option.
• Riverside County — Inland SoCal Crisis Helpline 951-686-HELP (4357), 24/7 (Inland SoCal United Way / 211+, in partnership with RUHS-BH); Community Access, Referral, Evaluation and Support (CARES) Line 800-499-3008, 24/7.
• San Bernardino County — Access Unit (Behavioral Health Helpline) 888-743-1478, 24/7; Mobile Crisis/CCRT 800-398-0018 (24/7, all ages) or text 909-420-0560. Arrowhead Regional Medical Center (ARMC) has a dedicated walk-in adolescent psychiatric ER (ages 13–17).
• Children under 13 — call 911 for immediate danger, contact your county's mobile crisis team (they respond to all ages), or go to the nearest pediatric emergency room.
• California Peer-Run Warm Line (non-crisis — someone to talk to) — call or text 1-855-600-WARM (9276); daytime and evening hours, not a 24/7 line.
• NP Fady (non-emergency) — for routine scheduling or questions, call (909) 707-6261. This line is not monitored for emergencies.