By Chelsey Brophy, Ph.D.
When a student commits suicide, it significantly affects the student’s family and friends, but also the school community where the student attended school. The peers of the students are grief-stricken and unsure of what to do and how to respond. The school staff are usually shocked and feel at a loss to console each other and students. Students and teachers alike question why the suicide happened, what they could have done to recognize the warning signs and intervene. School communities can find it very difficult to know how to respond given the range and intensity of emotions that both students and faculty need to work through. The good news is, however, that a school’s response can have a major impact on the student body and surrounding community. Although many schools have a general crisis plan in place, it is recommended that these educational communities also have a specific plan for responding to a student suicide. If your school does not have such a plan, there are a number of resources suggested by the National Association of School Psychologists (NASP) that may be helpful.
The American Foundation for Suicide Prevention has created a useful resource that includes practical resources and recommendations for schools. The toolkit includes templates and sample materials and covers topics such as crisis response, assisting students with the coping process, memorializing the student, social media, contagion effects, and mobilizing outside resources. Additionally, the University of South Florida has created a similar guide, which includes research-based information and statistics as well as checklists to help school personnel cover essential elements. Topics covered in this manual include: school climate; risk factors, protective factors, and warning signs of suicide; suicide prevention guidelines; intervention strategies; family partnerships; community response; working with media; suicide prevention programs; and national suicide-related statistics.
While knowing how to respond to suicide is crucial for families, schools, and communities, prevention efforts are also essential. Research suggests teachers serve as effective observers of students’ mental health. Helping faculty, in addition to parents and others working with youth, know how to recognize and refer a student in need of services is crucial. Schools around the country have recognized the importance of training teachers and students alike in suicide prevention efforts. In Massachusetts, teachers are being trained to identify students who may be potentially suicidal; one school in Wyoming has implemented a program to train students.
Lastly, self-care of those involved in helping students cope following a suicide is important. Teachers and administrators need to ensure that they also receive support and the necessary time to cope and care for themselves during these emotional instances. The American Federation for Suicide Prevention has 10 suggestions to care for oneself following difficult times.
While we all hope, of course, for an end to teen suicides, being prepared and knowing how to respond is critical. CRG has several resources that may be of value to your school including providers available to discuss depression, suicide, and mental health needs of youth and how to recognize warning signs. We also are available to work with any students in need of professional services and are accepting new patients daily. It is our goal to provide the highest quality of care for adolescents and their families and to collaborate with schools in addressing students’ mental health needs.
