Suicide Prevention 

Purpose

a) Protecting the health and well-being of all Broaddus students.

b) Establishing procedures to prevent, assess the risk of, intervene, and respond to suicide risk students, staff, and volunteers and make referrals as needed.

c) Educating all school personnel on their role in providing an environment that is sensitive to individual and societal factors and helps to foster positive youth development.

d) Ensuring that all efforts will be made to maintain the privacy and dignity of the students and families.

e) Identifying the Suicide Prevention Coordinator and other lead personnel.

Suicide Prevention Coordinator (District) School Suicide Prevention Coordinator (one per school) Designee(s) when the coordinator is not immediately available

I. Suicide

a) Definitions

i. Care Team:

A multidisciplinary team comprised primarily of administrative, mental health, safety professionals, and support staff whose primary focus is to address crisis preparedness, intervention/response and recovery, including for suicide related situations. These professionals have been specifically trained in suicide intervention and crisis preparedness through recovery. They take the leadership role in developing crisis plans; ensuring school staff can effectively execute various crisis protocols and may provide mental health services for effective crisis interventions and recovery support. Crisis team members include: Administration, social worker(s), registered nurse, and an experienced teacher.

ii. Mental Health:

A state of mental and emotional well-being that can impact choices, actions, and relationships that affect wellness.

iii. Suicide Postvention:

A crisis intervention strategy designed to reduce the risk of suicide and suicide contagion, provide the support needed to help survivors cope with a suicide death, address the social stigma associated with suicide, and disseminate factual information after the suicide death of a member of the school community.

iv. Risk Determination:

An evaluation of a student who may be at risk for suicide, conducted by the appropriate school staff (school counselor/school social worker or a member of the Care Team trained in Suicide Prevention). This evaluation is designed to elicit information regarding the student's intent to die by suicide, previous history of suicide attempts, presence of a suicide plan and its level of lethality and availability, presence of support systems, level of hopelessness and helplessness, mental status, and other relevant risk factors.

v. Risk Factors for Suicide:

Characteristics or conditions that increase the chance that a person may try to take his/her life. Suicide risk tends to be highest when several risk factors are present at one time. Risk factors may include, but are not limited to: biological, psychological, and/or social factors in the individual, family, and environment.

vi. Self-harm:

Behavior that is self-directed and deliberately results in injury or the potential for injury to oneself. It can be categorized as either non-suicidal self-injury or suicidal. Although self-harm often lacks suicidal intent, youth who engage in self-harm are more likely to attempt suicide.

vii. Suicidal Ideation:

Thinking about, considering, or planning for self-injurious behavior, which may result in death. A desire to be dead without a plan or intent to end one's life is still considered suicidal ideation and should be taken seriously.

viii. Suicidal Behavior:

These behaviors include suicide attempts, intentional injury to self, associated with at least some level of intent, developing a plan or strategy for suicide, writing a suicide note, gathering the means for a suicide plan, or any other overt action or thought indicating intent to end one's life.

ix. Suicide Attempt:

A self-injurious behavior for which there is evidence that the person had at least some intent to kill himself or herself. A suicide attempt may result in death, injuries or no injuries. A mixture of ambivalent feelings such as wish to die and desire to live is a common experience with most suicide attempts. Therefore, ambivalence is not a sign of less serious or less dangerous suicide attempt.

x. Suicide:

Death caused by self-directed injurious behavior with any intent to die as a result of the behavior. Note: The coroner or medical examiner's office must first confirm that the death was a suicide before any school official may state this as the cause of death. Parent acknowledgement that the death was a suicide is strongly recommended before discussing the death as a suicide with the students.

xi. District-Level Suicide Prevention Coordinator:

The district-level coordinator, as appointed by the Superintendent, with the responsibility of planning and coordinating implementation of this policy for the school district.

xii. School Suicide Coordinator:

The school-level coordinator appointed at the building level of each individual school to act as a point of contact in each school for issues relating to suicide prevention and policy implementation (including documentation). All staff members report students they believe to be at elevated risk for suicide to the school suicide prevention coordinator, the school counselor, school social worker, RN or an administrator would be the designee.

b) Risk Factors

The student:

i. has made previous suicide attempt(s);

ii. has the intent to die by suicide, or has displayed a significant change in behavior suggesting the onset or deterioration of a mental health condition;

iii. has thought about the potential means of death and may have a plan;

iv. may exhibit feelings of isolation, hopelessness, helplessness, and the inability to tolerate any more pain;

v. has had a parent/guardian or other close family member die by suicide.

II. Response Procedures

First responders/Staff:

a) School personnel may ask some initial screening questions, if appropriate, or make a referral to the suicide prevention coordinator for initial screening and assessment.

i. Listen to the student with an open and non-judgmental stance; do not dismiss or undervalue what is being shared; be supportive and offer hope.

ii. It is important to ask the student if he/she has been thinking about suicide.

b) Always take the threat of harm seriously.

c) Take immediate action, which may include calling 911 and/or local law enforcement/student resource officer if the student is in imminent danger.

d) Notify the School Suicide Prevention Coordinator so s/he can meet with the student and conduct a suicide risk assessment.

e) The student should NOT be left unsupervised.

f) Notify a school administrator regarding the potential risk.

g) Document date, time, individuals involved, summary of conversation and share with the Suicide Prevention Coordinator.

h) Following the referral, debrief with appropriate staff involved in the student's referral process (avoid sharing details that may be considered privileged communication or unnecessary details that the student may wish to remain private).

The School Suicide Prevention Coordinator or designee should conduct the following:

i) Complete a Suicide Evaluation (if this has not already taken place) to determine or confirm suspected suicide risk.

j) Communicate with the student about contacting parents. Include the student in this conversation with the parent, when possible and appropriate.

k) Contact the parent/guardian when there is any risk of harm to inform of the situation and request active involvement in support of the student. The following should be addressed with the parent:

i. seriousness of the situation;

ii. do not assume the student is seeking attention;

iii. a list of community mental health agencies/counselors;

iv. information about when it is necessary to seek outside professional help;

v. the need for ongoing and continuous monitoring at home;

vi. increasing safety measures in the home, ensuring the home is free of potential safety concerns;

vii. the desire and importance of working collaboratively with the student;

viii. the need to follow a safety plan and update as needed;

ix. the request for a release of information form so communication between the school and outside health provider can take place to best support the student;

x. a request for the parent/guardian to stay in contact with the school and to be involved at the re-entry meeting for the student;

xi. when appropriate, assist family with urgent referral and/or calling emergency services;

xii. support for families who don't speak or understand English, require an interpreter, etc. It is important not to have the student or other family member translate.

l) If reasonable attempts to reach the parent/guardian or adult in whose custody the student may be released are not successful, the case will be treated as a medical emergency and arrangements will be made to contact appropriate medical services or local law enforcement. Documentation of all parties attempted to be reached will be made.

m) Failure on the part of the family to take seriously and provide for the safety of the student may be considered emotional neglect and reported to the Indiana Department of Child Services.

n) Develop a safety plan for the student. When possible, this should be developed collaboratively with the student, parent, and any other individual(s) determined to be appropriate. The plan should be shared with school administration and other personnel who will be involved in the implementation of the plan.

o) Once imminent risk to harm one-self or others is shared, confidentiality is not maintained (no longer considered privileged communication). Inform the school administrator (who should contact the District Suicide Prevention Coordinator) regarding the imminent risk (danger to self and others), risk level, recommendation, and safety plan.

p) ALL actions and assessments must be documented. This should include screening and assessment results, behavioral observations; actions taken, including dates, times, individuals involved; a copy of the safety plan; phone calls; conversations; and follow-up actions. The Suicide Prevention Coordinator must keep this documentation in a secure file cabinet, separate from a student's cumulative folder or academic file. It is critical to keep this documentation separate, secure, and confidential.

q) The school administrator and suicide prevention coordinator should be informed reregarding follow-up services, re-entry plan, and recommendations for the student to rereturn to school.

III. Reporting to State Authorities

a) If after informing the parent of the situation, failure by the parent or the family to take seriously and provide safety for the student may be considered emotional neglect and may be reported to the Indiana Department of Child Services.

b) If it is determined by school staff that contacting the parent or guardian would endanger the health or well-being of the student, parent contact may be delayed as appropriate, and DCS and/or local law enforcement should be notified immediately. The school should document reasons for which parents were not immediately notified and information that demonstrates the student's health or well-being was assumed to be in danger. The school administrator or designee must stay at school with the student until the proper authorities arrive and assume responsibility for the child.

IV. Support for Students

a) School Counselor/Social Worker/Nurse have a current list of community-based mental health resources (see Resources).

b) School Employees, including the suicide prevention coordinator or designee and teacher(s), will collaborate with the family and community resources involved to prepare for re-entry and to continue to monitor the student's safety plan and additional support needed.

c) Counseling

i. In-School

1. School Counselors, School Social Workers, Registered Nurses and other appropriate school personnel are available to provide support and counseling to students who are victims or alleged victims of abuse.

2. School employees should act only within the authorization and scope of their credential or license. Only those employees with counseling expertise should provide counseling services.

ii. Community

1. Community referrals may need to be made as necessary. The school should have a list of community resources available for the student and family.

2. A signed release form may be necessary to communicate with community counselors/therapists.

d) Multidisciplinary/student support/intervention team meetings should occur for the purpose of providing services and supports to students in need. To the extent permitted by confidentiality laws, information may be shared, and concerns discussed to coordinate planning services for the student. Appropriate school personnel may also request information outside of the team meeting to coordinate services that may be provided in the community.

e) Academic support available, if needed, for a child to continue to be successful in school.

f) In the case of a student suicide, postvention plans need to be implemented.

V. School Employee Training

Texas:

* Requires annual staff development for educators in suicide prevention; training must be based on best practice recommended by the Department of State Health Services in coordination with the Texas Education Agency and may be completed via independent online review [adopted 2015];

* Requires that minimum academic qualifications for certified educators also require instruction regarding mental health, substance abuse, and youth suicide, provided through a program selected from the list of recommended best practicebased programs established under §161.325 Health and Safety Code, and including effective strategies for teaching and intervening with students with mental or emotional disorders, including de-escalation techniques and positive behavioral interventions and supports [originally adopted 2013, amended 2015]

Texas Education Code, Chapter 38, Subchapter G. Mental Health, Substance Abuse and Youth Suicide

Sec. 38.351. MENTAL HEALTH PROMOTION AND INTERVENTION, SUBSTANCE ABUSE PREVENTION AND INTERVENTION, AND SUICIDE PREVENTION. (a) The agency, in coordination with the Health and Human Services Commission and regional education service centers, shall provide and annually update a list of recommended best practice-based programs and research-based practices in the areas specified under Subsection (c) for implementation in public elementary, junior high, middle, and high schools within the general education setting.

(b) Each school district may select from the list provided under Subsection (a) a program or programs appropriate for implementation in the district.

(c) The list provided under Subsection (a) must include programs and practices in the following areas:

(1) early mental health prevention and intervention;

(2) building skills related to managing emotions, establishing and maintaining positive relationships, and responsible decision-making;

(3) substance abuse prevention and intervention;

(4) suicide prevention, intervention, and postvention;

(5) grief-informed and trauma-informed practices;

(6) positive school climates;

(7) positive behavior interventions and supports;

(8) positive youth development; and

(9) safe, supportive, and positive school climate.

(d) For purposes of Subsection (c), "school climate" means the quality and character of school life, including interpersonal relationships, teaching and learning practices, and organizational structures, as experienced by students enrolled in the school district, parents of those students, and personnel employed by the district.

(e) The suicide prevention programs on the list provided under Subsection (a) must include components that provide for training school counselors, teachers, nurses, administrators, and other staff, as well as law enforcement officers and social workers who regularly interact with students, to:

(1) recognize students at risk of attempting suicide, including students who are or may be the victims of or who engage in bullying;

(2) recognize students displaying early warning signs and a possible need for early mental health or substance abuse intervention, which warning signs may include declining academic performance, depression, anxiety, isolation, unexplained changes in sleep or eating habits, and destructive behavior toward self and others;

(3) intervene effectively with students described by Subdivision (1) or (2) by providing notice and referral to a parent or guardian so appropriate action, such as seeking mental health or substance abuse services, may be taken by a parent or guardian; and

(4) assist students in returning to school following treatment of a mental health concern or suicide attempt.