# data[].attributes.headline
As Teen Suicide Rate Increases, States Look to Schools to Address Crisis

# data[].attributes.subject
As Teen Suicide Rate Increases, States Look to Schools to Address Crisis

# data[].attributes.attachment_link.readable_text
In April 2018, the Centers for Disease Control (CDC) reported that the suicide rate among U.S. youth, ages 10 to 17, had increased by 70 percent between 2006 and 2016.

According to a separate study, the CDC found that among young girls, ages 15 to 19, the suicide rate doubled from 2007 to 2015, its highest point in 40 years. The suicide rate for boys increased by 30 percent over the same time period.

The numbers are staggering and profoundly disturbing - and probably a shock to most people, including those who may already be aware of the "suicide clusters" that shook schools and communities such as Palo Alto, CA.

Untreated mental health conditions are among the leading causes of suicide, and this alarming increase is more proof that young people are an increasingly vulnerable group when it comes to mental health, say experts. Teen depression rates are on the rise, yet obstacles prevent students of all age groups from getting the help they need.

Experts cite a number of reasons why teens are so susceptible. Bullying, academic pressure, family problems, and social media are all risk factors.

"Honestly, I've had more students this year hospitalized for anxiety, depression, and other mental-health issues than ever," said Kathy Reamy, school counselor at La Plata High School in southern Maryland and chair of the NEA School Counselor Caucus. "There's just so much going on in this day and age, the pressures to fit in, the pressure to achieve, the pressure of social media. And then you couple that with the fact that kids can't even feel safe in their schools-they worry genuinely about getting shot-and it all makes it so much harder to be a teenager."

Too many schools have become pressure cookers, says Denise Pope of Stanford University.

"I've spoken with many kids who tell me, 'I'm studying as hard as I can and my parents are saying I just need to study harder.' These kids stay up all night and focus 100 percent on schoolwork to get ahead," Pope says.

Many students don't want to disappoint their parents, adds Reamy. "It's so hard for the kids who are already maybe perfectionists, and they're getting the first B in their lives and they're fearful it's going to prevent them going to college, any college, never mind their dream college," she explains.

LGBTQ students face a particularly high suicide risk. In 2017, researchers analyzed the 2015 National Youth Risk Behavior Survey and found that 40 percent of high school students who identify as gay, lesbian or bisexual or questioning, - were seriously considering suicide. Transgender youth - not included in this government survey - is a group that is clearly just as, if not more, vulnerable to the same risk factors, according to research.
Mandatory Suicide Prevention Policies
Although the increasing teen suicide rate is a national crisis, much of the media spotlight has been focused on California. Surveys have shown that one in five students in the state had seriously considered attempting suicide in the past year. Futhermore, suicidal thoughts are generally most prevalent among female students and among students from multiracial, Native American and Pacific Islander backgrounds. Males, however, account for three out of every four suicide deaths.

According to Kids Data, nearly two out of three counties in California had at least one person between ages 5 and 19 die by suicide in 2013.

"90 percent of the time there's a mental health condition," Dr. Shashank Joshi, a suicide prevention expert at Stanford University, told EdSource.

Palo Alto has a teen suicide rate more than four times the national average. This affluent community with high-achieving schools saw 10 teen suicides over seven years - six during the 2008-09 school year and four in 2014-15.

The "suicide cluster" in Palo Alto, which attracted national headlines, placed high-stress academic environments under the microscope.

Charles Shannon is in his 29th year of teaching in Orinda, another high-performing district about 40 miles northeast of Palo Alto. He sees similar trends at his school.

"There are lot of pressures. Teachers and parents all want students to achieve but we are all seeing signs of stress, substance abuse, addiction," say Shannon. A vocal advocate for creating friendlier and safer environments for LGBTQ students, Shannon stresses the importance of strong anti-bullying programs but also a more inclusive curriculum.

NEA School Crisis Guide
Knowing what to do in a crisis can be the difference between stability and upheaval. A new step-by-step resource created by educators for educators can make it easier for all educators, including union leaders, school district administrators, and principals, to keep schools safe-before, during, and after a crisis.

California is taking action to help safeguard the health and wellbeing of teenagers across the state. In 2013, the legislature passed AB2246 , a law that requires all public school districts and charter schools serving students in grades 7-12 develop a suicide prevention policy.

The law mandates that these new policies be in place by the 2017-18 school year and must be developed in consultation with school and community stakeholders, school-employed mental health professionals, and suicide prevention experts. The policies must provide strategies and guidelines and resources, not only to address suicide prevention, but also intervention and postvention. (A model school youth suicide prevention policy can be found at the California Department of Education's website: http://www.cde.ca.gov/ls/cg/mh/index.asp.)

The Heard Alliance, a community alliance of health care professionals in the San Francisco area, released a comprehensive resource that serves as the implementation tool for AB2246. The "Toolkit for Mental Health Promotion and Suicide Prevention" is designed to support school communities - parents, teachers, school personnel, counselors and health providers - in improving the well-being of their students. Originally published in 2013, the resource was updated in 2017 as schools began to deisgn their suicide prevention policies. Users can find a wide variety of tools. Although created to support suicide prevention in California, any school in any district in the nation can find valuable and accessible information in the guide.

Though data informs about a great deal it does not paint the entire picture. It cannot quantify the grief, anguish, confusion, guilt and devastation felt by the family, friends and community of an adolescent who dies by suicide. It does not inform about the increased risk youth face for PTSD, other mental health problems or even their own suicide after the loss of a peer to suicide. It does not reveal the uncomfortable reactions evoked by suicide; the fear, blame, isolation, stigmatization, silence and secrecy that surrounds suicide.

Suicide is a major, preventable public health problem. Reducing the number of suicides requires the engagement and commitment of people in many sectors including education." - from the Heard Alliance's "Toolkit for Mental Health Promotion and Suicide Prevention"

Mary Ellen Flannery contributed to this story

# data[].attributes.attachment_link.title
As Teen Suicide Rate Increases, States Look to Schools to Address Crisis

# data[].attributes.attachment_link.description
In April 2018, the Centers for Disease Control (CDC) reported that the suicide rate among U.S. youth, ages 10 to 17, had increased by 70 percent between 2006 and 2016. According to a separate study, the CDC found that among young girls, ages 15 to 19, the suicide rate doubled from 2007 to 2015, its highest point in 40 years.

# data[].attributes.headline
American School Counseling Association (ASCA) Ethical Standards for School Counselors (2016)

# data[].attributes.subject
American School Counseling Association (ASCA) Ethical Standards for School Counselors (2016)

# data[].attributes.body
"School counselors report to parents/guardians and/or appropriate authorities
when students disclose a perpetrated or a perceived threat to
their physical or mental well-being. This threat may include, but
is not limited to, physical abuse, sexual abuse, neglect, dating
violence, bullying or sexual harassment. The school counselor follows applicable federal, state and local laws and school
district policy" (p. 4).

(American School Counseling Association, 2016)

# data[].attributes.body
ASCA's ethical principle A.9.d specifically states that counselors must report when any students mental or physical health is at risk of harm. Additionally, it reminds  school counselors to follow federal, state, and local laws. School counselors must be aware of the laws applicable in their role in order to make informed decisions and avoid litigations.

(ASCA, 2016)

# data[].attributes.body
American School Counseling Association. (2016). Ethical standards for school counselors. Alexandria, VA: Author.

# data[].attributes.headline
Texas Administrative Code (TAC) § 153.1013 – Suicide Prevention Training

# data[].attributes.subject
Texas Administrative Code (TAC) § 153.1013 – Suicide Prevention Training

# data[].attributes.body
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.37.htm#37.0832

# data[].attributes.body
http://txrules.elaws.us/rule/title19_chapter153_sec.153.1013

# data[].attributes.body
Suicide Prevention Training is required for all educators.

Texas Education Agency provides an approved list schools must choose from.

Districts must keep record of the educators that participate in the training.

(TAC § 153.1013)

# data[].attributes.headline
Killeen Independent School District Employee Handbook

# data[].attributes.subject
Killeen Independent School District Employee Handbook

# data[].attributes.body
Suicide Prevention Training, 19 Tex. Admin. Code § 153.1013

Texas Education Agency. (2020). Suicide prevention. Retrieved from https://tea.texas.gov/about-tea/other-services/mental-health/suicide-prevention

# data[].attributes.body
Link:

# data[].attributes.attachment_link.readable_text
California schools closed in mid-March to prevent the spread of coronavirus. In the first full week of April, Chris Evans, the superintendent of a Sacramento-area school district, received a call one evening informing him that two high school students had died by suicide in the past 24 hours. One was from his district, Natomas Unified, the other from a neighboring district.

"When something like this happens, it's a punch to the gut," said Evans. "One of my biggest worries I had with the shelter-in-place order, was the social-emotional effect it's going to have on so many people. In particular, my job is to really worry about students and their parents."

Later that week, 50 miles away in Stockton, Calif., Hillary Harrell, the principal at Bear Creek High School would receive a similar call from her school's resource officer notifying her that one of her students had died by suicide.

The mother of the young woman who took her life told local media she believed that the social isolation imposed by the lockdown contributed to her daughter's tragic decision.

"I honestly don't remember a lot of the specific details [of the phone call], because it was so horrifying to think about," said Harrell. "I am a mother and have worked as an educator for 20 years. This is not the first student I have lost this way. It's just really hard to describe what you feel in these experiences."

These are the phone calls that educators dread to get even in normal times. But now Harrell and Evans were facing the daunting prospect of notifying and supporting their school community with buildings shuttered, staff and students scattered, and families struggling to take on many of the responsibilities of their children's education.

The pandemic has presented distinct challenges to schools in both preventing and responding to student suicides-which are the second leading cause of death among 10- to 19-year-olds in the United States.

And the stress the pandemic is putting on students-in the form of social isolation, family financial instability, or death of loved ones-doesn't disappear when classes are out for the summer.

Indeed, surveys of students conducted by the nonprofit groups Common Sense Media and America's Promise Alliance have found that the pandemic has been hard on teenagers' mental health, and that it's disproportionately affected black, Latino, and Asian youth.

Social isolation is uniquely hard on teenagers, said Rob Coad, a school psychologist and a member of the National Association of School Psychologists' School Safety and Crisis Response Committee.

"One of their main jobs in life is developing social connections," he said. "Their job is to differentiate from their parents and establish relationships with peers, and we're blocking that. They're missing an important developmental moment."

Already a Crisis

While the pandemic is throwing new mental health challenges at students, rising rates of suicide among adolescents, teens, and even children was a major concern even before the coronavirus outbreak began.

Suicide rates among teens have risen dramatically over the past decade, according to the U.S. Centers for Disease Control and Prevention. From 2007-2017, the suicide rate among 15- to 17-year-olds has increased by 76 percent to nearly 12 deaths per 100,000. It nearly tripled for 10- to 14-year-olds to 2.5 deaths per 100,000, following periods of stability and even declining rates in the early 2000s.

Even some children as young as 9 think about killing themselves, according to a recent study by researchers from Washington University in St. Louis.

No one is sure why these numbers have been going up, although the rise of social media and smartphone use-which create new avenues for unhealthy comparisons and for bullies to pick on their victims-is frequently pointed to as a potential culprit.

"We don't have an absolute [explanation] why this is occurring, we just know that suicide is very complex and it's a complex set of behaviors and issues that come together in a perfect storm," said Coad. "That's why when we talk about the risk factors ... it's a challenge for us to put together what of those factors are putting pressure on an individual student."

While experts are concerned the pandemic may drive more young people to harm themselves, it is not clear what the net effect of the pandemic will be on suicide rates among children and teens.

For a student who, say, was being bullied for being gay, as long as their family is supportive, their school getting shut down this spring may have benefited their mental health, said Jonathan Singer, a professor of social work at Loyola University, Chicago, and an expert on youth suicide.

"But imagine another kid, who had a very toxic home environment," said Singer, "whose reasons for living revolved around their friends at school and the fact that their teachers gave them all sorts of positive support, where school was the only safe place. Then you have a kid who is isolated from that and is now at increased risk."

The home lives of many students are also likely to get much rockier. Job loss and eviction brought on by the economic recession, which the U.S. economy entered in February, will only add to students' emotional stress.

Aside from the obvious-that it's harder for school psychologists, counselors, or social workers to check up on students when school is out-the fact that students are interacting with fewer adults overall is a concern to Singer.

One adult might see a red flag that all the others have missed or didn't even have an opportunity to see-say, a coach who notices that a student athlete's game is off.

"In a pandemic, it's only the parents seeing the kid," said Singer. "If you're [a teacher] on a Zoom call with 25 other kids, you're not going to be picking up on these things. Everybody is acting differently now. So, Joey's acting differently today, well, it's a pandemic, what do you expect?"

Pandemic-related school closures have forced schools to lean even more heavily on teachers to spot suicidal behavior in students, said Coad. Therefore, it's crucial that teachers not only know the risk factors and warning signs, but also who to contact in the district to get the student help immediately.

Warning signs in students include giving away possessions, making statements about wanting to kill themselves, and talking about being gone and gauging people's reactions. Those red flags require an immediate response, said Coad.

Risk factors include mood disorders, substance abuse, loss such as a death, exposure to violence or another suicide.

This is a big ask of teachers right now, concedes Coad, so it's imperative, he said, that schools don't leave them without support.

Putting Supports in Place

Schools will very likely continue to rely on remote learning to some degree in the fall semester, either from the get-go as a means to facilitate social distancing in school buildings or sporadically should a local surge in coronavirus cases force buildings to shut down entirely. For that reason, school districts need to adapt their suicide prevention and response plans to include telehealth and other virtual service delivery platforms, according to the National Association of School Psychologists.

Knowing what community resources are available and being in the position to connect students with those resources is also critical, says the organization. Suicide can happen at any time of day or year and schools cannot tackle suicide prevention on their own.

"The extent to which schools are siloed from community supports" is a significant weakness exposed by the mass school shutdowns this spring, said Singer.

Schools should also continue to help students strengthen their social and emotional skills, NASP recommends, especially focusing on building resiliency among high-risk students.

Finally, heading into the summer months, schools should try to make staff accessible to students and families, said Coad, through phone calls, email, and social media.

Schools don't have to rely just on staff, he said. He's enlisted students at his school, Walnut High on the east side of Los Angeles, to do outreach and share information about suicide and how to get help with their classmates.

Fellow students can be a valuable resource for raising awareness about suicide-how to prevent it and where to get help.

Maggie Patrick, who graduated from high school in Fairfax County, Va., this spring, led suicide awareness efforts at her high school.

Patrick thinks schools should train students annually on what suicide warning signs look like and what to do if see they them in a peer.

"I know not everyone is going to listen, but if even just a dozen kids do, that matters," said Patrick.

A friend of Patrick's died from suicide their freshman year of high school. She said the school, which she left the following year, handled her friend's death poorly.

"They basically tried to ignore the entire thing," she said, with one exception: "In memoriam of her, they had a kindness day where everyone had to be nice, but if you have clinically diagnosed depression, being nice is no good, it's not enough. There were so many other things they needed to talk about."

But schools also face a high-stakes balancing act when responding to a student suicide. While experts say it's important for school leaders to address the issue openly with students, they must be careful not to overwhelm students with information that will further traumatize, especially with anxiety levels already high from the pandemic, said Paul Warren, the student support services coordinator for the Lodi Unified School District in California, which includes Bear Creek High.

School leaders must be careful to not inadvertently romanticize suicide. Otherwise, it could spur other vulnerable students to take their lives. For that reason, memorials can be dicey, said Warren.

" As important as a [funeral] is for closure for kids ... when you think about people that are at high risk for suicide and depression that go and they hear messages [about the deceased] like 'they're in a better place, they're at peace, they're happy' and you hear people getting up and talking about how much they love them ... that's very appealing to somebody who is having severe suicidal thoughts," said Warren. "They may be thinking to themselves, 'I want to be at peace.' ... Depending upon the developmental age of students, they sometimes have magical thinking about their mortality. They don't understand the finality."

Staying Connected

For Evans, in Sacramento, the deaths underscored how crucial it was for schools to remain connected to the students through the shelter-in-place order. School psychologists and counselors in Natomas had been reaching out to students since the buildings had shut down.

The district provided parents with tips on how to talk to their kids about suicide and the additional stressors from the pandemic. It launched a dedicated website with social emotional resources for families where parents and students can request a call from the school psychologist. And the district is using a social media monitoring service that alerts school officials should a student search or post something relating to harming themselves.

After the suicide deaths, the district had 50 instances over the course of April where either the monitoring service flagged something, a parent reached out concerned about their child, or a student reached out to a school staff member asking for help.

"I do really believe by us communicating and being open about it ... has probably saved lives," Evans said. "And that was because we chose not to let [the suicides] just go quietly, but to let people know that they are not alone."

For Harrell, the principal in Stockton, the news of her student's death came in a particularly painful year at Bear Creek: The school of 2,200 had already lost two students in separate car accidents.

"There was a lot of sadness and there was anger" among the students, said Harrell, "and frustration that they are constantly losing their peers. They are tired of losing."

With this suicide death, Harrell relied on a routine that she has developed through the loss of other students. She made the family of the student who died by suicide and their immediate circle the first priority.

Next, she ensured that staff, students, and families knew where to go if they needed help.

She was careful that anyone she had to inform about the death was in a place where they were safe and alone, then Harrell shared the facts as quickly and with as few words as possible.

And finally, Harrell took notes.

"Often in that first experience of grief we hear beautiful stories," she said.

Grief comes in waves, she said, and Harrell saves these stories to share with a parent, friend, or teacher for when they may need them-whether it's a month later or two years.

"You never know when a good story may help someone," she said, adding: "High school is all about rites of passage and celebration-a couple of years down the line this young lady's class will be graduating and we will want those stories."

In the past, said Harrell, the Bear Creek school community has relied on being able to come together physically and not being able to do so has deepened the sense of isolation for some.

It's highlighted the need to have procedures and resources in place to help students cope remotely, she said, "because you never know when the world can turn upside down."

If you are in crisis, please call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255), or contact the Crisis Text Line by texting TALK to 741741.

Web Only

Please enable JavaScript to view the comments powered by Disqus.
Back to Top

# data[].attributes.attachment_link.title
'A Punch to the Gut': Dealing with Suicide in a Pandemic

# data[].attributes.attachment_link.description
California schools closed in mid-March to prevent the spread of coronavirus. In the first full week of April, Chris Evans, the superintendent of a Sacramento-area school district, received a call one evening informing him that two high school students had died by suicide in the past 24 hours.

# data[].attributes.body
Defines bullying (includes cyberbullying from David’s law/SB 179).

Students that bully can be transferred to another class or school.

School districts must develop policies that address bullying (action procedures, notice procedures, responsive provisions, disciplinary provisions).

Bullying prevention policies and expectations must be included in district handbooks for staff and students.

(Tex. Educ. Code § 37.0832; Texas Association of School Boards, 2019).

# data[].attributes.body
Educators are grieving over student suicides that have occurred during COVID-19 school closures.

The Coronavirus pandemic has had a negative impact on the mental health of adolescents.

It is not easy to identify suicidal concerns when students are not in school.

Educators must be prepared to provide social and emotional support for students in virtual settings for the upcoming school year and for future pandemics.

Parents and students must also be informed about suicide warning signs and resources.

(Prothero, 2020)

# data[].attributes.body
Suicide is the second leading cause of death in adolescents aged 15-19 years (Centers for Disease Control and Prevention, 2017). Children spend most of their time in school, which puts educators in a vital position to notice concerning behaviors, intervene, and prevent potential harm in students. There are several legal and ethical responsibilities that educators must be aware of to prevent youth suicide and to avoid possible litigations.

Bullying is a major issue in our nation and must be included in the topic of suicide. Bullying victims, as well as those who bully others are at a significantly higher risk for suicide (Hinduja, 2018). With the prevalence and rise of social media, bullying has become so much easier for our youth. Social media is also linked to higher levels of depression and anxiety, disturbed sleep, and other mental health problems (The Mayo Clinic, 2019). Issues like these are cause our students to have suicidal thoughts and behaviors.

# data[].attributes.headline
Preventing Youth Suicide: Tips for Educators and Parents 

# data[].attributes.subject
Preventing Youth Suicide: Tips for Educators and Parents 

# data[].attributes.body
National Association of School Psychologists (NASP) (2019)

# data[].attributes.body
Bullying Prevention Policies and Procedures, Tex. Educ. Code § 37.0832

Texas Association of School Boards. (2019). Bullying, cyberbullying, and hazing.[PDF File] Retrieved from https://www.tasb.org/services/legal-services/tasb-school-law-esource/students/documents/bullying-cyberbullying-and-hazing.pdf

# data[].attributes.body
Prothero, A. (2020). ‘A punch to the gut’: dealing with suicide in a pandemic. Retrieved from https://www.edweek.org/ew/articles/2020/06/19/a-punch-to-the-gut-dealing-with.html

# data[].attributes.body
This website was created by a graduate student in the Guidance and Counseling program at Angelo State University.  The purpose of this website is to provide suicide prevention information for Killeen Independent School District educators and staff. The topic was chosen to emphasize the importance of educators’ role in preventing youth suicide.

# data[].attributes.body
Principal must be informed of bullying as soon as allegations take place.

Parents of the alleged victim must be notified within 3 business days after the incident is reported.

Parents of the alleged bully must be contacted within a “reasonable” amount of time after the incident is reported.

The principal will investigate the allegations and determine the appropriate actions to take.

(Killeen ISD Employee Handbook, 2019)

# data[].attributes.headline
Family Educational Rights and Privacy Act (FERPA) (1974)

# data[].attributes.subject
Family Educational Rights and Privacy Act (FERPA) (1974)

# data[].attributes.attachment_link.readable_text
Amendments

2013-Subsec. (b)(1)(L). Pub. L. 112-278, § 2(1), added subpar. (L).

Subsec. (b)(2)(B). Pub. L. 112-278, § 2(2), inserted ", except when a parent is a party to a court proceeding involving child abuse and neglect (as defined in section 3 of the Child Abuse Prevention and Treatment Act ( 42 U.S.C. 5101 note)) or dependency matters, and the order is issued in the context of that proceeding, additional notice to the parent by the educational agency or institution is not required" after "educational institution or agency".

2010-Subsec. (b)(1)(K). Pub. L. 111-296, which directed that par. (1) be amended by adding subpar. (K) "at the end", was executed by adding subpar. (K) after subpar. (J), to reflect the probable intent of Congress.

2002-Subsec. (a)(1)(B). Pub. L. 107-110, § 1062(3)(A), realigned margins.

Subsec. (b)(1). Pub. L. 107-110, § 1062(3)(C), substituted "subparagraph (E)" for "clause (E)" in concluding provisions.

Subsec. (b)(1)(J). Pub. L. 107-110, § 1062(3)(B), realigned margins.

Subsec. (b)(7). Pub. L. 107-110, § 1062(3)(D), realigned margins.

2001-Subsec. (j). Pub. L. 107-56 added subsec. (j).

2000-Subsec. (b)(7). Pub. L. 106-386 added par. (7).

1998-Subsec. (b)(1)(C). Pub. L. 105-244, § 951(1), amended subpar. (C) generally. Prior to amendment, subpar. (C) read as follows: "authorized representatives of (i) the Comptroller General of the United States, (ii) the Secretary, or (iii) State educational authorities, under the conditions set forth in paragraph (3) of this subsection;".

Subsec. (b)(6). Pub. L. 105-244, § 951(2), designated existing provisions as subpar. (A), substituted "or a nonforcible sex offense, the final results" for "the results", substituted "such crime or offense" for "such crime" in two places, and added subpars. (B) and (C).

Subsec. (i). Pub. L. 105-244, § 952, added subsec. (i).

1994-Subsec. (a)(1)(B). Pub. L. 103-382, § 249(1)(A)(ii), added subpar. (B). Former subpar. (B) redesignated (C).

Subsec. (a)(1)(C). Pub. L. 103-382, § 249(1)(A)(i), (iii), redesignated subpar. (B) as (C) and substituted "subparagraph (D)" for "subparagraph (C)" in cl. (iii). Former subpar. (C) redesignated (D).

Subsec. (a)(1)(D). Pub. L. 103-382, § 249(1)(A)(i), (iv), redesignated subpar. (C) as (D) and substituted "subparagraph (C)" for "subparagraph (B)".

Subsec. (a)(2). Pub. L. 103-382, § 249(1)(B), substituted "privacy rights" for "privacy or other rights".

Subsec. (a)(4)(B)(ii). Pub. L. 103-382, § 261(h)(1), substituted semicolon for period at end.

Subsec. (b)(1)(A). Pub. L. 103-382, § 249(2)(A)(i), inserted before semicolon ", including the educational interests of the child for whom consent would otherwise be required".

Subsec. (b)(1)(C). Pub. L. 103-382, § 261(h)(2)(A), substituted "or (iii)" for "(iii) an administrative head of an education agency (as defined in section 1221e-3(c) of this title), or (iv)".

Subsec. (b)(1)(E). Pub. L. 103-382, § 249(2)(A)(ii), amended subpar. (E) generally. Prior to amendment, subpar. (E) read as follows: "State and local officials or authorities to whom such information is specifically required to be reported or disclosed pursuant to State statute adopted prior to ;".

Subsec. (b)(1)(H). Pub. L. 103-382, § 261(h)(2)(B), substituted "the Internal Revenue Code of 1986" for "the Internal Revenue Code of 1954 ", which for purposes of codification was translated as "title 26" thus requiring no change in text.

Subsec. (b)(1)(J). Pub. L. 103-382, § 249(2)(A)(iii) -(v), added subpar. (J).

Subsec. (b)(2). Pub. L. 103-382, § 249(2)(B)(i), which directed amendment of matter preceding subpar. (A) by substituting ", unless-" for the period, was executed by substituting a comma for the period before "unless-" to reflect the probable intent of Congress.

Subsec. (b)(2)(B). Pub. L. 103-382, § 249(2)(B)(ii), inserted "except as provided in paragraph (1)(J)," before "such information".

Subsec. (b)(3). Pub. L. 103-382, § 261(h)(2)(C), substituted "or (C)" for "(C) an administrative head of an education agency or (D)" and "education programs" for "education program".

Subsec. (b)(4). Pub. L. 103-382, § 249(2)(C), inserted at end "If a third party outside the educational agency or institution permits access to information in violation of paragraph (2)(A), or fails to destroy information in violation of paragraph (1)(F), the educational agency or institution shall be prohibited from permitting access to information from education records to that third party for a period of not less than five years."

Subsec. (c). Pub. L. 103-382, § 249(3), substituted "Not later than 240 days after , the Secretary shall adopt appropriate regulations or procedures, or identify existing regulations or procedures, which" for "The Secretary shall adopt appropriate regulations to".

Subsec. (d). Pub. L. 103-382, § 261(h)(3), inserted a comma after "education".

Subsec. (e). Pub. L. 103-382, § 249(4), inserted "effectively" before "informs".

Subsec. (f). Pub. L. 103-382, § 261(h)(4), struck out ", or an administrative head of an education agency," after "The Secretary" and substituted "enforce this section" for "enforce provisions of this section", "in accordance with" for "according to the provisions of", and "comply with this section" for "comply with the provisions of this section".

Subsec. (g). Pub. L. 103-382, § 261(h)(5), struck out "of Health, Education, and Welfare" after "the Department" and "the provisions of" after "adjudicating violations of".

Subsec. (h). Pub. L. 103-382, § 249(5), added subsec. (h).

1992-Subsec. (a)(4)(B)(ii). Pub. L. 102-325 amended cl. (ii) generally. Prior to amendment, cl. (ii) read as follows: "if the personnel of a law enforcement unit do not have access to education records under subsection (b)(1) of this section, the records and documents of such law enforcement unit which (I) are kept apart from records described in subparagraph (A), (II) are maintained solely for law enforcement purposes, and (III) are not made available to persons other than law enforcement officials of the same jurisdiction;".

1990-Subsec. (b)(6). Pub. L. 101-542 added par. (6).

1979-Subsec. (b)(5). Pub. L. 96-46 added par. (5).

1974-Subsec. (a)(1). Pub. L. 93-568, § 2(a)(1)(A)-(C), (2)(A)-(C), (3), designated existing par. (1) as subpar. (A), substituted reference to educational agencies and institutions for reference to state or local educational agencies, institutions of higher education, community colleges, schools, agencies offering preschool programs, and other educational institutions, substituted the generic term education records for the enumeration of such records, and extended the right to inspect and review such records to parents of children who have been in attendance, and added subpars. (B) and (C).

Subsec. (a)(2). Pub. L. 93-568, § 2(a)(4), substituted provisions making the availability of funds to educational agencies and institutions conditional on the granting of an opportunity for a hearing to parents of students who are or have been in attendance at such institution or agency to challenge the contents of the student's education records for provisions granting the parents an opportunity for such hearing, and inserted provisions authorizing insertion into the records a written explanation of the parents respecting the content of such records.

Subsec. (a)(3) to (6). Pub. L. 93-568, § 2(a)(1)(G), (2)(F), (5), added pars. (3) to (6).

Subsec. (b)(1). Pub. L. 93-568, § 2(a)(1)(D), (2)(D), (6), (8)(A)-(C), (10)(A), in provisions preceding subpar. (A), substituted "educational agency or institution which has a policy of permitting the release of education records (or personally identifiable information contained therein other than directory information, as defined in paragraph (5) of subsection (a))" for "state or local educational agency, any institution of higher education, any community college, any school, agency offering a preschool program, or any other educational institution which has a policy or practice of permitting the release of personally identifiable records or files (or personal information contained therein)", in subpar. (A), substituted "educational agency, who have been determined by such agency or institution to have" for "educational agency who have", in subpar. (B), substituted "the student seeks or intends to" for "the student intends to", in subpar. (C), substituted reference to "section 408(c)" for reference to "section 409 of this Act" which for purposes of codification has been translated as " section 1221e-3(c) of this title ", and added subpars. (E) to (I).

Subsec. (b)(2). Pub. L. 93-568, § 2(a)(1)(E), (2)(E), substituted "educational agency or institution which has a policy or practice of releasing, or providing access to, any personally identifiable information in education records other than directory information, or as is permitted under paragraph (1) of this subsection" for "state or local educational agency, any institution of higher education, any community college, any school, agency offering a preschool program, or any other educational institution which has a policy or practice of furnishing, in any form, any personally identifiable information contained in personal school records, to any persons other than those listed in subsection (b)(1) of this section".

Subsec. (b)(3). Pub. L. 93-568, § 2(a)(8)(D), substituted "information is specifically authorized by Federal law, any data collected by such officials shall be protected in a manner which will not permit the personal identification of students and their parents by other than those officials, and such personally identifiable data shall be destroyed when no longer needed for such audit, evaluation, and enforcement of Federal legal requirements" for "data is specifically authorized by Federal law, any data collected by such officials with respect to individual students shall not include information (including social security numbers) which would permit the personal identification of such students or their parents after the data so obtained has been collected".

Subsec. (b)(4). Pub. L. 93-568, § 2(a)(9), substituted provisions that each educational agency or institution maintain a record, kept with the education records of each student, indicating individuals, agencies, or organizations who obtained access to the student's record and the legitimate interest in obtaining such information, that such record of access shall be available only to parents, school officials, and their assistants having responsibility for the custody of such records, and as a means of auditing the operation of the system, for provisions that with respect to subsecs. (c)(1), (c)(2), and (c)(3) of this section, all persons, agencies, or organizations desiring access to the records of a student shall be required to sign forms to be kept with the records of the student, but only for inspection by the parents or the student, indicating specifically the legitimate educational or other interest of the person seeking such information, and that the form shall be available to parents and school officials having responsibility for record maintenance as a means of auditing the operation of the system.

Subsec. (e). Pub. L. 93-568, § 2(a)(1)(F), substituted "to any educational agency or institution unless such agency or institution" for "unless the recipient of such funds".

Subsec. (g). Pub. L. 93-568, § 2(a)(7), (10)(B), struck out reference to sections 1232c and 1232f of this title and inserted provisions that except for the conduct of hearings, none of the functions of the Secretary under this section shall be carried out in any of the regional offices of such Department.

# data[].attributes.attachment_link.title
20 U.S. Code § 1232g - Family educational and privacy rights

# data[].attributes.attachment_link.description
Amendments 2013-Subsec. (b)(1)(L). Pub. L. 112-278, § 2(1), added subpar. (L). Subsec. (b)(2)(B). Pub. L. 112-278, § 2(2), inserted ", except when a parent is a party to a court proceeding involving child abuse and neglect (as defined in section 3 of the Child Abuse Prevention and Treatment Act ( 42 U.S.C.

# data[].attributes.body
Parents have the right to access their child’s educational records.

Student information is kept confidential unless the student’s safety or health is at risk. Meaning, parents must be notified if student makes suicidal remarks or shows suicidal behavior.

Parents may only access educational records that directly relate to their child, not another student; however, exceptions may apply for bullying situations that involve their child and another student.

(Family Educational Rights and Privacy Act, 1974; Family Educational Rights and Privacy Act, 34 CFR § 99, 2020)

# data[].attributes.body
Family Educational Rights and Privacy Act, 34 CFR § 99 (2020).

Family Educational Rights and Privacy Act, 20 USC § 1232g (1974).

# data[].attributes.body
Link

# data[].attributes.body
Individuals who encourage suicide and intentionally fail to stop a suicide can be charged with involuntary manslaughter.

Words that incite violence are considered "fighting words" and are not protected by the First Amendment of the U.S (HG Legal Resources, 2020).

Students must be taught what to do if they suspect that someone is suicidal.

Suicide awareness and prevention belongs in schools.

Educators must also teach students the impact their words have on others, including their words over social media and texting.

(Commonwealth v. Carter, 2016; HG Legal Resources, 2020)

# data[].attributes.body
Commonwealth v. Carter (2016)

HG Legal Services. (2020). What type of speech is not protected by the first amendment? Retrieved from https://www.hg.org/legal-articles/what-type-of-speech-is-not-protected-by-the-first-amendment-34258

# data[].attributes.body
Killeen Independent School District. (2019). Employee handbook [PDF File]. Retrieved from https://www.killeenisd.org/WebData/DocumentViewer/EmployeeHandbook.pdf

# data[].attributes.body
This infographic from the National Association of School Psychologists (NASP) contains extremely helpful information for educators and parents who want to help prevent youth suicide. Parents and educators should look out for the risk factors and warning signs listed on the document. It also includes information about what to do if suicide is suspected and how to get help.

(National Association of School Psychologists, 2019).

# data[].attributes.body
Centers for Disease Control and Prevention. Adolescent health. (2017). Retrieved from https://www.cdc.gov/nchs/fastats/adolescent-health.htm

Hinduja, S. (2018). Bullying, cyberbullying, and suicide among U.S youth: our updated research findings. Retrieved from https://cyberbullying.org/bullying-cyberbullying-suicide-among-us-youth

Mayo Clinic. (2019). Tween and teen health. Retrieved from https://www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/teens-and-social-media-use/art-20474437

# data[].attributes.body
National Association of School Psychologists. (2019). Preventing youth suicide: tips for educators and parents [PDF File]. Retrieved from file:///Users/e069464/Downloads/Preveting%20Youth%20Suicide_FINAL.pdf

# data[].attributes.body
Do not ignore warning signs of suicide.

Immediately report ALL suicide concerns to parents/legal guardians, the campus principal, and other authorities.

Provide suicide and/or bullying awareness and prevention opportunities for staff, parents, and students.

Discuss student concerns with the school counselor and other administrators. Develop a plan to help the student.

Promote an anti-bullying, positive school climate.

Teach digital citizenship to students to promote safe, respectful, and responsible use of technology.

Address and stop bullying behavior immediately.

Regularly provide social and emotional learning opportunities for students.

Ensure all staff attends suicide prevention training/professional development.

School counselors must provide community resources and referrals to parents.

# data[].attributes.body
Teen suicide rates continue to rise, increasing by 70% since 2006.

Teens today feel a lot of social and academic pressure, causing high rates of stress and depression.

Experts believe that bullying and social media are the reason for the suicide increase in adolescents.

LGBTQ students are at higher risks for suicide.

State legislators have passed laws mandating suicide prevention and intervention training for educators.

(Walker, 2018)

# data[].attributes.body
Walker, T. (2018). As teen suicide rate increases, states look to schools to address crisis. Retrieved from http://neatoday.org/2018/05/14/teen-suicide-prevention/

# data[].attributes.attachment_link.readable_text
Guest experts share guidance on preventing suicide in school communities during COVID-19.

SPRC has compiled a selection of web pages and information sheets on mental health and coping with the effects of COVID-19.

This two-page resource offers information to help anyone, anywhere get involved in Suicide Prevention Month.

Stay Connected!

The Weekly Spark

Suicide prevention

takes place in many settings

Suicide prevention

takes place in many settings

# data[].attributes.attachment_link.description
Guest experts share guidance on preventing suicide in school communities during COVID-19. SPRC has compiled a selection of web pages and information sheets on mental health and coping with the effects of COVID-19. This two-page resource offers information to help anyone, anywhere get involved in Suicide Prevention Month. Stay Connected!

# data[].attributes.body
The Suicide Prevention Resource Center website provides several resources that can be used to prevent suicide and promote mental health. The site contains intervention strategies and tools that could be used in the education setting. The comprehensive approach to suicide prevention consists of nine different strategies, such as identifying and assisting, increasing help-seeking, and effectively responding to crisis.

(Suicide Prevention Resource Center, 2020)

# data[].attributes.body
Suicide Prevention Resource Center. (2020). A comprehensive approach to suicide prevention. Retrieved from http://www.sprc.org/effective-prevention/comprehensive-approach