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72-6284. Jason Flatt act. (a) This section shall be known and may be cited as the Jason Flatt act.

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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Columbia-Suicide Severity Rating Scale (C-SSRS)

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Columbia-Suicide Severity Rating Scale (C-SSRS)

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HIPAA - Health Insurance Portability and Accountability Act 

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HIPAA - Health Insurance Portability and Accountability Act 

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The Health Insurance Portability and Accountability Act of 1996 (HIPAA) is a federal law that required the creation of national standards to protect sensitive patient health information from being disclosed without the patient's consent or knowledge. The US Department of Health and Human Services (HHS) issued the HIPAA Privacy Rule to implement the requirements of HIPAA. The HIPAA Security Rule protects a subset of information covered by the Privacy Rule.

HIPAA Privacy Rule

The Privacy Rule standards address the use and disclosure of individuals' health information (known as protected health information or PHI) by entities subject to the Privacy Rule. These individuals and organizations are called "covered entities."

The Privacy Rule also contains standards for individuals' rights to understand and control how their health information is used. A major goal of the Privacy Rule is to make sure that individuals' health information is properly protected while allowing the flow of health information needed to provide and promote high-quality healthcare, and to protect the public's health and well-being. The Privacy Rule permits important uses of information while protecting the privacy of people who seek care and healing.

Covered Entities

The following types of individuals and organizations are subject to the Privacy Rule and considered covered entities:

Healthcare providers: Every healthcare provider, regardless of size of practice, who electronically transmits health information in connection with certain transactions. These transactions include:

Claims

Benefit eligibility inquiries

Referral authorization requests

Other transactions for which HHS has established standards under the HIPAA Transactions Rule.

Health, dental, vision, and prescription drug insurers

Health maintenance organizations (HMOs)

Medicare, Medicaid, Medicare+Choice, and Medicare supplement insurers

Long-term care insurers (excluding nursing home fixed-indemnity policies)

Employer-sponsored group health plans

Government- and church-sponsored health plans

Multi-employer health plans

Exception: A group health plan with fewer than 50 participants that is administered solely by the employer that established and maintains the plan is not a covered entity.

Healthcare clearinghouses: Entities that process nonstandard information they receive from another entity into a standard (i.e., standard format or data content), or vice versa. In most instances, healthcare clearinghouses will receive individually identifiable health information only when they are providing these processing services to a health plan or healthcare provider as a business associate.

Business associates: A person or organization (other than a member of a covered entity's workforce) using or disclosing individually identifiable health information to perform or provide functions, activities, or services for a covered entity.These functions, activities, or services include:

Permitted Uses and Disclosures

The law permits, but does not require, a covered entity to use and disclose PHI, without an individual's authorization, for the following purposes or situations:

Disclosure to the individual (if the information is required for access or accounting of disclosures, the entity MUST disclose to the individual)

Treatment, payment, and healthcare operations

Opportunity to agree or object to the disclosure of PHI
An entity can obtain informal permission by asking the individual outright, or by circumstances that clearly give the individual the opportunity to agree, acquiesce, or object

Incident to an otherwise permitted use and disclosure

Limited dataset for research, public health, or healthcare operations

Public interest and benefit activities-The Privacy Rule permits use and disclosure of PHI, without an individual's authorization or permission, for 12 national priority purposes:

1. When required by law

2. Public health activities

3. Victims of abuse or neglect or domestic violence

4. Health oversight activities

5. Judicial and administrative proceedings

6. Law enforcement

7. Functions (such as identification) concerning deceased persons

8. Cadaveric organ, eye, or tissue donation

9. Research, under certain conditions

10. To prevent or lessen a serious threat to health or safety

11. Essential government functions

12. Workers' compensation

HIPAA Security Rule

While the HIPAA Privacy Rule safeguards PHI, the Security Rule protects a subset of information covered by the Privacy Rule. This subset is all individually identifiable health information a covered entity creates, receives, maintains, or transmits in electronic form. This information is called electronic protected health information, or e-PHI. The Security Rule does not apply to PHI transmitted orally or in writing.

To comply with the HIPAA Security Rule, all covered entities must:

Ensure the confidentiality, integrity, and availability of all e-PHI

Detect and safeguard against anticipated threats to the security of the information

Protect against anticipated impermissible uses or disclosures that are not allowed by the rule

Certify compliance by their workforce

Covered entities should rely on professional ethics and best judgment when considering requests for these permissive uses and disclosures. The HHS Office for Civil Rights enforces HIPAA rules, and all complaints should be reported to that office. HIPAA violations may result in civil monetary or criminal penalties.

For more information, visit HHS's HIPAA website.

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Health Insurance Portability and Accountability Act of 1996 (HIPAA) | CDC

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HIPAA is a federal law that requires the creation of national standards to protect sensitive patient health information from being disclosed.

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Having a prevention, response and postvention plan in place before suicide occurs enables districts and schools to respond in an organized and eﬀective manner. This toolkit contains information that schools can use to coordinate the development of a plan that ﬁts the needs of their speciﬁc community.

The Kansas Suicide Prevention, Response and Postvention Toolkit is a comprehensive guide that provides step-by-step guidance for setting up a systematic approach to suicide prevention, response and postvention. The essential forms from the toolkit are available below as fillable word documents that can be downloaded for easy access and use by the appropriate school personnel.

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Kansas Suicide Prevention, Response and Postvention Toolkit

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Having a prevention, response and postvention plan in place before suicide occurs enables districts and schools to respond in an organized and eﬀective manner. This toolkit contains information that schools can use to coordinate the development of a plan that ﬁts the needs of their speciﬁc community.

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Attachment 1.01 - Annual Staff Professional Development and Student Education Planning Tool (PDF) 

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Attachment 1.01 - Annual Staff Professional Development and Student Education Planning Tool (PDF) 

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Attachment 1.01 - Annual Staff Professional Development and Student Education Planning Tool (Word)

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Attachment 1.01 - Annual Staff Professional Development and Student Education Planning Tool (Word)

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Attachment 1.02 - School Mental Health Team Identification Tool (PDF)

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Attachment 1.02 - School Mental Health Team Identification Tool (PDF)

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Attachment 1.02 - School Mental Health Team Identification Tool (Word)

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Attachment 1.02 - School Mental Health Team Identification Tool (Word)

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Attachment 1_02 - School Mental Health Team Identification Tool

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Attachment 1.03 - Risk Factors for Youth Suicide 

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Attachment 1.03 - Risk Factors for Youth Suicide 

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Attachment 1.04 - School and Community Resource Template (PDF)

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Attachment 1.04 - School and Community Resource Template (PDF)

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Attachment 2.01 - Parent/Guardian Notification  

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Attachment 2.01 - Parent/Guardian Notification  

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Attachment 2.02 - Suicide Screening & Response Protocol (PDF)

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Attachment 2.02 - Suicide Screening & Response Protocol (PDF)

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Attachment 2.02 - Suicide Screening & Response Protocol (Word)

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Attachment 2.02 - Suicide Screening & Response Protocol (Word)

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Attachment 2_02 - Suicide Screening & Response Protocol

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Attachment 2.03 - Collaborating with Families After a Screening 

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Attachment 2.03 - Collaborating with Families After a Screening 

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Attachment 2.04 - Parent Contact Acknowledgement Form (Sample) (PDF)

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Attachment 2.04 - Parent Contact Acknowledgement Form (Sample) (PDF)

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Attachment 2.04 - Parent Contact Acknowledgement Form (Sample) (Word)

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Attachment 2.04 - Parent Contact Acknowledgement Form (Sample) (Word)

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Attachment 2_04 - Parent Contact Acknowledgement Form (Sample)

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Attachment 2.05 - Guidelines for Releasing Information 

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Attachment 2.05 - Guidelines for Releasing Information 

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Attachment 2.06 - Release of Information (Sample) (PDF)

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Attachment 2.06 - Release of Information (Sample) (PDF)

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Attachment 2.06 - Release of Information (Sample) (Word)

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Attachment 2.06 - Release of Information (Sample) (Word)

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Attachment 2_06 - Release of Information - ROI - Sample

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Attachment 2.07 - Stanley-Brown Safety Plan (Adapted) (PDF)

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Attachment 2.07 - Stanley-Brown Safety Plan (Adapted) (PDF)

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Attachment 2.07 - Stanley-Brown Safety Plan (Adapted) (Word)

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Attachment 2.07 - Stanley-Brown Safety Plan (Adapted) (Word)

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Attachment 2_07 - Stanley-Brown Safety Plan - Adapted

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Attachment 2.08 - Student Suicide Intervention Documentation Form (Sample) (PDF)

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Attachment 2.08 - Student Suicide Intervention Documentation Form (Sample) (PDF)

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Attachment 3.01 - Student Support Plan for Returning to School (Sample) (PDF)

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Attachment 3.01 - Student Support Plan for Returning to School (Sample) (PDF)

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Attachment 4.01 - Guidelines for Working with the Family

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Attachment 4.01 - Guidelines for Working with the Family

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Attachment 4.02 - Best Practices for Memorialization Policies

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Attachment 4.02 - Best Practices for Memorialization Policies

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Attachment 4.03 - Considerations for Long-Term Support

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Attachment 4.03 - Considerations for Long-Term Support

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Attachment 4.04 - Considerations for Anniversaries of Crisis Events

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Attachment 4.04 - Considerations for Anniversaries of Crisis Events

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Attachment 4.11 - Inquiry Response Protocol - Non-Suicide/Not Permitted to Disclose 

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Attachment 4.11 - Inquiry Response Protocol - Non-Suicide/Not Permitted to Disclose 

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Attachment 4.12 - Notifying All Staff of a Death - Non-Suicide/Not Permitted to Disclose

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Attachment 4.12 - Notifying All Staff of a Death - Non-Suicide/Not Permitted to Disclose

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Attachment 4.13 - Notifying All Students of a Death - Non-Suicide/Not Permitted to Disclose

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Attachment 4.13 - Notifying All Students of a Death - Non-Suicide/Not Permitted to Disclose

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Attachment 4.14 - Supporting Students Through Grief - Non-Suicide/Not Permitted to Disclose

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Attachment 4.14 - Supporting Students Through Grief - Non-Suicide/Not Permitted to Disclose

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Attachment 4.15 - Communicating with Students - Non-Suicide/Not Permitted to Disclose

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Attachment 4.15 - Communicating with Students - Non-Suicide/Not Permitted to Disclose

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Attachment 4.16 - Communicating with Families - Non-Suicide/Not Permitted to Disclose

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Attachment 4.16 - Communicating with Families - Non-Suicide/Not Permitted to Disclose

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Attachment 4.17 - Guidelines for Media Interactions - Non-Suicide/Not Permitted to Disclose

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Attachment 4.17 - Guidelines for Media Interactions - Non-Suicide/Not Permitted to Disclose

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Attachment 4.18 - Monitoring Social Media - Non-Suicide/Not Permitted to Disclose

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Attachment 4.18 - Monitoring Social Media - Non-Suicide/Not Permitted to Disclose

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Attachment 4.21 - Inquiry Response Protocol - Suicide/Permitted to Disclose

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Attachment 4.21 - Inquiry Response Protocol - Suicide/Permitted to Disclose

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Attachment 4.22 - Notifying All Staff of a Death - Suicide/Permitted to Disclose

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Attachment 4.22 - Notifying All Staff of a Death - Suicide/Permitted to Disclose

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Attachment 4.23 - Notifying Students of a Death - Suicide/Permitted to Disclose 

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Attachment 4.23 - Notifying Students of a Death - Suicide/Permitted to Disclose 

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Attachment 4.24 - Supporting Students Through Suicide-Loss - Suicide/Permitted to Disclose

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Attachment 4.24 - Supporting Students Through Suicide-Loss - Suicide/Permitted to Disclose

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Attachment 4.25 - Communicating with Students - Suicide/Permitted to Disclose

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Attachment 4.25 - Communicating with Students - Suicide/Permitted to Disclose

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Attachment 4.26 - Communicating with Families - Suicide/Permitted to Disclose

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Attachment 4.26 - Communicating with Families - Suicide/Permitted to Disclose

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Attachment 4.27 - Guidelines for Media Interactions - Suicide/Permitted to Disclose

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Attachment 4.27 - Guidelines for Media Interactions - Suicide/Permitted to Disclose

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Attachment 4.28 - Monitoring Social Media - Suicide/Permitted to Disclose

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Attachment 4.28 - Monitoring Social Media - Suicide/Permitted to Disclose

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Attachment 3.01 - Student Support Plan for Returning to School (Sample) (Word)

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Attachment 3.01 - Student Support Plan for Returning to School (Sample) (Word)

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Attachment 3_01 - Student Support Plan for Returning to School (Sample)

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USD 443 - Dodge City - Mental Health Intervention Procedures

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USD 443 - Dodge City - Mental Health Intervention Procedures

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Mental Health Intervention Procedures (MHIP) for Summer Academy

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Every Kansan deserves the chance to live a full life. But today, 1 in 5 Kansans struggle with their mental health and thousands experience suicidal thoughts every day. It doesn't have to be this way.

HeadQuarters Kansas is leading a movement to prevent suicide and build resilience in Kansas. Since our founding in 1969, we've pioneered crisis and counseling services, training, advocacy and awareness initiatives to provide help, hope and healing to all Kansans.

Together with volunteers, leaders and partners like you, we're creating safer communities where every one of us - survivors, supporters or someone struggling - can find the connections we need to live healthy, hopeful and resilient lives.

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Kansas Suicide Prevention HQ (KSPHQ) | Support, Education, Crisis Services

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Every Kansan deserves the chance to live a full life. But today, 1 in 5 Kansans struggle with their mental health and thousands experience suicidal thoughts every day. It doesn't have to be this way. HeadQuarters Kansas is leading a movement to prevent suicide and build resilience in Kansas.

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You have taken an enormous step to help fight the problem of youth suicide by simply visiting our website. Thank you for your desire and efforts in keeping more than dreams alive, one young person at a time.

There are many things you can do to get involved with not only The Jason Foundation, but youth suicide prevention & awareness efforts as a whole. Obviously, the first thing you need to do if you haven't already is educate yourself on the problem and how to recognize and assist at-risk youth. Read more

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Take the B1 Pledge. Rascal Flatts and The Jason Foundation have teamed up to help prevent youth suicide. Pledge Now!

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Infinitec is the assistive technology program of UCP Seguin of Greater Chicago. The program leverages the power of technology to advance independence.

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School Mental Health: A Resource for Kansas School Communities

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School Mental Health: A Resource for Kansas School Communities

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Funded by KSDE Special Education and Title Services (SETS).
Administered by the Pittsburg State University. Copyright ©
2024.
All Rights Reserved.

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Zero Suicide in Health and Behavioral Health Care

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Zero Suicide in Health and Behavioral Health Care

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HEARD Alliance K-12 Toolkit for Mental Health Promotion and Suicide Prevention

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HEARD Alliance K-12 Toolkit for Mental Health Promotion and Suicide Prevention

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In September 2016 the State of California enacted into law the Pupil Suicide Prevention Policy (AB2246) requirement for schools serving 7th - 12th grades. This Toolkit has been revised in order to support this law. It is meant to be used as a resource for schools as they implement their Pupil Suicide Prevention Policy.

The content of the Toolkit is drawn from State and National guidelines and from current research and recommendations regarding youth mental wellness and suicide prevention. The goal is to ensure that California schools can participate fully in their broader community's effort to prevent youth suicide. Information about what schools can do to promote youth mental wellness before mental health concerns arise, how to recognize and respond to a mental health crisis, and how to support a school community after a suicide loss is included. Enhancements included are Social Emotional Learning, Mindfulness, Transitions, Social Media, Self-Care, Means Restrictions, and FAQs among others.

The Toolkit also supports a school's primary goal to educate youth because mental wellness is essential to the ability to learn. Many have contributed their considerable knowledge, talent, and time to the development of this document. Their contributions to schools and to youth are greatly appreciated.

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In September 2016 the State of California enacted into law the Pupil Suicide Prevention Policy (AB2246) requirement for schools serving 7th - 12th grades. This Toolkit has been revised in order to support this law. It is meant to be used as a resource for schools as they implement their Pupil Suicide Prevention Policy.

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SAMHSA Preventing Suicide: A Toolkit for High Schools

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SAMHSA Preventing Suicide: A Toolkit for High Schools

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Preventing Suicide: A Toolkit for High Schools | SAMHSA Publications and Digital Products

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This toolkit assists high schools and school districts in designing and implementing strategies to prevent suicide and promote behavioral health. The toolkit includes tools to implement a multifaceted suicide prevention program that responds to the needs and cultures of students. Access the high school kit promotional flyer.

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We document disparities in transgender adolescents’ suicide behavior; female to male youth and those who do not identify as exclusively male or female are at the greatest risk.

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FERPA - Family Educational Rights and Privacy Act 

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FERPA - Family Educational Rights and Privacy Act 

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The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

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policy; privacy; academic records; technical assistance; parent rights; student rights; ferpa

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Family Educational Rights and Privacy Act (FERPA)

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Family Educational Rights and Privacy Act (FERPA) Home Page.

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The Kansas Communities that Care Student Survey provides valuable insights on the health risk behaviors and opinions of students in your area.

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People at risk for suicide are likely to experience changes in their level of risk over time; acute suicide risk usually increases and then decreases over a short period of time.

The goal of safety planning is for people to become more aware of their personal warning signs that a suicidal crisis is beginning or escalating so that they can take action before they are in danger of acting on their suicidal feelings.

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Forms - Stanley-Brown Safety Planning Intervention

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Please request written permission for changes to the forms or use in electronic medical record. Stanley-Brown Safety Plan A brief intervention to help those experiencing self-harm and suicidal thoughts with a concrete way to mitigate risk and increase safety.

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Suicidal Thinking and Threats: Helping Handout for Home

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Suicidal Thinking and Threats: Helping Handout for Home

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Teens and Suicide: What Parents Should Know

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Teens and Suicide: What Parents Should Know

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American Foundation for Suicide Prevention

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Are you in a crisis? Call or text 988 or text TALK to 741741

Accessibility/Select Language

On this page

Should parents be concerned about teen suicide?

Suicide is in the news and in popular entertainment now more than ever, especially in regard to teens. You can play a role in building up your child's mental health simply by becoming aware of the risk factors and warning signs that can lead to suicide, making yourself available to your child, knowing how to practice having a caring conversation, and being aware that help is always available.

The facts

There were approximately 100,000 teen (15-19 year-olds) suicide deaths over the 40 year period between 1975 through 2015, the most recent year covered by the study.

Boys take their lives at 3-4 times the rate of girls. The suicide rate for teen boys saw a rise that peaked in the late '80s and early '90s, then lowered in the late '90s and early 2000's. This may be attributed to pediatricians increasingly taking on the role of treating depression. However, the rate has unfortunately been rising again since 2006.

The suicide rate for teen girls had a similar but less dramatic pattern. There has been an increase for girls over the last 10-12 years.

It's worth noting there are fluctuations in suicide rates of all age groups over time. Youth rates remain significantly lower compared to every older age group.

Additional resources

What can I do to protect my teen or tween from suicide risk?

As a parent, you can teach and model healthy habits for mental health just as you would with physical health. Taking care of your own mental health, talking about it openly, and seeking therapy when warranted is one way to model healthy practices.

If your child sees you approaching your own challenges and learning for your own mistakes in an open way, they will understand that it's okay to struggle and to learn from mistakes. They may develop flexibility and compassion for their own missteps - possibly even empathy for others, seeing how you navigate challenging times. They will also understand that life is messy and challenging for everyone at different times.

Check in with your child regularly, beyond just day-to-day tasks such as homework. You can learn how to invite deeper conversations through further guidance listed on this page.

If your child has a history of depression, anxiety, suicidal thoughts, self-harm or substance use, you should monitor them more closely, and consider involving a professional, either at key times, or for the longer term for more chronic conditions.

How can I tell if my child is behaving like a normal teenager - i.e. moody, etc. - or if there might be something wrong?

When children hit puberty, there are changes in their body and brain that can and do lead to behavioral changes. But there is a normal range which can manifest as moodiness, irritability, and pushing you away. This is a natural part of adolescent development. What should be concerning is if you notice indications of hopelessness or worthlessness, a withdrawal from friends and activities, or suicidal thinking or behavior. These are not typical manifestations for teenage angst.

You know your child. You know their usual patterns, their common reactions to frustration and challenges, and what their good days and bad days look like. Trust your instincts if their behavior goes beyond these usual patterns of behavior. It could be just the tip of the iceberg of possible changes in their physical or mental health. It's worth engaging them in conversation to get a fuller understanding of what they are experiencing so you can provide support, and get a better sense of how severe it is.

If your teen or tween's sleep, energy, appetite, motivation, substance use, and frustration aren't bouncing back to normal after a few days, have them see their pediatrician or a mental health practitioner.

How can I talk to my teen about mental health and suicide?

Don't be afraid to have a conversation with your child about mental health and suicide. Ask your child how they're doing, what's happening in their world these days, and what their concerns are. It can start simply by asking, "Are you okay?"

Listen intently and without judgment. Ask open-ended questions, i.e. those that cannot be answered with a simple yes or no. Resist the urge to offer quick fixes or solutions to their challenges, which tends to shut down further dialog. Validate and support their feelings.

Follow their cues, and say things like, "Tell me more about that. I'd love to understand more about what that's like for you. When he said that/did that to you, how did that make you feel?"

Should I use the same approach for different age groups, i.e. tweens (ages 8 to 12) or teens (13 to 17)?

The approach is very similar for tweens and teens, but with changes in language based on their level of sophistication and self-awareness. Use language that makes sense to your child, given their age, development, and what you know of how they think about things.

For a young child, you can ask about physical symptoms like stomach aches, and changes in feelings like getting upset or angry more lately. If it seems to you that they feel hopeless, trapped or overwhelmed - then ask if they ever think about hurting themselves or ending their life.

For older children, or kids who have demonstrated they are aware of their own thoughts and feelings, ask about their perceptions, as well as other symptoms like sleep problems, mood changes, and feelings of hopelessness, or of feeling trapped or overwhelmed.

What if they don't want to talk?

If your child isn't ready to talk, leave the invitation open for later by saying, "Whenever you want to talk, I'm here to listen and support you." You could add "I won't judge, and I'll never stop supporting you, no matter what challenges you face."

The likelihood is that your child will open up when you least expect it, sitting side-by-side rather than face-to-face, in the car or engaged in some other activity together.

When your teen starts to open up, be careful not to fall into the trap of jumping in with a solution or by saying, "You should..." or "Why didn't you..."

What if I'm concerned my child is thinking about suicide?

If your child is talking about any level of distress, do not hesitate to ask them whether they're feeling changes in their mood or level of stress, or having suicidal thoughts. Asking your child directly about suicide will not increase their risk, or plant the idea. It will create an opportunity to offer support, and let them know you care enough to have the conversation.

You can say, "It sounds like you've been dealing with a lot lately. Does it ever get so tough that you think about ending your life?"

If your child gives any indication they have been thinking about suicide (unless they are in the act of self-harming) take them seriously. Continue to listen and engage in a caring, concerned, supportive manner. You can say things like, "Can you say more about that? I'm so sorry you've been feeling this way. I want to understand more about your perspective. I'm here for you no matter what. There is no problem too big that we as a family can't get through. I'm going to keep supporting you and will also make sure you get the help you need to feel yourself again."

Talk with your child about how to seek help. If you fear they may be at risk, get professional help right away.

Let them know you'll be there for them no matter what, that your love is unconditional, and that you'll help them get the support they need to get through this challenging time.

In a crisis situation, call 988 for the 988 Suicide and Crisis Lifeline or text the Crisis Text Line by texting 'TALK' to 741741 to speak or text with a trained counselor who can provide guidance on the most appropriate next steps and resources. Calling 911 is best for situations when self-harm is occurring or is about to occur.

For help finding a Mental Health Professional, consult with your child's pediatrician, call your insurance, or use this treatment finder.

What if my child knows someone who has taken their life? How do talk with them?

It is important as a parent to be there for your child if a friend or a classmate has died by suicide. You can find specific guidance in AFSP's Children, Teens, and Suicide Loss booklet, written in partnership with the Dougy Center, The National Center for Grieving Children & Families.

The booklet can be viewed online here.

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Teens and suicide: What parents should know

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As a parent, you can approach suicide prevention in the same way you do other safety or health issues for your children. By educating yourself, you can learn what puts kids at greatest risk for suicide - and what protects them most strongly.

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Preventing Youth Suicide: Tips for Parents & Educators

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Preventing Youth Suicide: Tips for Parents & Educators

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National Association of School Psychologists (NASP)

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If you or someone you know is suicidal, get help immediately via 911, the National Suicide Prevention Lifeline at 1-800-273-TALK or the Crisis Text Line (text "HOME" to 741741).
Suicide is the leading cause of death among school age youth. However, suicide is preventable. Youth who are contemplating suicide frequently give warning signs of their distress. Parents, teachers, and friends are in a key position to pick up on these signs and get help. Most important is to never take these warning signs lightly or promise to keep them secret. When all adults and students in the school community are committed to making suicide prevention a priority-and are empowered to take the correct actions-we can help youth before they engage in behavior with irreversible consequences.

Suicide Risk Factors

Although far from perfect predictors, certain characteristics are associated with increased odd of having suicidal thoughts. These include:

Mental illness including depression, conduct disorders, and substance abuse.

Family stress/dysfunction.

Environmental risks, including presence of a firearm in the home.

Situational crises (e.g., traumatic death of a loved one, physical or sexual abuse, family violence).

Suicide Warning Signs

Most suicidal youth demonstrate observable behaviors that signal their suicidal thinking. These include:

Suicidal threats in the form of direct ("I am going to kill myself") and indirect ("I wish I could fall asleep and never wake up again") statements.

Suicide notes and plans (including online postings).

Prior suicidal behavior.

Making final arrangements (e.g., making funeral arrangements, writing a will, giving away prized possessions).

Preoccupation with death.

Changes in behavior, appearance, thoughts and/or feelings.

What to Do

Youth who feel suicidal are not likely to seek help directly; however, parents, school personnel, and peers can recognize the warning signs and take immediate action to keep the youth safe. When a youth gives signs that they may be considering suicide, the following actions should be taken:

Remain calm.

Ask the youth directly if he or she is thinking about suicide (e.g., "Are you thinking of suicide?").

Focus on your concern for their well-being and avoid being accusatory.

Listen.

Reassure them that there is help and they will not feel like this forever.

Do not judge.

Provide constant supervision. Do not leave the youth alone.

Remove means for self-harm.

Get help: No one should ever agree to keep a youth's suicidal thoughts a secret and instead should tell an appropriate caregiving adult, such as a parent, teacher, or school psychologist. Parents should seek help from school or community mental health resources as soon as possible. School staff should take the student to a school-employed mental health professional or administrator.

The Role of the School in Suicide Prevention

Children and adolescents spend a substantial part of their day in school under the supervision of school personnel. Effective suicide and violence prevention is integrated with supportive mental health services, engages the entire school community, and is imbedded in a positive school climate through student behavioral expectations and a caring and trusting student/adult relationship. Therefore, it is crucial for all school staff members to be familiar with, and watchful for, risk factors and warning signs of suicidal behavior. The entire school staff should work to create an environment where students feel safe sharing such information. School psychologists and other crisis response team personnel, including the school counselor and school administrator, are trained to intervene when a student is identified at risk for suicide. These individuals conduct suicide risk assessment, warn/inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school.

Parental Notification and Participation

Even if a youth is judged to be at low risk for suicidal behavior, schools may ask parents to sign a documentation form to indicate that relevant information has been provided. Parental notifications must be documented. Additionally, parents are crucial members of a suicide risk assessment as they often have information critical to making an appropriate assessment of risk, including mental health history, family dynamics, recent traumatic events, and previous suicidal behaviors. After a school notifies a parent of their child's risk for suicide and provides referral information, the responsibility falls upon the parent to seek mental health assistance for their child. Parents must:

Continue to take threats seriously: Follow through is important even after the child calms down or informs the parent "they didn't mean it." Avoid assuming behavior is simply attention seeking (but at the same time avoid reinforcing suicide threats; e.g., by allowing the student who has threatened suicide to drive because they were denied access to the car).

Access school supports: If parents are uncomfortable with following through on referrals, they can give the school psychologist permission to contact the referral agency, provide referral information, and follow up on the visit.

Maintain communication with the school: After such an intervention, the school will also provide follow-up supports. Your communication will be crucial to ensuring that the school is the safest, most comfortable place for your child.

Resiliency Factors

The presence of resiliency factors can lessen the potential of risk factors to lead to suicidal ideation and behaviors. Once a child or adolescent is considered at risk, schools, families, and friends should work to build these factors in and around the youth. These include:

Family support and cohesion, including good communication.

Peer support and close social networks.

School and community connectedness.

Cultural or religious beliefs that discourage suicide and promote healthy living.

Adaptive coping and problem-solving skills, including conflict-resolution.

General life satisfaction, good self-esteem, sense of purpose.

Easy access to effective medical and mental health resources.

© 2015, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814; (301) 657-0270, Fax (301) 657-0275; www.nasponline.org

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Preventing Youth Suicide: Tips for Parents & Educators

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Parents and educators have an extremely important role in recognizing warning signs and getting youth the help they need.

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Attachment 1.04 - School and Community Resource Template (Word)

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Attachment 1.04 - School and Community Resource Template (Word)

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Attachment 1_04 - School and Community Resource Template

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Attachment 2.08 - Student Suicide Intervention Documentation Form (Sample) (Word)

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Attachment 2.08 - Student Suicide Intervention Documentation Form (Sample) (Word)

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Attachment 2_08 - Student Suicide Intervention Documentation Form (Sample)