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The topic of this Legal Guide is working with suicidal students. I will be approaching this topic from the perspective of a school counselor in a K-12 public school setting and the intended audience are other school counselors. I chose this topic because it is an issue that is becoming more prevalent in public school settings, and we (school counselors) are the first responders to our students' mental health needs should be most equipped to help students combat suicidal ideation.

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I interviewed Grissel Gandaria, the school counselor at Woodlawn Academy in San Antonio ISD to gain more insight on this trying topic. The following information is from the interview that occurred on November 4, 2019.

Why is the topic of working with suicidal students important to our field as school counselors?

Ms. Gandaria explained that students are becoming increasingly aware of their emotions and feelings and may or may not know how to deal with those.  Many students have difficulty dealing with those emotions and their outcries for help can take many forms. Ms. Gandaria stated that she has seen students self-harm, run away, and become increasingly aggressive while trying to deal with these emotions. She confirmed these students greatly impact the school, because at this age of adolescents, they are very impressionable and their actions can give other students ideas.

What are the best practices related to dealing with suicidal students?

Ms. Gandaria stated that the best practices related to dealing with suicidal students are administering the district's assessment survey to determine high or low risk cases , utilizing local resources, and following up with parents and students.

What issues have recently emerged in dealing with suicidal students?

According to Gandaria, the biggest issue  that has recently emerged in dealing with suicidal students is social media platforms that controls much of our students' lives. She explained that social media and TV shows, such as 13 Reasons Why, are opening the eyes of students and introducing them to ideas they may have never previously had. They see these actions of suicide and self-harm being glorified and portrayed in a "cool light."

(G. Gandaria, personal communication, November 4, 2019)

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The mission of Woodlawn Academy is to serve our community by developing inquiring, knowledgeable, life-long learners by providing a rigorous environment for learning. We will diversify the curriculum to foster caring, compassionate, globally minded students who have an awareness of their impact on others. We will help our students collaborate to create a better, more peaceful world and culture through understanding and respect.

Learn more about an IB education here.

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The mission of Woodlawn Academy is to serve our community by developing inquiring, knowledgeable, life-long learners by providing a rigorous environment for learning. We will diversify the curriculum to foster caring, compassionate, globally minded students who have an awareness of their impact on others.

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The American School Counselor Association released information on the school counselor's role in recognizing and preventing student suicides. This resource is extremely informative in explaining our role to create a supportive environment and the importance of not waiting for certainty, "but rather the notion of potential suicide" in reporting to parent's/guardians (ASCA, 2017). It also discusses the importance of providing parents/guardians with referral resources for students.

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ASCA - The School Counselor & Suicide Prevention

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As school counselors, we are all aware of the increase in student suicides, making it the second leading cause of death for those ages 10-19. An article from Education Week by Lisa Stark discusses what schools can do to help prevent suicide. The article discusses how everyone in the school system, not just school counselors, can help with suicide prevention. These are some of the tips:

Create a safe and welcoming environment

Educate all staff, students, and parents about mental health issues and suicide

Help students feel connected to each other and the staff

Pay attention bullying and other warning signs

The article continues by discussing how in addition to prevention, knowing how to react correctly to a student's suicide is equally as important. There is a high risk of "contagion" and additional suicides by other students who may already be at-risk after a peer's suicide. Tips on how educators should respond to a tragedy are:

Identify other students at-risk and those most affected by the death.

Provide one-on-one and small group counseling for students and staff.

Treat this like any other death. Do not glamorize or romanticize it.

Encourage parents to monitor their children and their social media accounts. Schools need to stay vigilant, too.

Anticipate and be ready to provide support on the anniversary of the death or other significant dates.

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"Extremely discouraging."

That's how the American Foundation for Suicide Prevention describes the latest data from the Centers for Disease Control. The CDC found in 2017, more than 47,000 people died by suicide in the United States. That's an addtional 2,200 deaths over the previous year.

Suicide is still rare, but it is now the second leading cause of death for those ages 10 to 19. Mental health experts say that puts schools in a prime position to help troubled students and prevent suicides.

What can schools do? Create a warm and welcoming environment, address bullying, and educate students and staff about depression and suicide are a few key strategies.

Molly Kammerdeiner, a former high school student who suffers from depression, believes school counselors helped save her by intervening when she hit rock bottom.

We spoke to Molly and others about suicide prevention in the schools. Here are their 6 tips:

What Schools Should Do After a Student Suicide

Mental-health experts say that as important as it is for schools to work to prevent suicides, it's equally important for them to react correctly after a student suicide. There is always the risk of "contagion"-additional suicides by students who may already be at risk.

Schools are advised not to glamorize the death, but also to make sure there are ways for students and staff to grieve and get counseling. Ben Fernandez, a former school psychologist who oversees prevention services for schools in Loudoun County, Va., told us, the ripple effects of a suicide can be long lasting, "like a bomb going off." He says schools and parents need to stay vigilant after the immediate crisis is over. The American Foundation for Suicide Prevention has a detailed toolkit for schools on handling suicides.

Here are 5 basic tips for educators on how to respond after a tragedy.

Schools often struggle with mental health resources; most have fewer than the recommended number of counselors, social workers, and psycholgists. Principal Douglas Fulton, at Loudoun County's Freedom High School, says schools need a team approach. Everyone, he says, from teachers to cafeteria workers to bus drivers, to the students themselves, need to be engaged in promoting mental wellness and keeping an eye out for struggling students.

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Suicides Are on the Rise. Here's How Schools Can Help

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"Extremely discouraging." That's how the American Foundation for Suicide Prevention describes the latest data from the Centers for Disease Control. The CDC found in 2017, more than 47,000 people died by suicide in the United States. That's an addtional 2,200 deaths over the previous year.

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This article from Education Dive by Lucy Hood addresses the need for mental health education in our schools to help prevent tragedies such as suicide. The article discusses how three students in Virginia  had experience their peers attempting or successfully committing suicide. They took their concerns about the effects of mental health issues on their peers to state lawmakers, resulting in the first ever requirement for state-mandated mental health education in K-12 schools in the United States.

The new Virginia law requires mental health education in the 9th and 10th grades.

There is a proposal for implementing the new law to include kindergarten through 10th grade, which will be presented to the Virginia Board of Education next month.

These new standards are designed to be incorporated into existing standards for social and emotional health.

Many states have either approved or have legislation in the works related to mental health education and suicide prevention. By incorporating mental health education and suicide awareness into K-12 student's everyday lives, school counselors and other educators can destigmatize these issues and provide students with the tools they need to live a healthier life. This is a positive trend on mental health and suicide awareness that I would like to see spread across our country. Too often suicide and other mental health issues are hushed because they are considered "taboo," but knowledge is power and educating students and adults can help this epidemic.

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When three students in Virginia's Albemarle County Public Schools (ACPS) noticed how stress, anxiety, depression and other mental health issues were affecting many of their peers - and having an impact on their own lives - they didn't just push through and wait for graduation.

The trio took their concerns to state lawmakers, who were among the first in the country to pass legislation requiring state-mandated mental health education in K-12 schools.

"At each of our high schools, we had individuals who attempted suicide either at school or outside of school," said Lucas Johnson, a graduate of Monticello High School in Charlottesville, Virginia, who worked with colleagues Alexander Moreno, a graduate of Western Albemarle High School, and Choetsow Tenzin, a graduate of Albemarle High School, to push for the bill.

The Virginia law requires mental health education in the 9th and 10th grades. A proposal for implementing the new law extends the mandate to include kindergarten through the 10th grade and will be presented to the Virginia Board of Education next month, followed by a period for public comment and a final vote of approval slated for January 2020.

The proposed standards are designed to be incorporated into existing standards for social and emotional health, said Vanessa Wigand, coordinator for K-12 health education, driver education and physical education for the Virginia Department of Education.

They include age-appropriate instructional practices aimed at reducing stigma and teaching students how to obtain and maintain good mental health, understand mental health disorders, pick up on signs and symptoms of distress, and seek help.

At the 4th-grade level, for example, students will learn about healthy self-concepts, compassion and respecting differences, as well as verbal and nonverbal communication skills and how to understand and manage emotions related to loss, grief and stress.

"These are explicit health skills that the kids will have so they know it's a good thing to seek help. We're destigmatizing. We're educating," Wigand said.

Multiple approaches to mental health awareness

Several states have either approved or have legislation in the works related to mental health education. Some of them are aimed at addressing concerns about additional workloads and teacher training.

A Colorado bill, for example, created a grant program to help with professional development related to crisis and suicide prevention. A new Texas law requires teacher preparation institutions to include mental health instruction in their certification programs, and a Nevada bill created a grant program for districts to contract with social workers or other mental health professionals.

Virginia, however, is one of only three states to mandate mental health education at the K-12 level. The latest to do so is Florida, where the state Board of Education approved a program in July that dovetails with the Hope for Healing Florida campaign, an initiative of First Lady Casey DeSantis that will create and disseminate materials about mental health and substance abuse issues throughout the state.

"We are going to reinvent school-based mental health awareness in Florida," state Education Commissioner Richard Corcoran said in a statement.

Announcing details about the new measures, the Florida Department of Education released survey data showing that in 2017, 28% of the state's high school students reported feeling sad or hopeless for two or more consecutive weeks, 14% said they had purposely hurt themselves without wanting to die, 14% said they seriously considered attempting suicide, 11% said they had made plans to commit suicide, and 8% said they tried to commit suicide.

National statistics show similar trends. According to the Centers for Disease Control and Prevention, suicide rates rose nearly 30% between 1999 and 2016, and suicide is now considered the second leading cause of death for Americans ages 10-34.

Johnson, Moreno and Tenzin attribute student distress to a wide range of factors - family and home-life issues, the high-stakes nature of academic life and college admissions standards, and the ripple effects of social media, among others.

Like many students, Moreno once struggled with the gap between his own life and those of his "friends" on social media. But now he said he has a more holistic approach toward social media, what it is and how it works.

"I'm wiser to it," he said, "and I know that it's more of a face you show to the world than what's actually going on in your life."

Based on their own experience, the trio from Virginia feel strongly that age-appropriate mental health education should be incorporated into the school day from the get-go.

"We really need to invest in the period from when an individual is born to when they graduate from high school," said Johnson, who is working in several states to support legislative initiatives for mental health education at the K-12 level. Those states include Alaska, Arizona, Delaware, Indiana, Kentucky, Massachusetts and Pennsylvania.

"Those 18 years," Johnson said, "are some of the most fundamental in ensuring that individuals will not develop a lifelong mental health illness and that they are well-suited to ensuring that their mental health and resiliency are at the highest level that they can be when going into their post-graduate life."

'More of a carrot than a stick'

Their sentiments echo those of others who say mental health education has a pivotal role to play. By incorporating it into the school day and building successively on what children learn from kindergarten through the 12th grade, educators can destigmatize the issue and provide young people with the tools they need to pick up on early warning signs and get help for themselves or a friend, said John Richter, public policy director for the Mental Health Association in New York State (MANHYS).

New York was the first state to enact a law requiring mental health education in public schools. The state legislature subsequently allocated $1 million in 2018, and the state budget included $500,000 in 2019 to create the School Mental Health Resource and Training Center to support school efforts to comply with the new law, including curriculum-building resources provided by MANHYS.

"We thought that that was important," Richter said, "to really make sure [the law] had life, because oftentimes when laws change, especially when you just insert the word mental health in the law, it can get forgotten about pretty quick. Our approach has been much more of a carrot than a stick."

Embedded in that approach is the concept of sharing the burden, Richter said, making sure there are multiple options for imparting information about mental health education, whether it's organizing mental health awareness days, using "The Scarlet Letter" to teach lessons about stigma, or including mental health awareness tips in the morning announcements.

"We've really tried to encourage schools to go even beyond teaching about mental health," he said, "and try to create a climate and a culture in their schools of wellness."

Amanda Fitzgerald, director of public policy for the American School Counselor Association (ASCA), said her organization is encouraged by the growing interest in mental health education, and she hopes the conversation will lead to more programs and policies that will improve upon the nation's current student-to-counselor ratio of 455 to 1.

"We want to ensure there are no unintended consequences," she said.

ASCA recommends a student-to-counselor ratio of 250 to 1, and only three states (New Hampshire, North Dakota and Vermont) are below that threshold. All other states surpass it, some exceedingly so, and the disparities tend to be greatest at the elementary and middle school levels.

While emphasizing the need for improvement, Fitzgerald also touted efforts underway in several states to bolster the ranks of school counselors and other support personnel.

The Arizona State Board of Education, for example, recently approved an additional $20 million for schools to hire counselors, social workers and police officers; the Virginia General Assembly approved an additional $12 million earlier this year to hire more counselors; and the Colorado School Counselor Corps has put $60 million into new hires and professional development since 2008.

"We want to ensure that the schools are well situated to handle any of the referrals that might come in," she said, "and that schools have resources in place to get folks the help they need."

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More states requiring mental health education

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When three students in Virginia's Albemarle County Public Schools (ACPS) noticed how stress, anxiety, depression and other mental health issues were affecting many of their peers - and having an impact on their own lives - they didn't just push through and wait for graduation.

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The first amendment of the United States Constitution (U.S. Const., art. V, amend. I)  protects freedom of expression, including freedom of speech. Believe it or not, this plays a big role in the life of suicidal students in our schools today. Do students have the right to text another student to kill themselves? Can students use suicide as a threat to a girlfriend or boyfriend if they do not respond to a message? These are issues that arise under the law protecting freedom of speech that we, school counselors, must deal with. This law protects students to express themselves, but the stipulations for a school setting may or may not contradict those rights.

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The Texas Education Code discusses addressing the needs of and improving students that are currently in suicide prevention programs (Tex. Educ. Code § 11.252). This law directly relates to the topic of dealing with suicidal students because it discusses requirements in  how districts must have an improvement plan in place and methods for addressing the needs of students in suicide prevention plans such as, conflict resolution and violence prevention.

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EDUCATION CODE CHAPTER 11. SCHOOL DISTRICTS

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Sec. 11.002. RESPONSIBILITY OF SCHOOL DISTRICTS FOR PUBLIC EDUCATION. The school districts and charter schools created in accordance with the laws of this state have the primary responsibility for implementing the state's system of public education and ensuring student performance in accordance with this code.

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In the Code of Federal Regulations, the Family Educational Rights and Privacy Act discusses the confidentiality of a student under the age of eighteen. It discusses requirements for when prior consent is needed to disclose information, when it is not needed, and limitations to this disclosure (34 CFR § 99). This plays an important role in a school counselor disclosing information to parents/local authorities.

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Electronic Code of Federal Regulations (eCFR)

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[A2]

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Title 34: Education
PART 99-FAMILY EDUCATIONAL RIGHTS AND PRIVACY

Subpart D-May an Educational Agency or Institution Disclose Personally Identifiable Information From Education Records?
Contents
§99.30 Under what conditions is prior consent required to disclose information?
§99.31 Under what conditions is prior consent not required to disclose information?
§99.32 What recordkeeping requirements exist concerning requests and disclosures?
§99.33 What limitations apply to the redisclosure of information?
§99.34 What conditions apply to disclosure of information to other educational agencies or institutions?
§99.35 What conditions apply to disclosure of information for Federal or State program purposes?
§99.36 What conditions apply to disclosure of information in health and safety emergencies?
§99.37 What conditions apply to disclosing directory information?
§99.38 What conditions apply to disclosure of information as permitted by State statute adopted after November 19, 1974, concerning the juvenile justice system?
§99.39 What definitions apply to the nonconsensual disclosure of records by postsecondary educational institutions in connection with disciplinary proceedings concerning crimes of violence or non-forcible sex offenses?

§99.30 Under what conditions is prior consent required to disclose information?

(a) The parent or eligible student shall provide a signed and dated written consent before an educational agency or institution discloses personally identifiable information from the student's education records, except as provided in §99.31.

(b) The written consent must:

(1) Specify the records that may be disclosed;

(2) State the purpose of the disclosure; and

(3) Identify the party or class of parties to whom the disclosure may be made.

(c) When a disclosure is made under paragraph (a) of this section:

(1) If a parent or eligible student so requests, the educational agency or institution shall provide him or her with a copy of the records disclosed; and

(2) If the parent of a student who is not an eligible student so requests, the agency or institution shall provide the student with a copy of the records disclosed.

(d) "Signed and dated written consent" under this part may include a record and signature in electronic form that-

(1) Identifies and authenticates a particular person as the source of the electronic consent; and

(2) Indicates such person's approval of the information contained in the electronic consent.

(Authority: 20 U.S.C. 1232g (b)(1) and (b)(2)(A))

[53 FR 11943, Apr. 11, 1988, as amended at 58 FR 3189, Jan. 7, 1993; 69 FR 21671, Apr. 21, 2004]

§99.31 Under what conditions is prior consent not required to disclose information?

(a) An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by §99.30 if the disclosure meets one or more of the following conditions:

(1)(i)(A) The disclosure is to other school officials, including teachers, within the agency or institution whom the agency or institution has determined to have legitimate educational interests.

(B) A contractor, consultant, volunteer, or other party to whom an agency or institution has outsourced institutional services or functions may be considered a school official under this paragraph provided that the outside party-

(1) Performs an institutional service or function for which the agency or institution would otherwise use employees;

(2) Is under the direct control of the agency or institution with respect to the use and maintenance of education records; and

(3) Is subject to the requirements of §99.33(a) governing the use and redisclosure of personally identifiable information from education records.

(ii) An educational agency or institution must use reasonable methods to ensure that school officials obtain access to only those education records in which they have legitimate educational interests. An educational agency or institution that does not use physical or technological access controls must ensure that its administrative policy for controlling access to education records is effective and that it remains in compliance with the legitimate educational interest requirement in paragraph (a)(1)(i)(A) of this section.

(2) The disclosure is, subject to the requirements of §99.34, to officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled so long as the disclosure is for purposes related to the student's enrollment or transfer.

Note: Section 4155(b) of the No Child Left Behind Act of 2001, 20 U.S.C. 7165(b), requires each State to assure the Secretary of Education that it has a procedure in place to facilitate the transfer of disciplinary records with respect to a suspension or expulsion of a student by a local educational agency to any private or public elementary or secondary school in which the student is subsequently enrolled or seeks, intends, or is instructed to enroll.

(3) The disclosure is, subject to the requirements of §99.35, to authorized representatives of-

(i) The Comptroller General of the United States;

(ii) The Attorney General of the United States;

(iii) The Secretary; or

(iv) State and local educational authorities.

(4)(i) The disclosure is in connection with financial aid for which the student has applied or which the student has received, if the information is necessary for such purposes as to:

(A) Determine eligibility for the aid;

(B) Determine the amount of the aid;

(C) Determine the conditions for the aid; or

(D) Enforce the terms and conditions of the aid.

(ii) As used in paragraph (a)(4)(i) of this section, financial aid means a payment of funds provided to an individual (or a payment in kind of tangible or intangible property to the individual) that is conditioned on the individual's attendance at an educational agency or institution.

(Authority: 20 U.S.C. 1232g(b)(1)(D))

(5)(i) The disclosure is to State and local officials or authorities to whom this information is specifically-

(A) Allowed to be reported or disclosed pursuant to State statute adopted before November 19, 1974, if the allowed reporting or disclosure concerns the juvenile justice system and the system's ability to effectively serve the student whose records are released; or

(B) Allowed to be reported or disclosed pursuant to State statute adopted after November 19, 1974, subject to the requirements of §99.38.

(ii) Paragraph (a)(5)(i) of this section does not prevent a State from further limiting the number or type of State or local officials to whom disclosures may be made under that paragraph.

(6)(i) The disclosure is to organizations conducting studies for, or on behalf of, educational agencies or institutions to:

(A) Develop, validate, or administer predictive tests;

(B) Administer student aid programs; or

(C) Improve instruction.

(ii) Nothing in the Act or this part prevents a State or local educational authority or agency headed by an official listed in paragraph (a)(3) of this section from entering into agreements with organizations conducting studies under paragraph (a)(6)(i) of this section and redisclosing personally identifiable information from education records on behalf of educational agencies and institutions that disclosed the information to the State or local educational authority or agency headed by an official listed in paragraph (a)(3) of this section in accordance with the requirements of §99.33(b).

(iii) An educational agency or institution may disclose personally identifiable information under paragraph (a)(6)(i) of this section, and a State or local educational authority or agency headed by an official listed in paragraph (a)(3) of this section may redisclose personally identifiable information under paragraph (a)(6)(i) and (a)(6)(ii) of this section, only if-

(A) The study is conducted in a manner that does not permit personal identification of parents and students by individuals other than representatives of the organization that have legitimate interests in the information;

(B) The information is destroyed when no longer needed for the purposes for which the study was conducted; and

(C) The educational agency or institution or the State or local educational authority or agency headed by an official listed in paragraph (a)(3) of this section enters into a written agreement with the organization that-

(1) Specifies the purpose, scope, and duration of the study or studies and the information to be disclosed;

(2) Requires the organization to use personally identifiable information from education records only to meet the purpose or purposes of the study as stated in the written agreement;

(3) Requires the organization to conduct the study in a manner that does not permit personal identification of parents and students, as defined in this part, by anyone other than representatives of the organization with legitimate interests;

and

(4) Requires the organization to destroy all personally identifiable information when the information is no longer needed for the purposes for which the study was conducted and specifies the time period in which the information must be destroyed.

(iv) An educational agency or institution or State or local educational authority or Federal agency headed by an official listed in paragraph (a)(3) of this section is not required to initiate a study or agree with or endorse the conclusions or results of the study.

(v) For the purposes of paragraph (a)(6) of this section, the term organization includes, but is not limited to, Federal, State, and local agencies, and independent organizations.

(7) The disclosure is to accrediting organizations to carry out their accrediting functions.

(8) The disclosure is to parents, as defined in §99.3, of a dependent student, as defined in section 152 of the Internal Revenue Code of 1986.

(9)(i) The disclosure is to comply with a judicial order or lawfully issued subpoena.

(ii) The educational agency or institution may disclose information under paragraph (a)(9)(i) of this section only if the agency or institution makes a reasonable effort to notify the parent or eligible student of the order or subpoena in advance of compliance, so that the parent or eligible student may seek protective action, unless the disclosure is in compliance with-

(A) A Federal grand jury subpoena and the court has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed;

(B) Any other subpoena issued for a law enforcement purpose and the court or other issuing agency has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed; or

(C) An ex parte court order obtained by the United States Attorney General (or designee not lower than an Assistant Attorney General) concerning investigations or prosecutions of an offense listed in 18 U.S.C. 2332b(g)(5)(B) or an act of domestic or international terrorism as defined in 18 U.S.C. 2331.

(iii)(A) If an educational agency or institution initiates legal action against a parent or student, the educational agency or institution may disclose to the court, without a court order or subpoena, the education records of the student that are relevant for the educational agency or institution to proceed with the legal action as plaintiff.

(B) If a parent or eligible student initiates legal action against an educational agency or institution, the educational agency or institution may disclose to the court, without a court order or subpoena, the student's education records that are relevant for the educational agency or institution to defend itself.

(10) The disclosure is in connection with a health or safety emergency, under the conditions described in §99.36.

(11) The disclosure is information the educational agency or institution has designated as "directory information", under the conditions described in §99.37.

(12) The disclosure is to the parent of a student who is not an eligible student or to the student.

(13) The disclosure, subject to the requirements in §99.39, is to a victim of an alleged perpetrator of a crime of violence or a non-forcible sex offense. The disclosure may only include the final results of the disciplinary proceeding conducted by the institution of postsecondary education with respect to that alleged crime or offense. The institution may disclose the final results of the disciplinary proceeding, regardless of whether the institution concluded a violation was committed.

(14)(i) The disclosure, subject to the requirements in §99.39, is in connection with a disciplinary proceeding at an institution of postsecondary education. The institution must not disclose the final results of the disciplinary proceeding unless it determines that-

(A) The student is an alleged perpetrator of a crime of violence or non-forcible sex offense; and

(B) With respect to the allegation made against him or her, the student has committed a violation of the institution's rules or policies.

(ii) The institution may not disclose the name of any other student, including a victim or witness, without the prior written consent of the other student.

(iii) This section applies only to disciplinary proceedings in which the final results were reached on or after October 7, 1998.

(15)(i) The disclosure is to a parent of a student at an institution of postsecondary education regarding the student's violation of any Federal, State, or local law, or of any rule or policy of the institution, governing the use or possession of alcohol or a controlled substance if-

(A) The institution determines that the student has committed a disciplinary violation with respect to that use or possession; and

(B) The student is under the age of 21 at the time of the disclosure to the parent.

(ii) Paragraph (a)(15) of this section does not supersede any provision of State law that prohibits an institution of postsecondary education from disclosing information.

(16) The disclosure concerns sex offenders and other individuals required to register under section 170101 of the Violent Crime Control and Law Enforcement Act of 1994, 42 U.S.C. 14071, and the information was provided to the educational agency or institution under 42 U.S.C. 14071 and applicable Federal guidelines.

(b)(1) De-identified records and information. An educational agency or institution, or a party that has received education records or information from education records under this part, may release the records or information without the consent required by §99.30 after the removal of all personally identifiable information provided that the educational agency or institution or other party has made a reasonable determination that a student's identity is not personally identifiable, whether through single or multiple releases, and taking into account other reasonably available information.

(2) An educational agency or institution, or a party that has received education records or information from education records under this part, may release de-identified student level data from education records for the purpose of education research by attaching a code to each record that may allow the recipient to match information received from the same source, provided that-

(i) An educational agency or institution or other party that releases de-identified data under paragraph (b)(2) of this section does not disclose any information about how it generates and assigns a record code, or that would allow a recipient to identify a student based on a record code;

(ii) The record code is used for no purpose other than identifying a de-identified record for purposes of education research and cannot be used to ascertain personally identifiable information about a student; and

(iii) The record code is not based on a student's social security number or other personal information.

(c) An educational agency or institution must use reasonable methods to identify and authenticate the identity of parents, students, school officials, and any other parties to whom the agency or institution discloses personally identifiable information from education records.

(d) Paragraphs (a) and (b) of this section do not require an educational agency or institution or any other party to disclose education records or information from education records to any party except for parties under paragraph (a)(12) of this section.

(Authority: 20 U.S.C. 1232g(a)(5)(A), (b), (h), (i), and (j)).

[53 FR 11943, Apr. 11, 1988; 53 FR 19368, May 27, 1988, as amended at 58 FR 3189, Jan. 7, 1993; 61 FR 59296, Nov. 21, 1996; 65 FR 41853, July 6, 2000; 73 FR 74852, Dec. 9, 2008; 74 FR 401, Jan. 6, 2009; 76 FR 75641, Dec. 2, 2011]

§99.32 What recordkeeping requirements exist concerning requests and disclosures?

(a)(1) An educational agency or institution must maintain a record of each request for access to and each disclosure of personally identifiable information from the education records of each student, as well as the names of State and local educational authorities and Federal officials and agencies listed in §99.31(a)(3) that may make further disclosures of personally identifiable information from the student's education records without consent under §99.33(b).

(2) The agency or institution shall maintain the record with the education records of the student as long as the records are maintained.

(3) For each request or disclosure the record must include:

(i) The parties who have requested or received personally identifiable information from the education records; and

(ii) The legitimate interests the parties had in requesting or obtaining the information.

(4) An educational agency or institution must obtain a copy of the record of further disclosures maintained under paragraph (b)(2) of this section and make it available in response to a parent's or eligible student's request to review the record required under paragraph (a)(1) of this section.

(5) An educational agency or institution must record the following information when it discloses personally identifiable information from education records under the health or safety emergency exception in §99.31(a)(10) and §99.36:

(i) The articulable and significant threat to the health or safety of a student or other individuals that formed the basis for the disclosure; and

(ii) The parties to whom the agency or institution disclosed the information.

(b)(1) Except as provided in paragraph (b)(2) of this section, if an educational agency or institution discloses personally identifiable information from education records with the understanding authorized under §99.33(b), the record of the disclosure required under this section must include:

(i) The names of the additional parties to which the receiving party may disclose the information on behalf of the educational agency or institution; and

(ii) The legitimate interests under §99.31 which each of the additional parties has in requesting or obtaining the information.

(2)(i) A State or local educational authority or Federal official or agency listed in §99.31(a)(3) that makes further disclosures of information from education records under §99.33(b) must record the names of the additional parties to which it discloses information on behalf of an educational agency or institution and their legitimate interests in the information under §99.31 if the information was received from:

(A) An educational agency or institution that has not recorded the further disclosures under paragraph (b)(1) of this section; or

(B) Another State or local educational authority or Federal official or agency listed in §99.31(a)(3).

(ii) A State or local educational authority or Federal official or agency that records further disclosures of information under paragraph (b)(2)(i) of this section may maintain the record by the student's class, school, district, or other appropriate grouping rather than by the name of the student.

(iii) Upon request of an educational agency or institution, a State or local educational authority or Federal official or agency listed in §99.31(a)(3) that maintains a record of further disclosures under paragraph (b)(2)(i) of this section must provide a copy of the record of further disclosures to the educational agency or institution within a reasonable period of time not to exceed 30 days.

(c) The following parties may inspect the record relating to each student:

(1) The parent or eligible student.

(2) The school official or his or her assistants who are responsible for the custody of the records.

(3) Those parties authorized in §99.31(a) (1) and (3) for the purposes of auditing the recordkeeping procedures of the educational agency or institution.

(d) Paragraph (a) of this section does not apply if the request was from, or the disclosure was to:

(1) The parent or eligible student;

(2) A school official under §99.31(a)(1);

(3) A party with written consent from the parent or eligible student;

(4) A party seeking directory information; or

(5) A party seeking or receiving records in accordance with §99.31(a)(9)(ii)(A) through (C).

(Approved by the Office of Management and Budget under control number 1880-0508)

(Authority: 20 U.S.C. 1232g(b)(1) and (b)(4)(A))

[53 FR 11943, Apr. 11, 1988, as amended at 61 FR 59297, Nov. 21, 1996; 73 FR 74853, Dec. 9, 2008]

§99.33 What limitations apply to the redisclosure of information?

(a)(1) An educational agency or institution may disclose personally identifiable information from an education record only on the condition that the party to whom the information is disclosed will not disclose the information to any other party without the prior consent of the parent or eligible student.

(2) The officers, employees, and agents of a party that receives information under paragraph (a)(1) of this section may use the information, but only for the purposes for which the disclosure was made.

(b)(1) Paragraph (a) of this section does not prevent an educational agency or institution from disclosing personally identifiable information with the understanding that the party receiving the information may make further disclosures of the information on behalf of the educational agency or institution if-

(i) The disclosures meet the requirements of §99.31; and

(ii)(A) The educational agency or institution has complied with the requirements of §99.32(b); or

(B) A State or local educational authority or Federal official or agency listed in §99.31(a)(3) has complied with the requirements of §99.32(b)(2).

(2) A party that receives a court order or lawfully issued subpoena and rediscloses personally identifiable information from education records on behalf of an educational agency or institution in response to that order or subpoena under §99.31(a)(9) must provide the notification required under §99.31(a)(9)(ii).

(c) Paragraph (a) of this section does not apply to disclosures under §§99.31(a)(8), (9), (11), (12), (14), (15), and (16), and to information that postsecondary institutions are required to disclose under the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, 20 U.S.C. 1092(f) (Clery Act), to the accuser and accused regarding the outcome of any campus disciplinary proceeding brought alleging a sexual offense.

(d) An educational agency or institution must inform a party to whom disclosure is made of the requirements of paragraph (a) of this section except for disclosures made under §§99.31(a)(8), (9), (11), (12), (14), (15), and (16), and to information that postsecondary institutions are required to disclose under the Clery Act to the accuser and accused regarding the outcome of any campus disciplinary proceeding brought alleging a sexual offense.

(Authority: 20 U.S.C. 1232g(b)(4)(B))

[53 FR 11943, Apr. 11, 1988, as amended at 61 FR 59297, Nov. 21, 1996; 65 FR 41853, July 6, 2000; 73 FR 74853, Dec. 9, 2008; 76 FR 75642, Dec. 2, 2011]

§99.34 What conditions apply to disclosure of information to other educational agencies or institutions?

(a) An educational agency or institution that discloses an education record under §99.31(a)(2) shall:

(1) Make a reasonable attempt to notify the parent or eligible student at the last known address of the parent or eligible student, unless:

(i) The disclosure is initiated by the parent or eligible student; or

(ii) The annual notification of the agency or institution under §99.7 includes a notice that the agency or institution forwards education records to other agencies or institutions that have requested the records and in which the student seeks or intends to enroll or is already enrolled so long as the disclosure is for purposes related to the student's enrollment or transfer;

(2) Give the parent or eligible student, upon request, a copy of the record that was disclosed; and

(3) Give the parent or eligible student, upon request, an opportunity for a hearing under subpart C.

(b) An educational agency or institution may disclose an education record of a student in attendance to another educational agency or institution if:

(1) The student is enrolled in or receives services from the other agency or institution; and

(2) The disclosure meets the requirements of paragraph (a) of this section.

(Authority: 20 U.S.C. 1232g(b)(1)(B))

[53 FR 11943, Apr. 11, 1988, as amended at 61 FR 59297, Nov. 21, 1996; 73 FR 74854, Dec. 9, 2008]

§99.35 What conditions apply to disclosure of information for Federal or State program purposes?

(a)(1) Authorized representatives of the officials or agencies headed by officials listed in §99.31(a)(3) may have access to education records in connection with an audit or evaluation of Federal or State supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs.

(2) The State or local educational authority or agency headed by an official listed in §99.31(a)(3) is responsible for using reasonable methods to ensure to the greatest extent practicable that any entity or individual designated as its authorized representative-

(i) Uses personally identifiable information only to carry out an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements related to these programs;

(ii) Protects the personally identifiable information from further disclosures or other uses, except as authorized in paragraph (b)(1) of this section; and

(iii) Destroys the personally identifiable information in accordance with the requirements of paragraphs (b) and (c) of this section.

(3) The State or local educational authority or agency headed by an official listed in §99.31(a)(3) must use a written agreement to designate any authorized representative, other than an employee. The written agreement must-

(i) Designate the individual or entity as an authorized representative;

(ii) Specify-

(A) The personally identifiable information from education records to be disclosed;

(B) That the purpose for which the personally identifiable information from education records is disclosed to the authorized representative is to carry out an audit or evaluation of Federal- or State-supported education programs, or to enforce or to comply with Federal legal requirements that relate to those programs; and

(C) A description of the activity with sufficient specificity to make clear that the work falls within the exception of §99.31(a)(3), including a description of how the personally identifiable information from education records will be used;

(iii) Require the authorized representative to destroy personally identifiable information from education records when the information is no longer needed for the purpose specified;

(iv) Specify the time period in which the information must be destroyed; and

(v) Establish policies and procedures, consistent with the Act and other Federal and State confidentiality and privacy provisions, to protect personally identifiable information from education records from further disclosure (except back to the disclosing entity) and unauthorized use, including limiting use of personally identifiable information from education records to only authorized representatives with legitimate interests in the audit or evaluation of a Federal- or State-supported education program or for compliance or enforcement of Federal legal requirements related to these programs.

(b) Information that is collected under paragraph (a) of this section must-

(1) Be protected in a manner that does not permit personal identification of individuals by anyone other than the State or local educational authority or agency headed by an official listed in §99.31(a)(3) and their authorized representatives, except that the State or local educational authority or agency headed by an official listed in §99.31(a)(3) may make further disclosures of personally identifiable information from education records on behalf of the educational agency or institution in accordance with the requirements of §99.33(b); and

(2) Be destroyed when no longer needed for the purposes listed in paragraph (a) of this section.

(c) Paragraph (b) of this section does not apply if:

(1) The parent or eligible student has given written consent for the disclosure under §99.30; or

(2) The collection of personally identifiable information is specifically authorized by Federal law.

(Authority: 20 U.S.C. 1232g(b)(1)(C), (b)(3), and (b)(5))

[53 FR 11943, Apr. 11, 1988, as amended at 73 FR 74854, Dec. 9, 2008; 76 FR 75642, Dec. 2, 2011]

§99.36 What conditions apply to disclosure of information in health and safety emergencies?

(a) An educational agency or institution may disclose personally identifiable information from an education record to appropriate parties, including parents of an eligible student, in connection with an emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals.

(b) Nothing in this Act or this part shall prevent an educational agency or institution from-

(1) Including in the education records of a student appropriate information concerning disciplinary action taken against the student for conduct that posed a significant risk to the safety or well-being of that student, other students, or other members of the school community;

(2) Disclosing appropriate information maintained under paragraph (b)(1) of this section to teachers and school officials within the agency or institution who the agency or institution has determined have legitimate educational interests in the behavior of the student; or

(3) Disclosing appropriate information maintained under paragraph (b)(1) of this section to teachers and school officials in other schools who have been determined to have legitimate educational interests in the behavior of the student.

(c) In making a determination under paragraph (a) of this section, an educational agency or institution may take into account the totality of the circumstances pertaining to a threat to the health or safety of a student or other individuals. If the educational agency or institution determines that there is an articulable and significant threat to the health or safety of a student or other individuals, it may disclose information from education records to any person whose knowledge of the information is necessary to protect the health or safety of the student or other individuals. If, based on the information available at the time of the determination, there is a rational basis for the determination, the Department will not substitute its judgment for that of the educational agency or institution in evaluating the circumstances and making its determination.

(Authority: 20 U.S.C. 1232g (b)(1)(I) and (h))

[53 FR 11943, Apr. 11, 1988; 53 FR 19368, May 27, 1988, as amended at 61 FR 59297, Nov. 21, 1996; 73 FR 74854, Dec. 9, 2008]

§99.37 What conditions apply to disclosing directory information?

(a) An educational agency or institution may disclose directory information if it has given public notice to parents of students in attendance and eligible students in attendance at the agency or institution of:

(1) The types of personally identifiable information that the agency or institution has designated as directory information;

(2) A parent's or eligible student's right to refuse to let the agency or institution designate any or all of those types of information about the student as directory information; and

(3) The period of time within which a parent or eligible student has to notify the agency or institution in writing that he or she does not want any or all of those types of information about the student designated as directory information.

(b) An educational agency or institution may disclose directory information about former students without complying with the notice and opt out conditions in paragraph (a) of this section. However, the agency or institution must continue to honor any valid request to opt out of the disclosure of directory information made while a student was in attendance unless the student rescinds the opt out request.

(c) A parent or eligible student may not use the right under paragraph (a)(2) of this section to opt out of directory information disclosures to-

(1) Prevent an educational agency or institution from disclosing or requiring a student to disclose the student's name, identifier, or institutional email address in a class in which the student is enrolled; or

(2) Prevent an educational agency or institution from requiring a student to wear, to display publicly, or to disclose a student ID card or badge that exhibits information that may be designated as directory information under §99.3 and that has been properly designated by the educational agency or institution as directory information in the public notice provided under paragraph (a)(1) of this section.

(d) In its public notice to parents and eligible students in attendance at the agency or institution that is described in paragraph (a) of this section, an educational agency or institution may specify that disclosure of directory information will be limited to specific parties, for specific purposes, or both. When an educational agency or institution specifies that disclosure of directory information will be limited to specific parties, for specific purposes, or both, the educational agency or institution must limit its directory information disclosures to those specified in its public notice that is described in paragraph (a) of this section.

(e) An educational agency or institution may not disclose or confirm directory information without meeting the written consent requirements in §99.30 if a student's social security number or other non-directory information is used alone or combined with other data elements to identify or help identify the student or the student's records.

(Authority: 20 U.S.C. 1232g(a)(5) (A) and (B))

[53 FR 11943, Apr. 11, 1988, as amended at 73 FR 74854, Dec. 9, 2008; 76 FR 75642, Dec. 2, 2011]

§99.38 What conditions apply to disclosure of information as permitted by State statute adopted after November 19, 1974, concerning the juvenile justice system?

(a) If reporting or disclosure allowed by State statute concerns the juvenile justice system and the system's ability to effectively serve, prior to adjudication, the student whose records are released, an educational agency or institution may disclose education records under §99.31(a)(5)(i)(B).

(b) The officials and authorities to whom the records are disclosed shall certify in writing to the educational agency or institution that the information will not be disclosed to any other party, except as provided under State law, without the prior written consent of the parent of the student.

(Authority: 20 U.S.C. 1232g(b)(1)(J))

[61 FR 59297, Nov. 21, 1996]

§99.39 What definitions apply to the nonconsensual disclosure of records by postsecondary educational institutions in connection with disciplinary proceedings concerning crimes of violence or non-forcible sex offenses?

As used in this part:

Alleged perpetrator of a crime of violence is a student who is alleged to have committed acts that would, if proven, constitute any of the following offenses or attempts to commit the following offenses that are defined in appendix A to this part:

Arson

Assault offenses

Burglary

Criminal homicide-manslaughter by negligence

Criminal homicide-murder and nonnegligent manslaughter

Destruction/damage/vandalism of property

Kidnapping/abduction

Robbery

Forcible sex offenses.

Alleged perpetrator of a nonforcible sex offense means a student who is alleged to have committed acts that, if proven, would constitute statutory rape or incest. These offenses are defined in appendix A to this part.

Final results means a decision or determination, made by an honor court or council, committee, commission, or other entity authorized to resolve disciplinary matters within the institution. The disclosure of final results must include only the name of the student, the violation committed, and any sanction imposed by the institution against the student.

Sanction imposed means a description of the disciplinary action taken by the institution, the date of its imposition, and its duration.

Violation committed means the institutional rules or code sections that were violated and any essential findings supporting the institution's conclusion that the violation was committed.

(Authority: 20 U.S.C. 1232g(b)(6))

[65 FR 41853, July 6, 2000]

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Electronic Code of Federal Regulations (eCFR)

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Home gpo.gov govinfo.gov e-CFR Navigation Aids Browse Simple Search Advanced Search  - Boolean  - Proximity Search History Search Tips Corrections Latest Updates User Info FAQs Agency List Incorporation By Reference Related Resources The Code of Federal Regulations (CFR) annual edition is the codification of the general and permanent rules published in the Federal Register by the departments and agencies of the Federal Government produced by the Office of the Federal Register (OFR) and the Government Publishing Office.

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The 1991 appeals court case of Eisel v. Montgomery County Board of Education set the precedent that because of our special relationship with students, we have a legal obligation to prevent a student’s suicide (Eisel v. Montgomery, 1991).  In this case, the classmates of a girl told the school counselor about the girl’s suicidal ideation. The counselor did not report this information to her parents, and she soon committed suicide. Her parents filed a negligence  lawsuit holding the school counselor responsible for their daughter’s death. The requirements along with this case are that a school counselor must report suicidal ideation in students under the age of eighteen to the parent/guardian.

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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Many educational institutions across the country are implementing their own policies to ensure the health and safety of suicidal students. The San Antonio Independent School District's employee handbook includes policies on safety guidelines/reporting and student records that correlate with suicidal students.

The policy on safety states that the district has developed and promotes a comprehensive program to ensure the safety of its students. The program includes guidelines and procedures for responding to emergencies and suicidal students (San Antonio ISD Employee Handbook, p. 27, 2018).

The handbook also states that while student records are confidential, if a student is under the age of 18, the records will be disclosed to the legal parent/guardian. This includes school counseling sessions and any information regarding the well-being of the student. (San Antonio ISD Employee Handbook, p. 32, 2018).

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According to the American School Counselor Association ethical standards, school counselors must “inform parents when a student poses a serious risk of harm to self…” and should not “release a student who is a danger to self or others until the student has proper and necessary support” (ASCA, 2016, p. 4). This ethical standard directly relates to working with suicidal students. As school counselors, we are responsible for the health and well-being of our students while they are in our schools. Knowing that a student is a potential harm to themselves should ring alarm bells. It is our morals as school counselors to take action and inform parents of these risks or suicidal ideation. While I believe this is a moral principle for all school counselors, it most definitely applies for school counselors working with students under the age of 18. Releasing an at-risk student without proper supervision or care is a form of negligence and could result in injury or even death to the student.

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"I Have A Suicidal Student In My Office, Now What?" by Dr. LaWanda N. Evans overviews how to screen and identify students at-risk for suicidal behaviors. This book will not only help build your confidence in dealing with these students, but also provide interventions to implement, checklists, and self-care strategies. It is a guide to help school counselors understand, identify, and respond to youth at-risk for suicidal behavior. The book discusses topics such as:

How to talk with students

Notifying parents

Discussing suicide to parents, teachers, and administration

Screening tools, strategies, and interventions

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ARE YOU A SCHOOL COUNSELOR WHO GETS NERVOUS AT THE THOUGHT OF HAVING A SUICIDAL STUDENT IN YOUR OFFICE?

* Do you feel afraid to talk about suicide with students?

* Do you get nervous when you have to call a parent?

* Do you second guess yourself after you have screened a student?

* Do you worry about whether or not you've done enough to help a student?

* Do you feel afraid to talk about suicide prevention with parents, teachers, and administrators?

* Do you believe that if you bring up the word suicide, a student will attempt or complete?

* Do you wish you had a screening tool, a checklist, and practical strategies and interventions?

If you answered yes to these questions, this book is for you. I Have a Suicidal Student in My Office, Now What will empower, encourage and give you confidence in your ability to screen and identify students at-risk for suicidal behaviors. This book will provide you with a list of interventions that you can easily implement, a checklist to help you feel at ease, and it will provide you with self-care strategies to ensure you take care of yourself.

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I Have a Suicidal Student in My Office, Now What?: A Guide for Helping School Counselors Understand, Identify, and Respond to Youth at Risk for Suicidal Behaviors: A School Counselor?s Perspective|Paperback

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ARE YOU A SCHOOL COUNSELOR WHO GETS NERVOUS AT THE THOUGHT OF HAVING A SUICIDAL STUDENT IN YOUR OFFICE? • Do you feel afraid to talk about suicide with students? • Do you get nervous when you have to call a parent? • Do you second guess yourself after...

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Slide #13: Recommendations/Best Practices for Compliance

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Slide #13: Recommendations/Best Practices for Compliance

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Throughout this course and my research, I have learned quite a bit about working with suicidal students as a school counselor. There are both legal and ethical principles that must be followed to ensure the health and safety of our students.

Take every report of suicide ideation seriously. Through all my research and every school counselor I spoke to, this was the number one recommendation. No matter the risk level, take it seriously and take the steps needed to provide help to the student.

As school counselors, we have a special relationship with our students and that relationship endows us with the responsibility to report what we know about a student's suicidal ideation (Eisel v. Mongomery, 1991).

Never release a student that you know is having suicide ideation without ensuring they have the proper and necessary support (ASCA, 2016, p. 4). Do not assume that because the student says they are fine, that they truly are. If a student is having these types of suicidal thoughts, they do not just go away. Suicidal ideation is ongoing and something that must be regularly monitored. Thoughts come and go and depending on the timing of these thoughts, students could act on them. Report these thoughts to parents, talk with the student, and provide resources for them to get outside help.

If you are working with students K-12 under the age of 18,  report the suicide ideation to the student's legal parent/guardian (34 CFR § 99). While FERPA states students over 18 have the rights to their records, ethically, I would encourage the report to be made.

Create and utilize a suicide prevention program. As school counselors, in some cases, we truly are the first responders to our student's mental health. Already having a program in place to help these suicidal students will ensure a smooth transition and improvement for these students (Tex. Educ. Code § 11.252). Being prepared is vital in handling these types of situations.

Take the initiative at your school to help prevent suicide by educating others, creating safe and welcoming environments, and recognizing warning signs. Be prepared to handle a student's suicide and have policies in place for staff and students following the tragedy. Knowing how to react to this issue is just as important as trying to prevent it.

Have information on a wide variety of resources to give to students and parents and utilize them. This includes resources such as psychologists, psychiatrist, suicide hotlines, support groups,  and financial aid information.

Follow up! Once you have made a report, do not wipe your hands clean of the situation. Show your support and follow up with the student and parent to ensure they are getting the help they need and to offer any additional help.

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We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States.

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The 988 Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week in the United States. We're committed to improving crisis services and advancing suicide prevention by empowering individuals, advancing professional best practices, and building awareness.

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Anyone could be struggling with suicide. Find more specific resources below.

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First, you'll hear an automated message featuring additional options while your call is routed to your local 988 Lifeline network crisis center.

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A trained crisis worker at your local center will answer the phone.

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Skip to main content We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States. 988 ¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!

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American School Counselor Association (2016). Ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

American School Counselor Association (2017). The school counselor and suicide prevention/awareness. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Suicide.pdf

Eisel v. Montgomery Board of Education, 324 Md. 376 (1991).

Evans, L. (2017). I have a suicidal student in my office, now what? CreateSpace Independent Publishing Platform: California.

Family Educational Rights and Privacy Act, 34 CFR § 99

G. Gandaria, personal communication, November 4, 2019

Hood, L. (2019, September 3). More states requiring mental health education. Retrieved from https://www.educationdive.com/news/more-states-requiring-mental-health-education/561250/

San Antonio ISD. (2018, Aug. 8). Employee handbook, OP 12.05. Retrieved from file:///C:/Users/wneckar1/Desktop/Grad%20School/SAISD%20Employee%20Handbook.pdf

Stark, L. (2018, December 4). Suicides are on the rise. Here's how schools can help. Retrieved from https://blogs.edweek.org/edweek/rulesforengagement/2018/12/suicides_continue_to_increase_how_schools_can_help.html

Tex. Educ. Code § 11.252

U.S. Const., art. V, amend. I