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I choose Suicide in Education as the topic. As an elementary school guidance counselor, I would hope that I do not have to ever encounter these type of situations; however, we must be vigilant and prepared to assist students and families if this type of situation is ever to arise. More and more we are seeing cases all over the news regarding students attempting to or committing suicide especially during the pandemic we have encountered. I believe that I need to be well versed and knowledgeable regarding protocol and how I can essentially keep my students safe. I also need to understand that students may need more help than I can provide, thus being able to refer them to outside resources is vital to their well-being.

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Importance of Topic:
Suicide and self-harm can dictate a significant amount of work-time, depending on the situation and the year.  Self-harm and non-suicidal self-injury (NSSI) in particular is susceptible to spread.  There have been years where we as a district have seen the issue grow as students present the results of NSSI online, whether it was through Snapchat, TikTok or other apps.  Students would see the results and then begin to express themselves in that manner. We’ve had years where we were required to restrict the use of any blade-type object and years where students were restricted from using personal pencil sharpeners because of the blade.
Best Practices:
·         We have GoGuardian, which alerts us to any type of search that might possibly border on suicide or violence

·         We are required by law to report when there is a potential for harm to self or others.

·         My primary job at that point was to receive her when she returned to school and help her re-acclimate as well as continue to watch, maintain an honest relationship, and to offer her a safe place in which to express any and all feelings and thoughts.
Emerging Issue:

On February 10, 2022, U.S. Senators Jacky Rosen (D-NV) and Lisa Murkowski (R-AK), both members of the Senate Health, Education, Labor, and Pensions (HELP) Committee, introduced the bipartisan Youth Mental Health and Suicide Prevention Act, which would authorize the Substance Abuse and Mental Health Services Administration (SAMHSA) to provide direct funding assistance to school districts for comprehensive student mental health promotion and suicide prevention efforts. Senator Rosen states “As we work together to recover from COVID-19, we must prioritize supporting our students and their mental health needs. My bipartisan legislation would allow the federal government to fund comprehensive, equitable, and evidence-based resources and programs in K-12 schools to further promote our students’ mental health, and help prevent student suicides.” This bill, if signed into law, would support schools in equipping students to navigate mental health challenges, and to recognize and connect students in need with mental health care." SAMHSA grant funding authorized by the Rosen-Murkowski bill would support a wide range of mental health evaluation, planning, programming, and suicide prevention strategies in K-12 schools, including:

Conducting training programs for students and school staff to promote effective responses to student mental health issues and suicide attempts; and

Utilizing social media applications and telehealth to conduct suicide risk and mental health screenings

Interviewee:
David Cook, M.A.Ed: Couns, CSC

Counselor, Elisha M. Pease Communications and Technology Academy

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School counselors work to identify behavioral and social/emotional signs of suicide risk among their students and ensure prevention methods are in place. It is the school counselor’s ethical and moral responsibility to report suspected suicide risk to legal guardians and the appropriate authorities. In acknowledging suspected suicide risk, school counselors exercise reasonable care to protect students from unforeseeable harm (ASCA, 2016). School counselors recognize the threat of suicide among children and adolescents and strive to create a supportive environment. School counselors do not wait for certainty but rather the notion of a potential suicide places school counselors in a position to immediately notify parents/guardians (ASCA 2017).

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·         During the COVID-19 pandemic, a number of risks associated with suicide may be elevated—including social isolation, barriers to care, access to lethal means, and personal and economic loss.

·         Schools play an important role in identifying risk for suicide, linking young people to care, providing comprehensive suicide-prevention programs, and facilitating social connections among youth.

·         Only 8% of students identified “interacting with teachers/school employees” as an activity that helped them maintain a positive state of mind in school during the pandemic.

Prioritizing connections with and between students. Allot nonacademic time for students, for example, asking students to answer fun discussion questions in smaller breakout rooms.

Integrating social and emotional learning into student and professional-development curricula.

Using multiple methods for reaching out to students. Consider emailing, calling, texting, video conferencing, and conducting home visits.

Offering counseling services, with a protocol for ensuring parents are available for sessions.

Providing information and resources to students and families, including suicide-prevention hotlines, crisis text lines, and community-based resources.

Learning about the warning signs and risk factors for suicide and how to connect students to care.

Establishing clear protocols for in-school and community-based referrals, virtual risk assessments, adapted safety planning, and emergency services such as mobile crisis.

Checking in with students, families, and colleagues regularly to identify ways to improve these approaches over time.

Practicing self-care and staying connected with your colleagues.

WARNING SIGNS ASSOCIATED WITH SUICIDE

·         Talking about wanting to die

·         Looking for a way to kill oneself

·         Talking about feeling hopeless or having no purpose

·         Talking about feeling trapped or in unbearable pain

·         Talking about being a burden to others

·         Increasing the use of alcohol or drugs

·         Acting anxious, agitated or recklessly

·         Sleeping too little or too much

·         Withdrawing or feeling isolated

·         Showing rage or talking about seeking revenge

·         Displaying extreme mood swings

The more of these signs a person shows, the greater the risk. Warning signs are associated with suicide but may not be what causes a suicide.

IF SOMEONE YOU KNOW EXHIBITS WARNING SIGNS OF SUICIDE

·         Do not leave the person alone

·         Remove any firearms, alcohol, drugs or sharp objects that could be used in a suicide attempt

·         Call the U.S. National Suicide Prevention Lifeline at 800-273-TALK (8255)

·         Take the person to an emergency room or seek help from a medical or mental health professional

Source: American Foundation of Suicide Prevention

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We don't yet understand the effects of remote learning on student mental health. As parents, educators, mental-health professionals, and researchers, we must distinguish among projections of risk (what we think might happen), current practice (what is actually happening), and our next steps (what we think should happen next). It is not a foregone conclusion that remote learning will have overall negative effects. This story is still being written.

During the COVID-19 pandemic, a number of risks associated with suicide may be elevated-including social isolation, barriers to care, access to lethal means, and personal and economic loss. Over the past year, there have been numerous reports related to suicide risk, including some heartbreaking incidents of death. School communities must recognize warning signs for suicide, provide preventative services, and link kids to care.

These efforts must be rooted in what we know to be true about suicide. First and foremost, this means focusing on how suicide is preventable and how suicide-related thoughts and behaviors are treatable. This also means acknowledging the complexity of suicide, which relates to multiple factors (environmental, biological, and psychological risk) and cannot be attributed to any single factor.

A recent article published by the American Medical Association indicates that, while real-time data about suicide are not available in many regions, emerging data in several countries do not yet provide any evidence that overall deaths as a result of suicide have increased since COVID-19 first appeared. Estimates by the Centers for Disease Control and Prevention from last summer do suggest an increase in suicidal ideation among young adults, signifying the potential for increased distress in this age group and underscoring the importance of connecting individuals to care. Suicidal ideation, however, is not a strong predictor of suicidal behavior or death due to suicide, and multiple evidence-based treatments are available for individuals with risk for suicide.

Although there are reports that suggest increased proportions of emergency-department visits for mental-health treatment or suicide-related behaviors in youth during the pandemic, this increase appears to be the result of a lower frequency of emergency-department visits overall. In fact, the actual numbers of visits for mental-health crises appear comparable to prior years. Until more data become available, it remains unclear if there have been changes in severity and intensity of mental-health crises. However, because seeking help is associated with suicide prevention, the rise in emergency-department visits could also reflect an ongoing commitment by caregivers toward treating serious mental-health concerns.
Schools play an important role in identifying risk for suicide, linking young people to care, providing comprehensive suicide-prevention programs, and facilitating social connections among youth. Schools also harbor known risk factors for suicide, including negative social interactions, bullying, and academic stressors. Thus, whether remote learning increases or decreases, suicide risk likely varies from child to child.

Only 8% of students identified "interacting with teachers/school employees" as an activity that helped them maintain a positive state of mind in school during the pandemic.

As a school psychology researcher and professor, I study how schools can play a key role in suicide prevention. With the shift to remote learning, I have focused on understanding how schools can best continue to enhance suicide prevention in youth. I have also been closely following how the media has covered suicide prevention in the context of remote learning. Many reports convey messages that reflect negative outcomes as though they are final and unchangeable. Critically, there have been multiple, unfounded claims that rates of suicide are increasing or linked to remote learning. This is deeply concerning as it paints a false picture of a situation that remains uncertain.

Over the past few months, my colleagues and I have been surveying and speaking with school support professionals who are employing creative strategies to support suicide-prevention efforts and continue to connect with kids. I am hopeful about the potential for these remarkable professionals to have a positive effect on our youth. Some of these strategies, which are based on findings from my own research funded by several federal and private sponsors and other existing research, include:

Prioritizing connections with and between students. Allot nonacademic time for students, for example, asking students to answer fun discussion questions in smaller breakout rooms.

Integrating social and emotional learning into student and professional-development curricula.

Using multiple methods for reaching out to students. Consider emailing, calling, texting, video conferencing, and conducting home visits.

Offering counseling services, with a protocol for ensuring parents are available for sessions.

Providing information and resources to students and families, including suicide-prevention hotlines, crisis text lines, and community-based resources.

Learning about the warning signs and risk factors for suicide and how to connect students to care.

Establishing clear protocols for in-school and community-based referrals, virtual risk assessments, adapted safety planning, and emergency services such as mobile crisis.

Checking in with students, families, and colleagues regularly to identify ways to improve these approaches over time.

Practicing self-care and staying connected with your colleagues.

The shift to distance learning will have consequences, but we must continue to distinguish among reports of what can happen, what is happening, and what should happen. We need to tackle ongoing concerns of inequity and psychological distress, while being careful not to assume the worst. If we remain open to the possibility of multiple effects from remote learning, we won't miss opportunities to reinforce and celebrate the successes of our children, even in the midst of a pandemic.

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What We Know About Suicide During the Pandemic (and What We Don't) (Opinion)

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We don't yet understand the effects of remote learning on student mental health. As parents, educators, mental-health professionals, and researchers, we must distinguish among projections of risk (what we think might happen), current practice (what is actually happening), and our next steps (what we think should happen next).

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#5 A ‘Breaking Point’ in Campus Mental Health

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#5 A ‘Breaking Point’ in Campus Mental Health

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·         The spate of deaths at Dartmouth left students like Aguirre looking for answers and reignited conversations about mental health in higher education. Other campuses have been grappling with similar tragedies during the past year: West Virginia University lost two students to suicide, and Cornell University saw five students die unexpectedly.

·         In response to the suicides, Dartmouth officials relaxed coronavirus restrictions to allow students to gather; added new counselors, a wellness coordinator, and other staff to the health service; organized a vigil; extended deadlines for students to request courses be marked incomplete or not recorded at all; and partnered with the nonprofit Jed Foundation to develop programs and policies that support campus mental health.

·         Experts say there are some critical actions colleges must take after a suicide to reduce the risk of contagion and to help people on the campus heal. One is to acknowledge the death of the person without adulating them or sensationalizing the suicide.

·         The Centers for Disease Control and Prevention advises that a response team pair those who may be at high risk of attempting suicide with a counselor for a screening interview, reduce access to common methods of suicide, and promote suicide crisis centers and hotlines.

·         Farris said, many faculty, staff, and students have become certified in mental-health first aid, which teaches risk factors and warning signs for mental-health and addiction issues, as well as skills for helping people in crisis.

·         Campus leaders say they’re listening and making changes in a long-term effort to bolster the Morgantown institution’s mental-health services. In the fall, the university will be rolling out Healthy Minds University, a long-term mental-health clinic. Services will include psychiatric care, case management, and therapy, WVU officials said.

·         “College students want an adult on campus that knows their name and cares about them,” he said. “Period. Not just someone who they see in classrooms, but someone that has their back, and is not just going to ask them about their grades but understands kids are experiencing that in the context of romantic relationships, breakups, in the context of their parents, roommate struggles, and is interested in them as a whole person.”

·         “Everyone knows a piece of the student,” he said. “But what college students want is someone that knows the whole them and understands that all these pieces interconnect.”

·         If you are in crisis and would like to talk to someone, you can call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) or text “HELLO” to the Crisis Text Line at 741741. Both services are free, confidential, and available 24/7.

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#6 H. R. 1803 “Youth Mental Health and Suicide Prevention Act of 2021”

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#6 H. R. 1803 “Youth Mental Health and Suicide Prevention Act of 2021”

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·         To authorize the Secretary of Health and Human Services to establish a grant program to promote comprehensive mental health and suicide prevention efforts in high schools, and for other purposes.

·         (a) In General.—The Secretary, acting through the Director of the Center for Mental Health Services of the Substance Abuse and Mental Health Services Administration, may carry out a program to award grants, on a competitive basis, to eligible entities to enhance services for high school students with mental health and behavioral health issues that can lead to school failure, including depression, substance abuse, and suicide attempts.

·         (b) Application.—To be eligible for a grant under this section, an eligible entity shall submit to the Secretary an application in such form, at such time, and containing such information as the Secretary determines appropriate, including, at a minimum—

·         (1) a description of identified mental health and behavioral health needs of high school students served by such eligible entity;

·         (2) a description of existing Federal, State, local, private, and institutional resources available to address the needs described in paragraph (1);

·         (3) a description of the outreach strategies of such eligible entity to promote access to services, including a proposed plan for mental health equity and assisting students most in need of mental health services;

·         (4) a description of how such eligible entity will involve, as appropriate, students and peer representatives in the planning, implementation, and evaluation processes;

·         (5) a description of how such eligible entity will support other students and the school community if a student dies by suicide;

·         (6) a plan to—

·         (A) implement the activities described in subsection (c); and

·         (B) evaluate the outcomes of such activities; and

·         (7) an assurance that such eligible entity will submit to the Secretary, for each fiscal year in which grant funds are used, a report with respect to—

·         (A) the activities carried out under subsection (c); and

·         (B) the outcomes of such activities.

·         (c) Grant Uses.—A grant awarded under this section may only be used, with respect to high school students served by an eligible entity, for—

·         (1) evaluating existing program activities and prevention strategies;

·         (2) educational seminars;

·         (3) educational awareness campaign materials for students, families of students, and school staff to increase the awareness of potential mental and behavioral health issues of students;

·         (4) peer-to-peer program support;

·         (5) programs that assist schools in adopting a public health approach to mental health;

·         (6) social media applications used for mental and behavioral health purposes, such as suicide risk and mental health screenings;

·         (7) providing mental health services for students through telehealth;

·         (8) training programs for students and high school teachers, school leaders, and other school personnel to learn to respond effectively to students with mental health and behavioral health issues that can lead to school failure, including depression, anxiety, substance abuse, and suicide attempts; and

·         (9) the creation of an infrastructure to facilitate communication between high schools served by a local educational agency or State educational agency that does not have mental health services, including health care providers who can treat mental health and behavioral health issues.

·         (d) Matching Requirement.—

·         (1) IN GENERAL.—An eligible entity receiving a grant under this section shall provide non-Federal matching funds (including funds from donations from public or private entities) equal to the amount of the grant.

·         (2) DETERMINATION OF AMOUNT CONTRIBUTED.—

·         (A) IN-KIND SUPPORT.—Non-Federal matching funds described in paragraph (1) may include cash or in-kind support.

·         (B) FEDERAL SUPPORT.—Amounts provided by the Federal Government, or services assisted or subsidized to any significant extent by the Federal Government may not be included when determining the amount of non-Federal matching funds provided.

·         (3) WAIVER.—The Secretary may waive the matching funds requirement of paragraph (1) with respect to a grant made to an eligible entity under this section if the Secretary determines that such eligible entity has demonstrated extraordinary need for such a waiver.

·         (e) Study And Report.—

·         (1) STUDY.—For each fiscal year during which grants are awarded under this section, the Secretary shall conduct a study on the results of the grant program.

·         (2) REPORT.—For each study conducted under paragraph (1), the Secretary shall submit to Congress a report on the results of such study, including—

·         (A) an evaluation of the outcomes of the grant program, including a summary of activities carried out by eligible entities and the results of such activities; and

·         (B) recommendations with respect to improving access to mental health and behavioral health services at high schools, including efforts to reduce the occurrence of suicide and substance abuse.

·         (f) Definitions.—In this section:

·         (1) ELIGIBLE ENTITY.—The term “eligible entity” means a local educational agency or State educational agency that serves at least one secondary school.

·         (2) ESEA TERMS.—The terms “high school”, “local educational agency”, “secondary school”, and “State educational agency” have the meanings given such terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).

(3) SECRETARY.—The term “Secretary” means the Secretary of Health and Human Services, in consultation with the Secretary of Education and the heads of other appropriate agencies.

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To authorize the Secretary of Health and Human Services to establish a grant program to promote comprehensive mental health and suicide prevention efforts in high schools, and for other purposes.

IN THE HOUSE OF REPRESENTATIVES

Mr. Cárdenas (for himself and Mrs. Trahan) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Labor, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned

To authorize the Secretary of Health and Human Services to establish a grant program to promote comprehensive mental health and suicide prevention efforts in high schools, and for other purposes.

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,

This Act may be cited as the "Youth Mental Health and Suicide Prevention Act of 2021".

SEC. 2. Coordinated promotion of high school comprehensive mental health and suicide prevention plans.

(a) In general.-The Secretary, acting through the Director of the Center for Mental Health Services of the Substance Abuse and Mental Health Services Administration, may carry out a program to award grants, on a competitive basis, to eligible entities to enhance services for high school students with mental health and behavioral health issues that can lead to school failure, including depression, substance abuse, and suicide attempts.

(b) Application.-To be eligible for a grant under this section, an eligible entity shall submit to the Secretary an application in such form, at such time, and containing such information as the Secretary determines appropriate, including, at a minimum-

(1) a description of identified mental health and behavioral health needs of high school students served by such eligible entity;

(2) a description of existing Federal, State, local, private, and institutional resources available to address the needs described in paragraph (1);

(3) a description of the outreach strategies of such eligible entity to promote access to services, including a proposed plan for mental health equity and assisting students most in need of mental health services;

(4) a description of how such eligible entity will involve, as appropriate, students and peer representatives in the planning, implementation, and evaluation processes;

(5) a description of how such eligible entity will support other students and the school community if a student dies by suicide;

(6) a plan to-

(A) implement the activities described in subsection (c); and

(B) evaluate the outcomes of such activities; and

(7) an assurance that such eligible entity will submit to the Secretary, for each fiscal year in which grant funds are used, a report with respect to-

(A) the activities carried out under subsection (c); and

(B) the outcomes of such activities.

(c) Grant uses.-A grant awarded under this section may only be used, with respect to high school students served by an eligible entity, for-

(1) evaluating existing program activities and prevention strategies;

(2) educational seminars;

(3) educational awareness campaign materials for students, families of students, and school staff to increase the awareness of potential mental and behavioral health issues of students;

(4) peer-to-peer program support;

(5) programs that assist schools in adopting a public health approach to mental health;

(6) social media applications used for mental and behavioral health purposes, such as suicide risk and mental health screenings;

(7) providing mental health services for students through telehealth;

(8) training programs for students and high school teachers, school leaders, and other school personnel to learn to respond effectively to students with mental health and behavioral health issues that can lead to school failure, including depression, anxiety, substance abuse, and suicide attempts; and

(9) the creation of an infrastructure to facilitate communication between high schools served by a local educational agency or State educational agency that does not have mental health services, including health care providers who can treat mental health and behavioral health issues.

(d) Matching requirement.-

(1) I N GENERAL.-An eligible entity receiving a grant under this section shall provide non-Federal matching funds (including funds from donations from public or private entities) equal to the amount of the grant.

(2) D ETERMINATION OF AMOUNT CONTRIBUTED.-

(A) I N-KIND SUPPORT.-Non-Federal matching funds described in paragraph (1) may include cash or in-kind support.

(B) F EDERAL SUPPORT.-Amounts provided by the Federal Government, or services assisted or subsidized to any significant extent by the Federal Government may not be included when determining the amount of non-Federal matching funds provided.

(3) W AIVER.-The Secretary may waive the matching funds requirement of paragraph (1) with respect to a grant made to an eligible entity under this section if the Secretary determines that such eligible entity has demonstrated extraordinary need for such a waiver.

(e) Study and report.-

(1) S TUDY.-For each fiscal year during which grants are awarded under this section, the Secretary shall conduct a study on the results of the grant program.

(2) R EPORT.-For each study conducted under paragraph (1), the Secretary shall submit to Congress a report on the results of such study, including-

(A) an evaluation of the outcomes of the grant program, including a summary of activities carried out by eligible entities and the results of such activities; and

(B) recommendations with respect to improving access to mental health and behavioral heath services at high schools, including efforts to reduce the occurrence of suicide and substance abuse.

(f) Definitions.-In this section:

(1) E LIGIBLE ENTITY.-The term "eligible entity" means a local educational agency or State educational agency that serves at least one secondary school.

(2) E SEA TERMS.-The terms "high school", "local educational agency", "secondary school", and "State educational agency" have the meanings given such terms in section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801).

(3) S ECRETARY.-The term "Secretary" means the Secretary of Health and Human Services, in consultation with the Secretary of Education and the heads of other appropriate agencies.

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To authorize the Secretary of Health and Human Services to establish a grant program to promote comprehensive mental health and suicide prevention efforts in high schools, and for other purposes. IN THE HOUSE OF REPRESENTATIVES Mr. Cárdenas (for himself and Mrs.

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#7 Baab v. Medina City School Board of Education (Ohio Ct. App. 2019) 

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#7 Baab v. Medina City School Board of Education (Ohio Ct. App. 2019) 

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·         D.B. was reported to the counselor on four separate occasions because he was cutting himself.

·         Counselor talked to students and parents and suggested counseling.

·         D.B. then sent text messages to a friend, threatening suicide.

·         Counselor took no additional action and D.B. died by suicide a few days later.

·         D.B.’s father sued the school district and the school counselor.

·         The trial court found that the district was protected by the state’s qualified immunity while finding that the case against the counselor could go to trial.

·         The Ohio Court of Appeals upheld the trial court finding that there was a genuine question as to whether the counselor acted recklessly (i.e., in conscious disregard or indifference to a known or obvious risk of harm), thus eliminating her immunity.

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#8 Hasenfus v. LaJeunesse, 1st Cir. 1999

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#8 Hasenfus v. LaJeunesse, 1st Cir. 1999

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·         In the spring of 1996, Jamie (14) was reprimanded by her teacher for misconduct during P.E. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         Teacher told student to return to the locker room where there was no one there to supervise. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         Student tried to hang herself and after other students found her and called her help, she survived but was left with permanent impairments. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         Two other incidents contribute to the suicide attempt. Student had been raped when she was 13 and was later counseled by the nurse and the guidance counselor.  Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         School officials should have known of the rape and should not have sent Jamie "alone and unsupervised away from the area he was monitoring when he knew or should reasonably have known that she was despondent or distressed." Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         The other background event was that seven other students in the Winthrop Middle School had also attempted suicide in the three months prior to May 1996. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         According to the complaint, the school failed to take various possible measures to cope with the epidemic, such as offering special counseling and monitoring programs within the school and providing more information to parents about the outbreak. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         On April 30, 1998, just short of two years after Jamie's suicide attempt, the Hasenfus parents brought suit in the district court on behalf of Jamie and themselves. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         The gist of the wrongful acts charged to the town, school board, superintendent, and principal were the failure to take a range of preventive actions listed in the complaint to cope with the suicide epidemic and, specifically as to Jamie, three narrower failures or mistakes discussed at the end of this opinion. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         The defendants moved to dismiss the section 1983 counts for failure to state a claim, Fed.R.Civ.P. 12(b)(6), and asked that the state claims then be dismissed for lack of federal jurisdiction, Wagner v. Devine, 122 F.3d 53, 57-58 (1st Cir. 1997), cert. denied, 118 S.Ct. 880 (1998). Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         In the district court and in their opening brief on appeal, the Hasenfuses argued forcefully that — contrary to the district court's view — the school had an affirmative duty to protect Jamie as a student entrusted to its care. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         But elsewhere the reply brief itself returns to the allegation that school officials acted recklessly "by standing by throughout the suicide epidemic and doing nothing to identify at-risk students or to train personnel to effectively deal with these students at risk." Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         In closing, we emphasize again that the due process clause is not a surrogate for local tort law or state statutory and administrative remedies. The federal courts have no general authority to decide when school administrators should introduce suicide prevention programs, or whether an unruly or upset school child should be sent out of class, or what should be said to other parents about a tragic incident at school. Substantive due process is not a license for judges to supersede the decisions of local officials and elected legislators on such matters. Cf. Collins v. City of Harker Heights, 503 U.S. 115, 128-29 (1992).Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

·         In principle, Maine law does allow civil claims by citizens for serious misconduct by state or local officials, and the district court's dismissal in this case was without prejudice to the assertion of the Hasenfuses' state claims in state court. As is quite common, Maine provides broad immunity protection for its officials, Me. Rev. Stat. Ann. tit. 14, §§ 8104-D, 8111, grants governmental entities immunity from civil suit with certain exceptions possibly not applicable here, id. §§ 8103, 8104-A, and places a monetary cap on the amount of damages available against individual employees and the government itself, id. §§ 8104-D, 8105. Whether Maine should be more generous is a matter for its citizens to decide. Hasenfus v. LaJeunesse, 175 F.3d 68, 74 (1st Cir. 1999)

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#9 Texas law: Texas Family Code - Consent to Counseling

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#9 Texas law: Texas Family Code - Consent to Counseling

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·         A minor generally may seek and receive counseling services from a doctor or a mental health professional without the professional having to obtain consent from the minor’s parent or guardian, including counseling regarding suicide prevention. This assures youth they may seek confidential counseling in many situations. 7 Texas law: Texas Family Code - Consent to Counseling

·         A child may consent to counseling for: o suicide prevention; o chemical addiction or dependency; or o sexual, physical, or emotional abuse. Tex. Family Code § 32.004

·         A licensed or certified physician, psychologist, counselor, or social worker having reasonable grounds to believe that a child has been sexually, physically, or emotionally abused, is contemplating suicide, or is suffering from a chemical or drug addiction or dependency may: o counsel the child without the consent of the child's parents or, if applicable, managing conservator or guardian; o with or without the consent of the child who is a client, advise the child's parents or, if applicable, managing conservator or guardian of the treatment given to or needed by the child; and o rely on the written statement of the child containing the grounds on which the child has capacity to consent to the child's own treatment under this section. Tex. Family Code § 32.004

·         Unless consent is obtained as otherwise allowed by law, a physician, psychologist, counselor, or social worker may not counsel a child if consent is prohibited by a court order. Tex. Family Code § 32.004

·         A physician, psychologist, counselor, or social worker counseling a child under this section is not liable for damages except for damages resulting from the person's negligence or willful misconduct. Tex. Family Code § 32.004

A parent, or, if applicable, managing conservator or guardian, who has not consented to counseling treatment of the child is not obligated to compensate a physician, psychologist, counselor, or social worker for counseling services rendered under this section. Tex. Family Code § 32.004

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Sec. 38.351.  MENTAL HEALTH PROMOTION AND INTERVENTION, SUBSTANCE ABUSE PREVENTION AND INTERVENTION, AND SUICIDE PREVENTION.

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

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

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

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

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

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

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

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

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

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

Below are approved suicide prevention, intervention, postvention trainings, frameworks, interventions, registries, and supplemental programs. Intended audiences and resource type definitions are also listed below.

Substance Use Prevention Specialist (SUPS) - A person working to prevent substance use and misuse through the delivery of evidence-based prevention strategies developed by the Center for Substance Abuse Prevention (CSAP). People working in this capacity for state-funded organizations either hold or are working toward an Associate Prevention Specialist (APS) designation, or Certified Prevention Specialist (CPS) or Advanced Certified Prevention Specialist (ACPS) certifications. If a SUPS is the only Audience listed for a program, practice, training, or resource, it can ONLY be provided by a SUPS.

- Comprehensive school-wide or district-wide approach to implementing strategies or procedures, that is evidence-based and acknowledges the unique needs of your school or district that could include information, training, lessons, interventions, literature, and technical assistance to improve the quality and delivery of behavioral health services across the nation

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(e) The suicide prevention programs on the list provided under Subsection (a) must include components that provide for training school counselors, teachers, nurses, administrators, and other staff, as well as law enforcement officers and social workers who regularly interact with students, to: (1) recognize students at risk of attempting suicide,

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A.2.f. Recognize their primary ethical obligation for confidentiality is to the students but balance that obligation with an understanding of parents’/guardians’ legal and inherent rights to be the guiding voice in their children’s lives. School counselors understand the need to balance students’ ethical rights to make choices, their capacity to give consent or assent, and parental or familial legal rights and responsibilities to make decisions on their child’s behalf. I understand that my student’s confidentiality is important; however, I know that I may have to disclose information to parents if their child is a potential harm to themselves or others. I believe that building a trusting relationship with my students is essential, but they must know that I will make contact with the proper people if I feel that they need further help than I can give them.

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#12 Personal Connection to Legal and Ethical Standards

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#12 Personal Connection to Legal and Ethical Standards

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After realizing my own daughter was suffering from mental health issues and I couldn’t help her, we sought out counseling for her. The counselor at her school contacted me about becoming aware that my daughter needed outside help. The counselor was professional and followed protocol. I want to become more knowledgeable and educate myself more on issues that could lead to suicidal thoughts so that I can help my students and families if the need arises. I need to familiarize myself with the legal and ethical standards related to my topic so I can be as effective as possible. I have a legal and ethical obligation to my students and their families to ensure their safety and well-being.

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·         If a student appears to want to self-harm, pull them into office and question them to determine if the person is at risk for suicide.

·         If there is an immediate suicide risk, do not leave the student alone.

·         Escort to a secure location where student is monitored.

·         Contact parents.

·         Call 911.

·         Persuade the person at risk and their parents to seek help.

·         Refer the student for outside treatment.

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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). Retrieved from http://webcache.googleusercontent.com/ search?q=cache:h0kMsfUXhJIJ:schoolcounselor.org/asca/media/asca/Resource%2520Center/SuicideSuicide%2520Prevention/Sample%2520Documents/FAQs.doc+&cd=2&hl=en&ct=clnk&gl=us\

Hasenfus v. LaJeunesse, 175 F.3d 68 (1st Cir. 1999)

https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Suicide-Prevention-Awaren

https://www.edweek.org/leadership/opinion-what-we-know-about-suicide-during-the-pandemic-and-what-we-dont/2021/03

http://www.shpclaw.com/court-addresses-scope-of-schools-duty-to-prevent-student-suicide?p=11399

https://tea.texas.gov/about-tea/other-services/mental-health/suicide-prevention-intervention-and-postvention

http://www.sccenter.org/wp-content/uploads/2016/11/Texas_laws_suicide.pdf

https://kappanonline.org/student-suicide-school-liability-underwood/

https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

H.R. 1803 – Youth Mental Health and Suicide Prevention Act of 2021 https://www.congress.gov/bill/117th-congress/house-bill/1803/text?q=%7B%22search%22%3A%5B%22HR+1803%22%5D%7D&r=1&s=2