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2024 SPORT In-Person Conference Presentation

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215.

(a) (1) The governing board or body of a local educational agency that serves pupils in grades 7 to 12, inclusive, shall, before the beginning of the 2017-18 school year, adopt, at a regularly scheduled meeting, a policy on pupil suicide prevention in grades 7 to 12, inclusive. The policy shall be developed in consultation with school and community stakeholders, school-employed mental health professionals, and suicide prevention experts and shall, at a minimum, address procedures relating to suicide prevention, intervention, and postvention.

(2) (A) The governing board or body of a local educational agency that serves pupils in kindergarten and grades 1 to 6, inclusive, shall, before the beginning of the 2020-21 school year, adopt, at a regularly scheduled meeting, a policy on pupil suicide prevention in kindergarten and grades 1 to 6, inclusive. The policy shall be developed in consultation with school and community stakeholders, the county mental health plan, school-employed mental health professionals, and suicide prevention experts and shall, at a minimum, address procedures relating to suicide prevention, intervention, and postvention.

(B) The policy for pupils in kindergarten and grades 1 to 6, inclusive, shall be age appropriate and shall be delivered and discussed in a manner that is sensitive to the needs of young pupils.

(C) The policy for pupils in kindergarten and grades 1 to 6, inclusive, shall be written to ensure proper coordination and consultation with the county mental health plan if a referral is made for mental health or related services on behalf of a pupil who is a Medi-Cal beneficiary.

(3) The policy shall specifically address the needs of high-risk groups, including, but not limited to, all of the following:

(A) Youth bereaved by suicide.

(B) Youth with disabilities, mental illness, or substance use disorders.

(C) Youth experiencing homelessness or youth in out-of-home settings, such as foster care.

(D) Lesbian, gay, bisexual, transgender, or questioning youth.

(4) (A) The policy shall also address any training on suicide awareness and prevention to be provided to teachers of pupils in all of the grades served by the local educational agency.

(B) Materials approved by a local educational agency for training shall include how to identify appropriate mental health services, both at the schoolsite and within the larger community, and when and how to refer youth and their families to those services.

(C) Materials approved for training may also include programs that can be completed through self-review of suitable suicide prevention materials.

(D) On or before January 1, 2025, a local educational agency shall revise its training materials to incorporate best practices identified by the department in the department's model policy.

(E) Commencing with the 2024-25 school year, local educational agencies are encouraged to provide suicide awareness and prevention training to teachers of pupils in all of the grades served by the local educational agency.

(5) The policy shall be written to ensure that a school employee acts only within the authorization and scope of the employee's credential or license. Nothing in this section shall be construed as authorizing or encouraging a school employee to diagnose or treat mental illness unless the employee is specifically licensed and employed to do so.

(6) (A) To assist local educational agencies in developing policies for pupil suicide prevention, the department shall develop and maintain a model policy in accordance with this section to serve as a guide for local educational agencies.

(B) On or before June 1, 2024, the department shall complete the development of, and issue to local educational agencies, resources and guidance on how to conduct suicide awareness and prevention training remotely.

(b) (1) The governing board or body of a local educational agency that serves pupils in kindergarten and grades 1 to 12, inclusive, shall review, at minimum every fifth year, its policy on pupil suicide prevention and, if necessary, update its policy.

(2) Nothing in this section shall prevent the governing board or body of a local educational agency from reviewing or updating its policy on pupil suicide prevention more frequently than every fifth year.

(3) On or before January 1, 2025, the governing board or body of a local educational agency that serves pupils in kindergarten and grades 1 to 12, inclusive, shall review and update its policy on pupil suicide prevention to incorporate best practices identified by the department in the department's model policy.

(c) For purposes of this section, "local educational agency" means a county office of education, school district, state special school, or charter school.

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215. (a) (1) The governing board or body of a local educational agency that serves pupils in grades 7 to 12, inclusive, shall, before the beginning of the 2017-18 school year, adopt, at a regularly scheduled meeting, a policy on pupil suicide prevention in grades 7 to 12, inclusive.

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​​​

California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students. CA MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students.

The evidence-based domains and features of the California MTSS framework provide opportunities for LEAs to strengthen school, family, and community partnerships while developing the whole child in the most inclusive, equitable learning environment thus closing the equity gaps for all students.
​

​(Access the CA MTSS Framework HERE)
​

By embracing the Whole Child approach to teaching and learning, grounded in Universal Design for Learning (UDL), and Culturally Responsive Teaching (CRT), and utilizing Implementation Science and Improvement Science for continuous improvement, the California MTSS framework lays the foundation for the statewide system of support.

​

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​​​ California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students.

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One of the documents you will find in our Prevention Resources folder.

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Click 𝐛𝐞𝐥𝐨𝐰 for our Prevention Resources folder: https://drive.google.com/drive/folders/1-9wU7_x6FTcBtsHRe8ucTh6mLM3pYVQd?usp=sharing

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Model School District Policy on Suicide Prevention pic.JPG

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One of the documents you will find in our Intervention Resources folder

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Click 𝐛𝐞𝐥𝐨𝐰 for our Intervention Resources folder: https://drive.google.com/drive/folders/1gAySSFtthPLEiMofqD6BSkDJN69HE_Id?usp=sharing

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Columbia Suicide Risk Assessment pic.JPG

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The guide below is to give school administrators an idea of the steps that should be taken with regards to suicide prevention and suicide risk interventions, however this guide should not take the place of a robust suicide prevention program, or suicide risk assessment conducted by a school employed mental health professional. The questions included in these documents are sample questions that could be asked, but again, these are samples and not inclusive of all questions that should be asked, and do not replace the training necessary in conducting such risk assessments.

1. Supervise the student and assign a designated reporter. Ideally, the chain of supervision begins with the perceptive, trained gatekeeper who escorts the student directly to the attention of a school crisis team member who will serve as the designated reporter. This is typically a school psychologist, counselor, social worker, or nurse who has been trained to conduct suicide risk assessment. Under no circumstance should the student be allowed to leave school or be alone (even in the restroom) until a risk assessment has been completed and a plan has been generated. It may be appropriate to solicit the aid of collaborators to monitor the child while the crisis team member seeks a phone in private.

2. Collaborate with administration or crisis team personnel. Many potentially difficult decisions will have to be made; having the support of an administrator and one other staff member (perhaps the school psychologist, nurse, counselor, or social worker) is both reassuring and prudent.

3. Warn parents or protective services. Whether a child/adolescent is assessed to be low, moderate, or high risk, parents or protective services must be notified in a timely fashion by the designated reporter.

4. Provide resources to parents. Provide parents with school-site and local mental health resources as appropriate.

5. Utilize law enforcement when appropriate. All school crisis teams should include a representative from local law enforcement. If a student resists, becomes combative or attempts to flee, law enforcement can be of vital assistance. In some cases, they can assume responsibility for securing a 72-hour hold which will place the youth in protective custody up to three days for psychiatric observation.

Have you thought about suicide? Thoughts or threats alone, whether direct or indirect, may indicate LOW risk.

Have you tried to hurt yourself before? Previous attempts or repetitive self-injury may indicate MODERATE risk.

Do you have a plan to harm yourself now? The more involved the planning, the greater the risk.

What method are you planning to use and do you have access to the means? These questions would indicate HIGH risk.

What warning signs(s) initiated the referral?

Has the student demonstrated abrupt changes in behaviors?

What is the support system surrounding this child? The more the student feels isolated and alone, the greater the risk.

Is there a history of mental illness (depression, alcohol and substance abuse, conduct or anxiety disorder, co-morbidity)?

Is there a history of recent loss, trauma, or victimization?

Sample student question: Have you ever thought about suicide (harming yourself)?

Other Indicators: current or recent thoughts of suicide; signs of depression; direct or indirect threats (including on social media); sudden changes in personality, friends, and behaviors; evidence of self-harm in art or written work; dark internet websites and chat.

Actions: Reassure and supervise the student; warn parent; assist in connecting with school and community resources; suicide-proof environments; mobilize a support system; develop a safety plan that identifies caring adults, appropriate communication and coping skills, and resource numbers.

Document all actions.

Sample student question: Have you ever tried to kill (hurt) yourself before?

Other Indicators: previous suicide attempts; recent mental health hospitalizations; recent trauma (losses, victimization); recent medications for mood disorders; alcohol and substance addiction; running into traffic or jumping from high places; repetitive self-injury.

Actions: See high risk.

Document all actions.

Sample student question: Do you have a plan to kill (harm) yourself today?

Other Indicators: current plan with method and access to means; finalizing arrangements; giving away prized possessions or written or emailed goodbye notes; refusal to agree to a safety plan.

Actions:

Supervise student at all times (including restrooms).

Notify and hand off student ONLY to:

Law enforcement.

Psychiatric mobile responder.

Parent or guardian who commits to seek an immediate mental health assessment. (Can use a police escort if needed).

Document all actions.

Prepare a safety and support plan.

Prepare a re-entry plan. All students returning from mental health hospitalization should have a re-entry meeting where parents, school, and community mental health personnel make appropriate follow-up plans.

*Lieberman, R., Poland, S. & Cassel, R. (2008). Suicide intervention. In Thomas, A. & Grimes, J., Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.

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Center for Distance and Online Learning (CDOL) at Los Angeles County Office of Education (LACOE)

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Los Angeles County Youth Suicide Prevention Project

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Information and materials on youth suicide prevention for districts, schools, parents, and high-risk populations in Los Angeles County.

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One of the documents you will find in our Postvention Resources folder. 

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Click 𝐛𝐞𝐥𝐨𝐰 for our Postvention Resources folder: https://drive.google.com/drive/folders/1HtCYzhtHqhRpDkKRRKJ9w1tnsD2NehE8?usp=sharing

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Go to our website:

https://lacoe.blackboard.com to access modules

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Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid.

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Support

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Website is under construction

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Medical Condition

Health apps

Will help with

My Mood

Description

Virtual Hope Box app- NHS recommended.

The Virtual Hope Box (VHB) is a smartphone application designed for use by patients and their behavioral health providers as an accessory to treatment. The VHB contains simple tools to help patients with coping, relaxation, distraction, and positive thinking. Patients and providers can work together to personalize the VHB content on the patient's own smartphone according to the patient's specific needs. The patient can then use the VHB away from clinic, continuing to add or change content as needed.

Patients can use the VHB to store a variety of rich multimedia content that they find personally supportive in times of need. For example, a patient can include family photos, videos and recorded messages from loved ones, inspirational quotes, music they find especially soothing, reminders of previous successes, positive life experiences and future aspirations, and affirmations of their worth in their VHB. A patient can also collaborate with their provider to create coping cards to use in response to personal problem areas they experience. Finally, the VHB provides the patient with positive activity planning, distraction tools, and interactive relaxation exercises including guided imagery, controlled breathing and muscle relaxation.

Last tested: 11/5/17 Version: 1.4 - for apple

Price: Free

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Engage in conversation with colleagues during lunch, as well as share 1 or more responses to the following questions in the SPORT Padlet:

Agency: How can I share what I’m learning at the SPORT Conference and create opportunities for collaboration, particularly with those whom I may not usually connect with?

Social Awareness/Belonging: In what ways am I modeling, or seeing others model, acceptance, respect and inclusion for all SPORT Conference participants?

Responsible Decision Making/Curiosity: How can I activate curiosity during my time at the SPORT Conference?

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