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As a teacher of nine years and future elementary school counselor, it is important to advise school counselors about ways suicide can be prevented if we learn to recognize students at risk. Unfortunately, most students are not adequately taught about suicide prevention and have a difficult time expressing how they feel to others. Suicidal kids are more likely to be identified at school than at home because their problems with academics, peers, or other concerns are more obvious, and warning signals may occur more frequently at school than at home.The information provided in this guide is aimed to inform school counselors about their legal and ethical obligations and recommendations when working with suicidal students.

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There has been an alarming increase in suicides for students aged 10-14. The number of suicides for this group has more than doubled since 2006, making it the second leading cause of death for the age group. As professionals, it is important to become knowledgeable about how to work with suicidal students because it teaches counselors and educators how to identify the signs of suicide and helps them understand what the person may be going through.

Access to resources is essential to help students get the proper care they need. Whether students are experiencing a poor home life or an undiagnosed mental illness, school counselors could help guide them in the right direction. If school counselors can learn how to identify warning signs and their legal rights, they can acquire the skills they need to reach out for help. Many parents/guardians lack suicide prevention resources, so if counselors are able to identify those students in time, and there may be a dramatic increase in suicidal thoughts among students.

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ASCA is useful to counselors as it provides information about the school counselors’ primary role with suicidal students and how they can help keep the student safe. Since counselors work with all students, they are in a position to raise awareness among students, families and the education community regarding student suicide. They can also assist educators in understanding how to recognize and respond to suicide risk (American School Counselor Association, 2020). https://schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Suicide-Risk-Assessment

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A16-year-old boy at a competitive high school in California ended his life as he felt burdened by academic demands. He left several notes behind that circulated online, and left people asking whether too much is being asked of students. While he stated he didn’t want family members to blame themselves, he said he couldn't go on anymore because of the pressure at his highly competitive high school, where going to a good college is the norm, and where parents and teachers expect top performance. Some began expressing how we should broaden the concepts of success and find ways to minimize unnecessary pressures for students within our school boundaries.

Jaschik, S. (2018, February 12). Suicide note calls out pressure on students. Inside Higher Ed. https://www.insidehighered.com/admissions/article/2018/02/12/suicide-note-16-year-old-renews-debate-about-pressure-top-high-schools

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Texas public schools must have a district improvement plan which may include strategies for suicide prevention and all advocates of suicide prevention should collaborate with district’s local committees and stakeholders to ensure the district’s plan and training includes methods for addressing suicide prevention (Tex. Education Code §11.252).  https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm#11.252

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The first suicide case against school counselors  where they found that school counselors were partially responsible for the student’s suicide because they neglected to take further measures to prevent it. It was determined that school counselors owe a duty to use reasonable means to attempt to prevent student's suicide if he or she is on notice of student's suicidal ideation (Eisel v. Board of Education of Montgomery County, 1991). http://www.lawschoolcasebriefs.net/2013/02/eisel-v-board-of-education-of.html

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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 (Tex. Family Code § 32.004). https://statutes.capitol.texas.gov/Docs/FA/htm/FA.32.htm

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All school districts and open-enrollment charter schools shall provide suicide prevention training as required by the Texas Education Code, to all current and new school district and open-enrollment charter school educators as a part of new employee orientation (19 Tex. Admin. Code § 153.1013).
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=153&rl=1013

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Northside ISD provides Suicide Awareness and Mental Health Support for all grade levels. If anyone has a concern about a child, they are encouraged to visit Texas Suicide Prevention or contact the school counselor for more information related to suicide prevention services or contact the National Suicide Prevention Lifeline at 1-800-273-8255 (Northside Student Handbook, 2020). https://s3.amazonaws.com/scschoolfiles/948/2020-21_student_handbook.pdf

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A2e of ASCA Ethical Standards for School Counselors (2016) confirms school counselors must  “keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student”. In this case, it is a school counselor’s responsibility to assert their ethical and legal responsibility to report suspected suicide risk to parents/ guardians and the appropriate authorities.

American School Counselor Association (2016) ASCA ethical standards for school counselors https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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Suicide in Schools provides school-based professionals with practical, easy-to-use guidance on developing and implementing effective suicide prevention, assessment, and intervention strategies. Utilizing a multi-level systems approach, this book includes step-by-step guidelines for developing crisis teams and prevention programs, assessing and intervening with suicidal youth, and working with families and community organizations during and after a suicidal crisis. This book can also help school counselors identify those who might be at risk, help provide detailed case examples, innovative approaches for professional practice, usable handouts, and internet resources on the best practice approaches to effectively work with youth who are experiencing a suicidal crisis.

Erbacher, T.A, Singer. J.B., & Poland, S. (2014). Suicide in schools: A practitioner's guide to multi-level prevention, assessment, intervention, and postvention. Routledge.

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I learned and recommend that school counselors:

Should assert their ethical and legal responsibility to report suspected suicide risk to parents/ guardians and the appropriate authorities when becoming aware of a student considering suicide.

Should be aware that according to the U.S. Department of Health and Human Services Centers for Disease Control and Prevention, suicide is the second-leading cause of death for persons aged 10–19.

Work with all students and are in a position to raise awareness among students, families and the education community regarding student suicide and assist educators in understanding how to recognize and respond to suicide risk.

Must share information with parents/guardians when a student’s safety is in question. This may be sexual behaviors, self-harm, drug use or threats to self or others.

Have many resources (such as ASCA’s Ethical Responsibilities for School Counselors, articles or books) that can be found online that can provide additional resources and guide counselors develop and implement effective suicide prevention strategies.

Should implement evidence-based programs and appropriate suicide prevention programs as suicide rates are steadily increasing.

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According to Swaby (2021), an eleven year old student named Jordan experienced mental health issues, in large part due to social isolation during the pandemic. He was going to school virtually and was failing most of his classes, making him feel deeply anxious and depressed. The pressure overwhelmed Jordan to the point where he regularly berated himself, hit himself in the head, then sent a message to his friend, “kill me, kill me, kill me now.” Weeks later Jordan started receiving psychiatric care, receiving anti anxiety medication, and was back to in-person school. According to mom, being back to school and having that huge support system is helping Jordan process things and feel better.

Swaby, A. (2021, Jan 13). Jordan’s story: Isolated, anxious and failing online classes, an 11-year-old Texas boy considered suicide. The Texas Tribune. https://www.texastribune.org/2021/01/13/texas-schools-mental-health/