Student Suicide Prevention by Jeremy Norrell https://padlet.com/jnorrell1/teensuicideprevention en-us 2020-09-20 13:20:15 UTC 2026-01-24 19:50:21 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/684023885/ed1daac030a6a73ccc4d4d9d89e0fd7c/suicide5.jpg Slide #1: My Professional Perspective jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762005674 My professional perspective is a secondary health sciences teacher at Pine Tree High School in Longview, Texas. Due to the widespread impact teen suicide places on a community, this legal padlet may be used as a resource for high school students, parents, teachers, & staff.
I chose Student Suicide Prevention as my topic because suicide is the second leading cause of death among teens (2017) and devastated our family in May 2020.

Reference:
CDC (2017). Leading
     causes of death among
     adolescents aged 15–19
     years. Retrieved from
     https://www.cdc.gov/
     nchs/fastats/adoles
     cent-health.htm]]> 2020-09-20 14:05:15 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762005674 Slide #2: Summary of Topic jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762043351        The topic of suicide prevention is important in secondary education for many reasons. First, maintaining a safe school environment is part of Pine Tree's overall mission (PTISD, 2019). Due to the availability of teens, schools represent a primary setting for suicide prevention education. Next, students' mental health can affect how well they perform in school. Historically, students who struggle with mental illness face tougher challenges in achieving academic success. Finally, suicide can affect the entire school community. An event like the suicide of a classmate takes time for kids to process and the fallout — academic, social, and emotional — may unfold over several months (Breux & Boccio, 2019).
Alongside suicide, an emerging concern is a rise in student mental illness in general associated with excessive use of social media. In addition to being less likely to interact face-to-face, those who use social media frequently are more likely to be involved with cyber-bullying, which has been linked to depression, self-harm, and suicidal thoughts. A survey from Pew Research Center revealed that teens in the United States are aware of these issues, with most in the age group reporting anxiety and depression as a major problem (Rosenberg, 2019).

Reference:
Rosenberg, J. (2019).  Mental health issues on the rise among
       adolescents, young adults. American Journal of Managed
       Care. Retrieved from https://www.ajmc.com/view/
       mental-health-issues-on-the-rise-among-adolescents-
       young-adults]]> 2020-09-20 14:52:27 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762043351 References jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762064120 AAE. (2020). The benefits of teaching suicide prevention in school. The Association of
       American Educators. Retrieved from https://www.aaeteachers.org/index.php/
       blog/1633-the-benefits-of-teaching-suicide-prevention-in-schools
AAE. (2020). Code of ethics for educators. The Association of
       American Educators. Retrieved from https://www.aaeteachers.org/
       index.php/about-us/aae-code-of-ethics#:~:text=The%20professional%
       20educator%20assumes%20responsibility,and%20by%20demonstrating%20
       personal%20integrity
Breux, P. & Boccio, D. (2019). Improving schools’ readiness for involvement
       in suicide prevention: An evaluation of the creating suicide safety in schools (CSSS)
       workshop. International Journal of Environmental Research and Public Health,
       16(12), 2165. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/
       PMC6617090/
CDC (2017). Leading causes of death among adolescents aged 15–19 years. Retrieved
       from https://www.cdc.gov/nchs/fastats/adolescent-health.htm
Eisel v. Board of Education of Montgomery County 597 A.2d 447 (Md. 1991).
Hood, Lucy. (2019). More states requiring mental health education. Education Dive.
       Retrieved from https://www.educationdive.com/news/more-states-requiring-
       mental-health-education/561250/
Kim, J., Walsh, E., Pike, K., & Thompson, E. A. (2020). Cyberbullying and victimization
       and youth suicide risk: The buffering effects of school connectedness. Journal of
       School Nursing, 36(4), 251–257. https://doiorg.easydb.angelo.edu/10.1177
       /1059840518824395
Nieskens, H., & M. Robbins. (2018). What it takes to make suicide prevention a priority
        in school. Education Week, 38(14), 22-23. Retrieved from https://www.edweek.org
       /ew/articles/2018/11/28/what-it-takes-to-make-suicide-prevention.html
PTISD. (2019). Pine Tree High School Student Handbook. Retrieved from
       http://www.ptisd.org/upload/page/0470/Student%20Handbook.pdf
Rosenberg, J. (2019).  Mental health issues on the rise among adolescents, young adults.
       American Journal of Managed Care. Retrieved from
       https://www.ajmc.com/view/mental-health-issues-on-the-rise-among-
       adolescents-young-adults
SAVE. (2020). Suicide awareness voices of education. Retrieved from https://save.org/
Texas Education Code § 38.351 Mental Health, Substance Abuse, and Youth Suicide.
Tex. Health & Safety Code § 533.040 (a) and (c).
U.S. Const. amend. XIV, § 1.]]> 2020-09-20 15:15:55 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762064120 Slide #3: Professional Association jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762088078 The Association of American Educators (AAE) is a professional educators organization, established in 1994 by nationally recognized educators who saw the need for a professional educators organization that focuses on student achievement without an emphasis on partisan politics.  In response to the 1 in 12 teenagers who attempted suicide in 2012, the AAE released a position statement addressing the urgency at which all stakeholders of the adolescent community should invest in the spread of suicide prevention education. The summary of the statement includes: Teens are a vulnerable population of individuals and to maintain proper health, both physically and mentally, they must be given the proper resources. By adding suicide prevention to a school’s curriculum, students are better able to handle and address suicidal thoughts or intentions. Prevention can save lives, especially those of younger populations who are at higher risk (AAE, 2020).

Reference:
AAE. (2020). The benefits of teaching suicide prevention in school. The
       Association of American Educators. Retrieved from
       https://www.aaeteachers.org/index.php/blog/1633-the-benefits-of-
       teaching-suicide-prevention-in-schools

Link:]]> 2020-09-20 15:43:01 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762088078 Slide #4: Current News Article jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762240673        In Education Week's eye-opening November 2018 article, authors Nieskens and Robbins' highlight the extensive measures the state of Montana employed to combat its dangerously high number of suicide attempts and deaths to suicide. In Montana, suicide is the leading cause of death among 10 to 14 year-olds and nearly 10% of high school students have made one attempt at death by suicide. Four years ago, Montana implemented a state-wide multi-tiered system of support including:
  • assigning each student a staff member to serve as his or her personal academic trainer, who advocates for student success and well-being.
  • screen all students twice annually using the Systematic Screening for Behavior Disorders. Based on the results, some students are connected with regular, school-based mental health services.
  • established partnerships with multiple therapists, psychologists, and other private mental health service providers to offset the lopsided school counselor to student ratios.
(Nieskens & Robbins, 2018)

Reference:
Nieskens, H., & M. Robbins. (2018). What it
       takes to make suicide prevention
       a priority in school. Education Week,
       38(14), 22-23. Retrieved from https://
       www.edweek.org/ew/articles/2018/11/
       28/what-it-takes-to-make-suicide-
       prevention.html

Link:
]]> 2020-09-20 18:25:35 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762240673 Slide #5: Current News Article jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762273752        In September 3, 2019's Education Dive's article by Lucy Hood, she outlines the concerted effort states across the country are taking to push suicide prevention education to students as young as kindergarten age. For example, in Virginia, a proposed law would incorporate prevention efforts into existing standards for social and emotional health. They would include the following:
  • age-appropriate instructional practices aimed at reducing stigma of suicide
  • teaching students how to obtain and maintain good mental health
  • understand mental health disorders
  • pick up on signs and symptoms of distress and 
  • how to seek help.
The article cites that fundamental coping mechanisms and recognizing the pathways to help must be implemented long before students arrive at high school campuses.

Reference:
Hood, Lucy. (2019). More states requiring
      mental health education. Education Dive.
      Retrieved from https://www.educationdive.
      com/news/more-states-requiring-
      mental-health-education/561250/

Link:  
]]> 2020-09-20 19:00:29 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762273752 Remember, it only takes a few seconds to ask someone, "Are you okay?" jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762289420
Link: ]]> 2020-09-20 19:17:06 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762289420 Slide #7: Original Law jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762368073 State Statutory Law: Texas Education Code § 38.351 Mental Health Promotion and Intervention, Substance Abuse Prevention and Intervention, and Suicide Prevention

       TEC Sec. 38.351 outlines the necessary training for school counselors, teachers, nurses, administrators, and other staff, as well as law enforcement officers and social workers who regularly interact with students. Expectations include: 
  • recognize students at risk of attempting suicide, including students who are or may be the victims of or who engage in bullying;
  • 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;
  • intervene effectively with students 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
  • assist students in returning to school following the treatment of a mental health concern or suicide attempt.

Reference: Texas Education Code § 38.351 Mental Health, Substance Abuse, and Youth Suicide.

Link:
]]> 2020-09-20 20:42:31 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762368073 Slide #8: Original Law jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762408556 State Judicial Law

State Judicial Law: Eisel v. Board of Education, 324 Md. 376 (1991).

       In Eisel vs. Board of Education of Montgomery County (1991), a 13-year-old female student died in an apparent murder-suicide pact with another student. Her father sued the school district and two of its school counselors, arguing that their special relationship with his daughter imposed a duty on them to report her suicidal ideations to him and his wife. Ultimately, the jury determined that the school counselors were not liable for the student’s death. However, the Eisel case provided some critical principles.
       In the Eisel case, the court recognized 
  • that school counselors hear a great deal of suicidal ideation and that not all threats are substantial; yet, “the consequence of the risk is so great that even a relatively remote possibility of suicide may be enough to establish duty” (Eisel vs. Board of Education of Montgomery County, 1991). 
  • School counselors act in loco parentis, which means their obligation is to protect the students’ safety at school and exercise reasonable care to give parents a chance to protect their children.

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

Link:
]]> 2020-09-20 21:29:08 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762408556 Slide #10: Local Administrative Law jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762429025 Pine Tree ISD Policy: Suicide Awareness and Mental Health Support (All Grade Levels)
       Found in the PTISD handbook, the district details its policy on recognizing that physical and mental health are integral components of student outcomes, both educationally and beyond graduation. The mission of PTISD’s suicide policy includes:
  • Understanding the ethical responsibility to take a proactive approach in preventing deaths by suicide.
  • Acknowledging the school’s role in providing an environment that is sensitive to an individual and the societal factors that place youth at greater risk for suicide.
  • Acknowledging that comprehensive suicide prevention policies include prevention, intervention, and postvention components.
The district is committed to partnering with parents to support the healthy mental, emotional, and behavioral development of its students.

Reference:
Pine Tree Independent School District. (2019). PTISD handbook. Retrieved from
       http://www.ptisd.org/upload/
       page/0470/Student%20Handbook.pdf

Link:
]]> 2020-09-20 21:52:13 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762429025 Slide #9: Original Law jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762431758 State Administrative Law: Texas Administrative Code 19 153.1013 Suicide Prevention Training
       All school districts and open-enrollment charter schools shall provide suicide prevention training to all new school district and open-enrollment charter school educators as a part of new employee orientation. Suicide prevention, intervention, and postvention resources and programs help school staff: 
  • recognize students at risk of suicide and intervene effectively by providing referrals or access to effective interventions to a parent or guardian as well as after an event that may increase suicide risk for students. 
  • Resources regarding suicide postvention are critical for school staff to know what to do following a suicide death to help students and staff cope with the loss and prevent additional tragedies that may occur.  

Reference: 
Texas Administrative Code 19 153.1013 Suicide Prevention Training.

Link:
]]> 2020-09-20 21:55:02 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762431758 Slide #6: Original Law jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/762514110 Federal Constitutional Law:
The 14th Amendment of the Constitution of the United States.

The 14th Amendment of the Constitution of the United States of America states all persons born or naturalized in the U.S. and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

In student suicide cases:
  • claims typically center on a school system’s failure to take steps that could have prevented a student suicide. 
  • Students with suicidal ideation are equally protected in the way a disabled student retains his or her rights.
  • Failure to adopt and implement adequate safety measures on behalf of ALL students can be grounds for tort claim (i.e., negligence claim for failure to intervene) in event of school violence.

Reference:
U.S. Const. amend. XIV, § 1.

Link: 
]]> 2020-09-20 23:33:28 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/762514110 Slide #11: Ethical Principle jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/774312343 Teachers must completely commit to the teaching profession. The classroom should promote security and acceptance, always avoiding any form of bullying, hostility, dishonesty, neglect, or offensive conduct. This is the inspiration behind the Association of American Educators list of Code of Ethics for Educators. The 4th component under Principle #1 of Ethical Conduct toward Students states: The professional educator makes a constructive effort to protect the student from conditions detrimental to learning, health, or safety. Therefore, teachers possess an inherent duty to report, intervene, and emotionally & physically protect their students, even when the biggest threat to the student is the student her(him)self.

Reference:
Association of American Educators. (2020). Code of
       ethics for educators.
       Retrieved from https://www.aaeteachers.org/
       index.php/about-us/aae-code-of-ethics#:
       ~:text=The%20professional%20educator
       %20assumes%20responsibility,and%20
       by%20demonstrating%20personal%
       20integrity

Link: ]]> 2020-09-24 01:49:24 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/774312343 Slide #12: Non-Law Source jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/774404901 SAVE

SAVE is a nonprofit organization with the single mission to prevent suicide through public awareness and education, reducing stigma, and serving as a resource to those touched by suicide. Based on the foundation's belief that suicide is preventable and everyone has a role to play in preventing suicide, SAVE offers:
  • warning signs of suicide 
  • suicide prevention
  • intervention resources 
  • grief support and 
  • suggests ways for community members to get involved.
SAVE believes by shining a continuous light on this important issue, a broader awareness about the importance of mental wellness will spark honest discussions about the education and prevention of those during their darkest hours.

Reference:
SAVE. (2020). Suicide awareness
       voices of education.
       Retrieved from https://save.org/

Link:
]]> 2020-09-24 02:36:03 UTC https://padlet.com/jnorrell1/teensuicideprevention/wish/774404901 Slide #13: Recommendations jnorrell1 https://padlet.com/jnorrell1/teensuicideprevention/wish/774466168
       Teachers play an active role in suicide prevention of their students by fostering the emotional well-being of all students, not just those at high risk. Teachers are well positioned to promote a feeling of connectedness and belonging in the school community.
School connectedness is the belief by students that adults and peers in the school care about them as individuals as well as about their learning. Teachers create connectedness by interacting with students in positive ways and helping them engage with peers and other adults in the school community during the school day and
extracurricular activities. Connectedness is an important factor in improving academic
achievement and healthy behaviors, and it is related to reductions in suicidal thoughts
and attempts

Teachers, please do the following:

  • Build meaningful relationships with your students in order to recognize unusual behavior.
  • Privately ask students if they're thinking about suicide. (While people may be hesitant to ask, research shows this is helpful.)
  • Keep them safe. Reduce alone time on campus for those at risk and report any suspicion. Trust your instincts.
  • Be there with a student and listen to what they need. They may just need someone to talk to.
  • Help them connect with ongoing support. Resources only help if they are accessed.
  • Stay connected. Follow up to see how they are doing. Seriously troubled students rarely only make one attempt.

(Kim et al., 2020)
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