Idaho State Department of Education

Risk factors are characteristics that make it more likely that someone will consider, attempt, or die by suicide. They cannot cause or predict a suicide attempt, but they are important to be aware of, particularly if you have noticed warning signs.

• Mental disorders, particularly mood disorders, schizophrenia, anxiety disorders, and certain personality disorders
• Alcohol and other substance use disorders
• Hopelessness
• Impulsive and/or aggressive tendencies
• History of trauma or abuse
• Major physical illnesses
• Previous suicide attempt(s)
• Family history of suicide
• Job or financial loss
• Loss of relationship(s)
• Easy access to lethal means
• Local clusters of suicide
• Lack of social support and sense of isolation
• Stigma associated with asking for help
• Lack of healthcare, especially mental health and substance abuse treatment
• Cultural and religious beliefs, such as the belief that suicide is a noble resolution of a personal dilemma
• Exposure to others who have died by suicide (in real life or via the media and Internet)

Knowledge of warning signs may help you determine if a loved one is at risk for suicide, especially if the behavior is new, has increased, or seems related to a painful event, loss, or change. If you or someone you know exhibits any of these, seek help by calling the Idaho Suicide Prevention Hotline at 208-398-4357 or 211, press 3.

• Talking about wanting to die or to kill themselves
• Withdrawing or isolating themselves
• Nightmares (in adults)
• Looking for a way to kill themselves, like searching online or buying a gun
• Acting anxious or agitated, behaving recklessly
• Sleep changes (not enough or too much)
• Talking about feeling hopeless or having no reason to live
• Talking about being a burden to others
• Increasing the use of alcohol or drugs
• Talking about feeling trapped or in unbearable pain
• Extreme mood swings

Protective factors are personal or environmental characteristics that help protect people from suicidal thoughts and behavior.

• Strong connections to family and friends
• Strong connections to community support
• No access to highly lethal means
• Problem-solving and conflict-resolution skills
• Effective professional care for mental health and substance use disorders
• Easy access to different types of professional health
• Mental and medical health care relationship that are ongoing
• Being supported to seek help
• Cultural or religious beliefs that discourage suicide and support self-preservation

Idaho Protocols for Suicide Prevention in Schools

School personnel spend more time with our children than any other professionals and are in a valuable position, through appropriate knowledge and action, to prevent suicide among students.

IDAPA 08.02.03.160(3a) states “Each public-school district shall adopt a policy on student suicide prevention. Such policy shall, at a minimum, address procedures relating to suicide prevention, intervention and postvention. As used in this paragraph, "postvention" means counseling or other social care given to students after another student’s suicide or attempted suicide.”

For extensive information on suicide prevention for schools, see Preventing Suicide: A Toolkit for High Schools published by SAMSHA

Important factors to consider for suicide prevention in school settings include Student Well-Being, Staff Gatekeeper Training, Student Training and Student Screening.

Student Well-Being

Student Well-Being is complex as it relates to many aspects. Two aspects of importance in preventing suicide are documented by nationally known suicide expert, Dr. Thomas Joiner. In his book Why People Die by Suicide, Dr. Joiner points to failed belongingness and perceived burdensomeness as the two fundamental elements involved in the desire for suicide. School personnel can play a key role in increasing student feelings of belongingness and capability/effectiveness (non-burdensomeness).

School climate is also critical to student well-being. School climate can have a profound impact on the emotional, physical, and psychological health and academic performance of students. School climate refers to the quality and character of school life as it relates to norms and values, interpersonal relations, and social interactions. School climate reflects how members of the school community experience the school and sets the tone for all the learning and teaching done in the school environment. Specific focus and effort on cultivating a supportive, respectful school climate through the implementation of school-wide strategies is a key component to effective prevention measures.

Staff Gatekeeper Training

Gatekeeper trainings provide participants with critical information on identifying, intervening with, and supporting individuals who may be suicidal. Gatekeeper trainings should include all school personnel: teachers, paraprofessionals, nurses, administrators, bus drivers, administrative assistants, volunteers, cafeteria personnel, parent representatives, and anyone who has regular contact with students. Trainings must be completed before any student suicide prevention activities or curricula are in place. For gatekeeper training to be effective, best practice dictates that school personnel receive gatekeeper training annually.

For information on free gatekeeper trainings available through the State Department of Education, please see the Events and Training tab.

While certain elements of gatekeeper trainings are safe for youth, such as knowledge of warning signs and awareness of the hotline, gatekeeper training is not advised for youth. There are suicide prevention trainings that are safe for youth. See information about youth training below.

Gatekeeper training tools as well as a multitude of best practice prevention protocols are available on-line through www.sprc.org or www.afsp.org.

Student Training

Great care must be taken in selecting any suicide prevention-related activities, training, or curricula for students. The following are guidelines to know before implementation of any youth training or curriculum.

• Training and Curricula Type: Training or curricula should be evidence-based and carefully chosen. They should be fully researched, age appropriate, and emphasize often that there is hope and help. Curricula should include warning signs, protective factors, available school and community mental health services, and a strong message of hope. To prevent suicide, the curriculum’s purpose should be to help students identify classmates or themselves and seek help from a trusted adult.


• Caution: Training and curricula should never normalize suicide, discuss means, or share suicide statistics. Curricula should iterate to students that suicide is rare and that recovery from suicidal thinking is the norm. Curricula need to address the code of silence among youth and remind them that trusted adults in their school and community are available to share concerns about a suicidal friend or themselves.


• Embedded Training: Training and curricula are best embedded in mental health units within regular school classes, such as health or teen living, that routinely and sensitively address these issues.


• Adult Training Importance: Training and curricula should be presented to students only after school personnel, parents, and community mental health providers are trained as gatekeepers so they can support any youth with suicide ideation. Free training is available at the SPP website.


• Training Group Size: Training and curricula should be presented in small groups (classrooms preferable) and with an additional adult present to watch for concerns and to provide support to vulnerable youth, while maintaining students’ rights to confidentiality. Schools should NOT hold assemblies or large group training because these do not allow for easy identification of students who may be at risk and can cause harm or trigger those with mental health issues.


• Exceptions for Vulnerable Youth: Training and curricula should be carefully considered for any students who have experienced a recent death or suicide attempt in their family or friend circle, who have made a recent suicide attempt themselves, or who may be affected by a mental health issue. These youth should receive the confidential offer to opt out of this unit. If these students decide to attend, they must be carefully monitored. If they show any signs of distress or inappropriate response to the material, they should be taken to the school mental health personnel.


• Suicide Attempters as Speakers: Training and curricula should not allow students who have attempted suicide to be speakers. Other students may identify with them in an unhealthy way or see them as receiving extra attention, which may increase risk. In addition, the student presenters sometimes receive backlash from other students that causes them emotional harm.


• Cultural Competence: Training and curricula must address cultural competence as suicide affects people of all races, ethnicities, genders, sexual orientations, and socio-economic groups. It is important to include the contributions, images, and experiences of diverse cultural groups in this unit of instruction. Be sure the school has access to interpreters and community mental health services that have experience with cultures/ethnic groups represented in your school.


• Parent and Community Involvement: Training and curricula will require entire school and school community support as their delivery requires sensitivity and understanding of the importance of the issue. The curriculum chosen might be presented to school staff, to community agencies connected to youth, and to parents/guardians or others who are in a position to follow up with students. Parents/guardians should be made aware the curriculum is being taught beforehand and be invited to review it online or at a presentation. Some ideas to accomplish this include back-to-school nights, brochures sent home with students, or messages from the school’s communication system.


• Co-Occurring Conditions: Training and curricula might emphasize the link between co-occurring mental health issues, such as suicide risk and substance abuse. Alcohol and other drug use may add to the risk for suicide attempts. If you suspect this is an issue, please consult with student services personnel in your school or a substance abuse counselor in your community before approaching this issue.


• Student Self-Evaluations: Training and curricula sometimes contain a self-evaluation survey to evaluate the mental health issues of students. Using these evaluations is not recommended. If you choose to do so, it is imperative that the teacher/student service provider review these completed surveys immediately and take action, when needed! For some vulnerable youth, completing these self-evaluations may trigger suicide ideation and heighten their risk for suicide. Parents/guardians must be notified before presentation of a survey. If a student is deemed to be at risk, the student must not be left alone, and parents/guardians must be notified immediately! Always guard the student’s right to confidentiality during this process. For more information on confidentiality, please see the Intervention Protocols.


• Caution During Postvention: Consult with suicide prevention experts to determine the readiness of the school and school community before conducting any suicide prevention training if within twelve months of a completed suicide that affected the school. Please see the Postvention Protocols for more guidance.

For sample curricula, contact the State Department of Education student health personnel or visit www.afsp.org, www.sprc.org, or www.samsha.gov.

Student Screening

Individual Screening

For information on individual screening please see the Screener Protocol under the Intervention Protocols.

Universal Screening

Exercise extreme caution if considering universal screening as many safeguards must be in place before administering. Legal issues may arise unless parents/guardians have consented to such screenings, and any identified students must have access to affordable, immediate, and appropriate mental health care.

Before implementing a school-wide screening:

• Schools should convene a working group that includes community mental health services, parents, community resource groups, school staff and support personnel, school administration, and other important representatives. This group will need to carefully determine the value of school-wide screening and connect with other schools that have completed school-wide screening to identify pros and cons.
• All school staff need to complete a gatekeeper training before implementing any school-wide or curriculum-based screening program.
• Schools should have a working crisis team and protocols for dealing with suicidal youth or staff members.
• All parents must “opt in” to any school-wide screening, be offered gatekeeper training, and be provided a copy of the screener. They must receive resource information to include free or sliding-scale mental health services and community resource lists that provide support for daily needs.
• Schools must provide clinicians who will offer immediate interviews to students who show signs of suicidality as there may be several false positives from screening programs.
• Schools must follow up to ensure that identified students receive mental health access.

For information on the controversial nature and efficacy of universal screenings, see Suicide Screening in Schools, Primary Care and Emergency Departments or Service Use by At-Risk Youth after School-Based Suicide Screening

Idaho Protocols for Suicide Intervention in Schools

Schools can convey that they value and care for their students and staff by implementing best practices’ suicide prevention, intervention, and postvention plans.

The best intervention programs are successful because good training precedes them, allowing school communities to identify students at risk quickly and safely, and to follow-up regularly and monitor these students. Thankfully, good prevention and intervention lessen the need for postvention programs.

IDAPA 08.02.03.160(3a) states “Each public school district shall adopt a policy on student suicide prevention. Such policy shall, at a minimum, address procedures relating to suicide prevention, intervention and postvention. As used in this paragraph, "postvention" means counseling or other social care given to students after another student’s suicide or attempted suicide.”

The following guidelines are largely excerpted from Preventing Suicide: A Toolkit for High Schools published by SAMSHA.

Intervention Program Goals

• To identify and respond to students at risk for suicide in a prescribed manner while keeping both the student and classmates safe.
• To utilize Regional Case Managers to connect home, student, and school for continuity of care.
• To set up pre-arranged building contact(s) for the preliminary assessment and subsequent follow up of the student.
• To refer students at risk to recognized mental health programs which may include emergency personnel (ambulance or police) and designate people who make calls to these agencies and to parent/guardians.
• To have a pre-determined documentation plan, which must include dates and times of parent/guardian contacts and their responses.
• To help students integrate safely back into the school setting when appropriate.
• To monitor the student and adjust activities as needed after integration.
• To provide school or staff support if needed .
• To reach out for support from Idaho Lives Project or the SDE as needed.

Critical Pre-Planning

• The entire school community must be trained in prevention and intervention and then act accordingly. The school community includes administration, custodians, bus drivers, teachers, students, aides, lunchroom workers, regular volunteers, etc., so that they are ready to respond at the initial identification of students at risk. Protocols should be regularly discussed at staff or professional development meetings, and new staff and substitutes should be provided an opportunity to learn these protocols. If the district/school has a handbook for staff and substitutes, these protocols should be included.
• Schools should access Regional Case Managers (RCMs) for support. RCMs provide free services both to the school and family to:
• Advocate for the youth throughout the transition process.
• Act as liaisons among the family, behavioral health or emergency department, the school, and the student.
• Participate in school re-entry teams, if applicable, to support implementation of behavioral health goals.
• Provide youth suicide assessment services when the family has no other access to assessment resources.


• Pre-screening of agencies that can offer mental health help to the student and family, including those who take sliding-scale fees, and that are willing to work with the school to re-integrate the student when appropriate, is important so the intervention is smooth. Consider agencies that have training in assessing and managing suicide risk and experience working with youth.
• Emergency personnel and police, including school resource officers and security, should be involved in planning so all parties understand procedures and their roles in managing the situation.
• Protocols should be available for times when parents are unavailable or when they refuse to take their child (deemed critical) to receive mental health services.
• Confidentiality rights must be explained and understood by anyone involved.
• A crisis that affects a classroom or a group of students may require postvention work, including a letter/email sent to parents/guardians of students affected by the attempt. (Confidentiality issues apply here. Know your district’s confidentiality policies.) Classroom discussions about the incident, other than to debrief students involved, should be avoided. Staff involved with the student should receive appropriate information within the confines of confidentiality.
• Cultural issues and language barriers must be addressed, and protocols set up to accommodate these students and their families’ needs in a crisis.

For additional information see Questions for Guiding Intervention Set Up.

Screener Protocol

After a student is identified and is in the custody of the identified mental health screener, then the mental health screener should follow specific guidelines.

• Never leave the student alone until they are in custody of the parent/guardian, mental health authority, or emergency personnel.
• Use screening devices carefully to assess the extent of the threat to self or others.
• Follow through with parent/guardian regardless of the screening outcome. If a student is deemed likely to make a suicide attempt or harm others, also contact the agency where the parent and student are to go and ask that the agency to call you if they fail to show up in a timely fashion. If parents seem reluctant or embarrassed, use some ideas from Engaging the Parent to alleviate their discomfort. Confirm parent/guardian contact (See Confirmation of Parental Contact Form).
• Follow up with the parent and the mental health agency and ask parents to sign release of confidentiality with that agency. (Use your district’s confidentiality release form or use the Exchange of Information Form. Best practice suggests obtaining the parent signature during the initial visit in your presence when possible.
• Debrief those involved—student, teacher, school personnel who brought the student to the mental health screener. Confidentiality issues apply here. Know your district’s confidentiality policies (See Self-Care for Adults).
• Decide with the parent/guardian and the mental health agency how and when the student is to return (See Sample Student Re-Entry Plan).
• Document all the preceding steps (See Document Actions List).
• NO STUDENT WITH ASCERTAINED RISK SHOULD BE SENT HOME ALONE. The student should be accompanied by an adult who is informed of the situation and to whom you have provided a list of resources, including those related to means restriction. The adult cannot leave the child until they are in custody of a parent or guardian.

For a specific and comprehensive list of intervention actions for school counselors please see Helping Suicidal Youth: Detailed steps for Counselors.

Other Intervention Considerations

Assessment Tool: Each school must find an evidence-based screening tool fit its needs, such as the Columbia Suicide Severity Rating Scale for Youth.

The screening should involve:

• Asking whether the student has lethal means - on person or accessible elsewhere.

Also, be sure to:

• Consult with other student services personnel and find out any other related information from teachers or peers, even if this is done after the original screening. Collect any current information about the student, such as, attendance, behavioral records, and previous evaluations from appropriate staff.
• Inform administration/crisis team of results of risk screening and determining next steps.

Avoid No-Suicide Contracts: No-suicide contracts should not be used. Such contracts normally consist of a written agreement between a person deemed at risk and their counselor/therapist in which the person at risk agrees not to attempt suicide. No-suicide contracts tend to be worded to instruct the person at risk what NOT to do rather than what To Do. Research also demonstrates that these contracts may increase hopelessness and may increase liability for the school.

Safety Plans Recommended: Instead of No Suicide Contracts use a safety plan. A safety plan is a concise, user-friendly crisis plan with a few simple statements. The development of the card itself can help dilute the intense distress often experienced during intervention. Safety plan statements can be written on an index card, piece of paper, typed and printed on card stock, or anything else that can be easily kept on one’s person or on their phone. Plans should focus on increasing feelings of belongingness and decreasing feelings of burdensomeness/ineffectiveness. (Joiner, 2005) Anyone can help a youth develop a safety plan, and the mental health clinician usually incorporates one as part of the treatment plan. The school crisis team member or counselor should be informed of this safety plan to better support the student upon return (See Safety Plan). In addition to the written safety plan, several phone apps are available for youth to use, both for suicide prevention and for other mental health issues:

1. My3
2. Tom's Guide
3. LearnSafe

Report Suspected Abuse or Neglect: When anyone has reasonable cause to suspect that a student has been, or is likely to be abused or neglected, they must make a report of suspected abuse or neglect to the proper authorities. In Idaho, school staff, as well as all adults, are mandated reporters. In Idaho, call 855-552-5437 to report child abuse or call your local police or SROs. If a school staff member determines that a student under age 18 appears to be at risk of attempting suicide, and the parent/guardian refuses to obtain services for them, a report should be made to the Idaho Department of Health and Welfare (IDHW) for negligence (failure to seek necessary mental health treatment), which may place the child at risk of serious harm or death. IDHW will conduct an assessment to determine if abuse or neglect exists and will engage the family to voluntarily meet the treatment needs of the child.

Lethal Means: Separate a suicidal student from lethal means if the means are on or near the student and if safe to do so. For example, if a weapon is near the student, such as in a backpack, leave the backpack and take the student to another room. If the student has pills on them, ask if you can hold the pills for them while you are talking.

Call the police when the student is in possession of a weapon, such as a gun, knife, or other dangerous item. Secure the area by either removing students to another classroom or area, or by preventing them from entering the room or area. Since lethal means must be removed without putting anyone in danger, immediately notify your school resource officers or local law enforcement agency. Law enforcement officers have special training to de-escalate a situation that can very quickly become dangerous. If a student requires evacuation by ambulance, the police need to be notified.

Guidelines for a Student Suicide Attempt on School Premises

• In classrooms or other small groups where the student was present during the crisis, offer a brief statement assuring others that the student who made the suicide attempt is receiving help (ask parents how they would like the situation to be addressed). Keep the details of the attempt confidential, while addressing the facts of the situation in a respectful, non-glorifying way. Keep in mind that each situation is different. Remind students that this student has a mental health issue that will be addressed, just as if he or she had a broken leg or in a way that any other physical health problem would be addressed. Ask students to please honor the privacy of this student. An at-school attempt warrants a letter/email sent to parents of students, especially those directly affected by the attempt, while maintaining the attempter’s privacy as much as possible.
• Describe and promote resources for where students can get help.
• Monitor close friends and other students known to be vulnerable and offer support as needed.
• Conduct a mandatory informational debriefing for staff, administrators, and crisis response team members who directly dealt with the student in crisis and take notes for staff who are not available to attend. Help other school staff by providing an opportunity to address feelings and concerns and conduct any necessary planning.
• Document actions taken as required by school protocol.

Guidelines for a Student Suicide Attempt off School Premises

A severe, life-threatening suicide attempt off school premises can have a significant impact on the student body. To prevent a crisis from escalating among students, it is important that school personnel follow these steps, or implement your school district’s crisis plan.

• Notify the school administrator or designee who will verify the crisis with police/parents. Then immediately communicate with designated individuals, as needed, such as crisis or student assistance team members, the school nurse, social worker, counselor or psychologist, emergency medical professionals, community crisis service providers, law enforcement and the superintendent of schools.
• The superintendent or designee alerts principals at schools attended by siblings, who in turn will notify counselors, nurses, and others in a position to help siblings and other students who might be affected if the student’s parents agree.
• Mobilize the school-based crisis team, with support from community crisis service providers, to help staff address the reactions of other students. When other students know about a suicide attempt, steps must be taken to avoid copycat behavior among vulnerable at-risk students. (*Note: At-risk students may be friends and relatives of the student or other students who may not know the individual, but who themselves are at risk for other reasons.)
• Establish communication with the parent/guardian to determine intervention steps and how the school might be helpful and supportive to the student and family. Also address how the family would like the situation announced at school. Ask parents if you may alert other schools that may have students impacted by the attempt, including the attempter’s siblings.

When a suicide attempt is severe and affects many of the students/staff, e.g., on social media, convene a staff meeting and address the issue of the crisis with the facts and how to proceed. Ask staff to monitor students for any signs of distress. If the suicide attempt is high profile or likely to result in death, an email message should be sent to all students’ parents alerting them of the attempt and providing them with resources (See All Parent Letter/Email). Alert the attempter’s parents that you will be sending this letter/email; that you will not identify the student, but that it is important to keep other vulnerable youth safe.

• Establish a plan for periodic contact with the student while away from school.
• If necessary, plan for class work assignments to be completed at home. If the student is unable to attend school for an extended period, determine how to help the student complete their requirements, e.g., homebound instruction (See Sample Student Re-Entry Plan).

Idaho School Response Guidelines for Suicide and Sudden Death

Suicide crisis response and postvention are critical as they:

• Maintain student and staff safety.
• Provide support to grieving or traumatized victims.
• Screen or refer and follow-up with those who may need more support.
• Reduce the likelihood of contagion for suicide, other self-harm, and violent crises.

IDAPA 08.02.03.160(3a) states “Each public school district shall adopt a policy on student suicide prevention. Such policy shall, at a minimum, address procedures relating to suicide prevention, intervention and postvention. As used in this paragraph, "postvention" means counseling or other social care given to students after another student’s suicide or attempted suicide.”

Responsibilities of School Principal or Designee

1. Verify the death with law enforcement, coroner’s office, hospital, or family of the deceased. IMPORTANT: The death may be labeled a suicide ONLY AFTER it has been officially determined by the coroner. This determination may take weeks. See the note below if family does not want the death labelled as suicide.
2. Convene Crisis Response Team immediately.
3. Contact the family of the deceased to express condolences, offer support, ask what students should be told and inquire about funeral arrangements.
4. Inform 1) your school district office, 2) the State Department of Education at 208-332-6960, and 3) administrators of schools where siblings are enrolled or where the deceased recently attended. In tribal communities, the Bureau of Indian Education may notify main offices that notify principals.
5. Notify staff. If news of the death is received before the start of the school day, ensure all staff have been contacted via phone tree before start of school and are advised how the school response will proceed. Set up a staff planning session before the school day. Be sure to consider staff who are not regularly part of the school but who may need to know, such as regular substitutes, after-school coaches, leaders of off-campus groups, relevant bus drivers, etc. If news is received during the school day, use your Crisis Response Team procedures for proper handling of staff notification.
6. Act as the media spokesperson. Direct all staff to refer all media requests to principal or designee. A prompt response to the media is critical to help mitigate rumors. When speaking with media, focus on the positive steps of the school’s postvention plan to help students through the immediate crisis. Offer warning signs (if coroner has ruled a suicide or confirmed that the death is being investigated as such) and resources where parents and students can get help (See Media Sample Statement). Remind media of safe messaging guidelines (See Recommendations for Reporting on Suicide).
7. Ensure office personnel are prepared to deal with calls and in-person visitors concerned with the death (See Office Personnel Phone and Visitor Protocol).
8. Schedule a time and place for an after school de-briefing for school personnel to provide emotional support and review next steps.
9. Provide information about the death and funeral arrangements to parents of other students when the information becomes available. If the coroner has ruled a suicide or confirmed the death is being investigated, refer to it as such. Include information about support services available to students at school, signs of grief, ideas to help (See What Helps) and other community resources, including the hotline number and warning signs if the death is a suicide (See Parent Sample Letter).

Only refer to the death as a suicide if 1) the coroner has made the official certification and 2) the family of the deceased does not object. Otherwise, refer to it as a sudden death. If the family objects, it may be helpful to have someone from school administration or counseling who has a good relationship with the family contact them and explain that students are already talking, texting, or using social media to discuss the death and that talking with the students about suicide can help keep students safe. If they still object, schools can state, “The family has requested that information about the cause of death not be shared at this time.” The school may then go on with suicide postvention activities without referring to this death as a suicide. Let the family know that the school will be sending out an email with general support and resources to all students’ parents so that they can watch for signs of concern in their own children. A school’s main responsibility is to keep all youth safe.

Keep the School Open and as close to normal as possible. For safety purposes, permit students to leave school early only with parental permission and documentation and ask parents to pick up their children in person. If parents are unable to pick up and stay with their children, the students should remain at school to ensure safety. Implement an enhanced system of tracking student attendance. Follow regular school routines to the extent possible.

DO NOT announce news of the death over the loudspeaker or in school assembly. Refer to Crisis Response Team protocols below for proper handling of student notification.

DO NOT empty the deceased’s locker without first contacting the family. The family of the deceased may prefer to do this in privacy or to have school personnel do it for them. Provide quiet time and support to meet their wishes. If the locker becomes a memorial, let students know that items outside will be collected and shared with the family up until the time of the funeral. After the funeral, the school will no longer keep memorials.

Responsibilities of School Crisis Response Team

The school Crisis Response Team manages the emotional fallout within the school community to decrease the potential for contagion (copycat behavior). The team will likely meet several times during the first day.

1. Contact law enforcement to verify the facts of the case, if not already obtained in the call by the principal.
2. Implement counseling support plan to:
1. Assess what resources are needed. Consider requesting resources from neighboring school districts, pre-screening available mental health services, and contacting clergy, if appropriate.
2. Clarify responsibilities for support of school personnel, students, and parents with regard to grief counseling, debriefing, etc.
3. Designate rooms and personnel for students in crisis. Do not allow bereaved students to congregate in halls or allow large groups in the designated rooms.
4. Coordinate with district or community mental health services for additional resources.
3. Implement communication plan, which should include:
1. Write or review existing scripts for office personnel or other designee — not students — for answering the phone, a staff announcement, a student announcement (by classroom), and parent letter/email. Scripts should be honest and direct (See Classroom Announcements Scripts and Staff Instructions).
2. Notify staff. If news of the event happens before the start of the school day, conduct a staff planning session (See Guidelines for Staff Session). If news of the event happens during the school day, or if phone tree notifications were not implemented before the start of school, assign team members to first notify staff who taught the deceased student or other staff who might have had extensive contact. The team member should be accompanied by another adult in case the staff member is unable to continue their duties. Substitutes may be needed.
3. Notify closest friends of deceased, if known. Keep in mind the family of the deceased may have the best information about which students were friends and might be at risk. Individually notify any students who may be particularly at risk. Student services staff should provide support immediately and ongoing.
4. Notify all staff and students. Read announcement from a written message, class by class. Notify as many classes simultaneously as possible (as resources allow). Provide special support in classes of the deceased student including a student support person to sit in the deceased’s desk throughout the day, or for any teacher or student needing assistance. Pay close attention to students who have attempted suicide or have previously experienced any loss, either by suicide or a recent loss (See Youth Suicide: Helping Your Student).
5. Ensure notification of other schools where there are siblings or others who may be affected, including schools where the deceased student was engaged in extracurricular activities or schools where they recently attended.

Only refer to the death as a suicide if 1) the coroner has made the official determination and 2) the family of the deceased does not object. Always stick to the known facts of the case only.

• Manner of Death: If the coroner has not officially determined the death to be a suicide, refer to the event as a sudden death. (See guidelines for actions when the family objects under the DO NOT section for the school principal above.)
• Squelch Rumors: Rumors create more anxiety and trauma. If the coroner has not yet made a ruling, and there are students or anyone sharing undocumented information, take them aside and ask them to keep other vulnerable students safe by sharing only what is determined to be fact.
• If the Family Objects: If the coroner HAS determined the death to be a suicide, but the family objects to that determination being shared, honor the family’s wishes. For the announcements, use “sudden death” and state what the family has requested be shared. However, if students ask or talk about this death as a suicide, tell them that since the topic of suicide has come up, we can discuss it. Be sure to provide students with the hotline number and warning signs and ask them what trusted adult they will talk to if they are concerned about a friend or themselves. Let the family know that the school is sending an email for families to watch for suicide warning signs in their own students.
• EXERCISE DISCRETION about the kind of information shared.
• AVOID EXCESSIVE DETAIL, e.g., discussion of method of death.
• HONOR THE VICTIM BUT DO NOT GLORIFY THE DEATH
• DO NOT VILIFY THE SUICIDE VICTIM.


• Staff to Follow Schedule: Assign a staff member to follow the deceased student’s schedule, even sit in the deceased’s chair, to observe reactions and comments of students and follow-up as necessary. Let students know that seating assignments will be re-arranged after the funeral.
• Watch for Others at Risk: Identify, monitor, and assist students who are considered at risk for suicide. Follow-up with these individuals and their families, and the school should continue checking in for as long as necessary. All school staff should be especially sensitive to students who are particularly affected by the death such as the deceased’s close friends, peer groups, teams, clubs, etc., including activities at other schools. These students may need to talk about their reactions. Attention to these students may prevent future suicidal behavior. Keep in mind that in small schools, this may mean every student (See Youth Suicide: Helping Your Students).
• Deceased’s siblings re-entry: Consider and provide accommodations for reintegration of the deceased student’s siblings. Ensure this is addressed if siblings attend a different school.
• Keep Staff Updated: Conduct daily debriefing with faculty and staff during the crisis and postvention periods.
• Documentation: Document activities as dictated by school protocols. Document social media memorial pages by taking pictures of them before they are taken down, usually 30-60 days after death. Documentation is important as each crisis presents an opportunity to improve the process for handling the next crisis and can help keep schools safe from liability.

Memorial Activities

Help Students find a way to grieve without allowing inappropriate memorial activities. Avoid any activities that glorify, glamorize, or sensationalize the death. “Schools can play an important role in channeling the energy and passion of the students (and greater community) in a positive direction, balancing the community’s need to grieve with the impact that the proposed activity will likely have on students, particularly on those who might be vulnerable to contagion. The school should prioritize protecting students who might be vulnerable to contagion over what might comfort students who want to remember the deceased student.”1

Please note: Memorials should be the same for any student death regardless of cause. Administration should carefully consider the establishment of any permanent marker for any student death. School staff are advised to make assertive, proactive efforts to guide students in the direction of safe activities for grieving and honoring the student who died. Ideas that safely honor the deceased are below.

Other Important Postvention Elements

Social Media: DO assign an appropriate school official to monitor social media related to the deceased student such as TikTok, Facebook, Instagram, and Twitter pages. In some cases, the site many need to be taken down particularly if posts or comments are unsafe or traumatizing.

Self-Care: DO remember self-care during this process! Be aware of your own emotional response to these events and take care of yourself (See Self Care for Adults).

Students at the Funeral: DO suggest to the family, if possible, to hold the funeral after-school hours so staff and students might attend. When emailing parents, remind them that attending the funeral with their children will greatly support and help keep students safe.

These guidelines are meant as a basic list of critical functions for school postvention. For a complete postvention guide, see After a Suicide: A Toolkit for Schools published by SAMSHA.

Also see Children, Teens and Suicide Loss Flip Book published by the American Foundation for Suicide Prevention.

For immediate or ongoing questions or concerns, contact the State Department of Education at 208-332-6960. If you feel any student or staff poses an immediate threat to self or others, contact the Idaho Suicide Prevention Hotline at 208-398-4357 (HELP), or call 911 if the person has lethal means.

For more information on school-related suicide prevention, intervention and postvention, visit www.sprc.org.

Project Advisory Committee Members

Contact your RCM through the ILP BPA Health Referral Line at (208) 947-5155.

Robin Zimpel, LCPC, Regional Case Manager
Robin received her Masters Degree in Psychology – Systems Counseling from LIOS College of Saybrook University. She is an Idaho Licensed Clinical Professional Counselor (LCPC – 6372). Robin’s theoretical approach is centered around Attachment Theory and Person Centered Therapy with a side of Solution Focused Therapy. Robin works to meet her clients where they are at. She believes that her clients have the answers they are looking for within themselves and often sees her role as that of someone to help get the “bushes” out of the way so that they can see more clearly. Robin also has a private practice.

Angie Edwards, LCSW Regional Case Manager – Region 2
Angie received her master’s degree in social work from Boise State University. She is an Idaho Licensed Clinical Social Worker (LCSW – 26367). Angie’s core theoretical approach is grounded in Cognitive Behavioral Therapy, and she considers herself to be eclectic, using mindfulness, solution-focused, narrative therapy, and Adlerian techniques as well. She sees working relationships based on respect, nonjudgment and collaboration as key. Angie also has a private practice.

Lianna Erickson-Trembath LCPC, ACADC Regional Case Manager – Regions 3 and 4
Lianna received her master’s degree in counseling education from Boise State University. She is an Idaho Licensed Clinical Professional Counselor (LCPC – 5271), an Advanced Certified Alcohol and Drug Counselor (ACADC – 11491), and a Registered Clinical Supervisor. Lianna’s theoretical approach is cognitive behavioral theory; focusing on how people’s thinking can change feelings and behaviors. This theory is brief in nature and oriented towards problem solving. The focus is on present situation and recognizing distorted thinking which creates maladaptive behaviors. Lianna is based out of BPA Health’s Boise office.

Linda Arrossa, LCPC Regional Case Manager – Region 5
Linda received her master’s degree in counseling from the College of Idaho. Linda is an Idaho Licensed Clinical Professional Counselor (LCPC – 72), Licensed Marriage and Family Therapist (LMFT – 2961), Certified Alcohol and Drug Counselor (CADC – 11680), National Certified Counselor (NCC 64960); Certified Professional Mediator (249) and a Board Certified Life Coach (2384). Linda holds licensure in both Idaho and Nevada (CPC 0060). Linda practices mostly solution focused counseling which improves client effectiveness through client-directed, outcome-informed therapy. She has used this approach in school counseling and currently in her private practice.

Holly Lacey, LPC Regional Case Manager – Region 6
Holly received her master’s degree in counseling from Idaho State University. Holly is an Idaho Licensed Professional Counselor (LPC – 4517), Registered Clinical Supervisor, is certified in education administration, and is a trainer for QPR. Holly’s theoretical approach stems from Choice Theory, where she believes every individual has the power to control themselves and limited power to control others. In addition to her work as an Idaho Lives Case Manager, Holly works in the Pocatello schools.

Krista Christensen, LCSW Regional Case Manager – Region 7
Krista received her Master of Social Work degree from Regional Case Manager Boise State University. Krista is an Idaho Licensed Clinical Social Worker (LCSW – 35402) and has an Idaho Endorsement in Pupil Personnel Services. Krista’s theoretical orientation is a strengths-based and person-centered approach to working with youth and families. In addition to her work as an Idaho Lives Case Manager, Krista works in the Blackfoot Charter schools.