Intervention

Any employee who reasonably believes that a student is at imminent risk of suicide shall immediately report such belief to the School Counselor or Administrator (see School Based Suicide Intervention Process-Flowchart). Indications that a student is at imminent risk of suicide shall include, but are not limited to: the student communicating the desire to attempt/complete suicide, evidence of a suicide attempt and/or self-harm, a confidential tip from a third party, or social media postings. A student may also complete a student self-referral if they feel at risk of suicide. A student should report to any staff member if they believe another student is at imminent risk of suicide or to file a tip with the Oregon Tip Line. This report should be investigated by the School Counselor or Administrator.

• Upon notification, the School Counselor/Administrator shall complete a Level 1 Suicide Risk Assessment. If warranted, the student will be placed under continuous adult supervision during this time. Emergency medical services will be contacted immediately if an in-school suicide attempt occurs. The School Counselor shall contact the: Principal, Director of Curriculum, Instruction, and Assessment, and Superintendent.
• Once the student is evaluated by the qualified mental health provider (QMHP), the student’s situation will be described as Low, Medium, or High risk. This rating will be explained and confirmed to the building administrator by the QMHP. Students in the Low-risk category may continue at school and can follow up as needed with the school counselor and others. If a student is in the Medium risk category, QMHP will create a plan to address ongoing concerns within 72 hours of the initial assessment. If a student is in the High-risk category, the student will be seen by mental health experts from Yamhill County. Students in the High-Risk category typically need an individual safety plan as the student is unable to commit to no self-harm while at school or at home. An emergency room visit or formal evaluation by the crisis team at the hospital is typical.
• As appropriate, the principal or designee shall contact the student’s parent/guardian and provide the following information:

1. Inform the parent/guardian that there is reason to believe the student is at risk of suicide;
2. Inform the parent/guardian if emergency services were contacted; 
3. Inform the parent/guardian of the results, as appropriate, of the Risk Assessment if the student is deemed to be a Moderate or High Risk.
4. Ask the parent/guardian whether he/she is engaged in ongoing mental health
5. counseling for the student;
   1. Provide the names of community mental health counseling resources if appropriate

• The School Counselor will seek parental permission to communicate with outside mental health care providers regarding the student. If the student is under the age of 14 and the parent/guardian refuses to seek appropriate assistance, the School Counselor shall contact DHS if there is a Moderate to High Risk. If the student is 14 years of age or over and refuses to seek appropriate assistance, the School Counselor will contact DHS.
• The Principal or Counselor shall document the incident, including contact with the parent/guardian, by recording:

1. The time, date and circumstances that resulted in the student coming to the attention of school officials;
2. A timeline of the specific actions taken by school officials;
3. The parent/guardian contacted, including attempts;
4. The parent/guardian response;
5. Time and date of release of student to authorized individual;
6. Anticipated follow-up and safety plan. (Schedule safety plan review date as appropriate).

• Forms that can be utilized to screen and document:
  • Suicide Risk Assessment – Level 1
  • Suicidal Screening Form
• Prior to a student returning to school, a school support team shall meet with the student and his/her parent/guardian to develop a school safety plan. The school support team may consist of: the Principal, School Counselor, School Psychologist and/or other appropriate school personnel, as deemed appropriate for the student/situation.
• The team will review/discuss the following:
  • Documentation from outside mental health professionals, including a medical release or discharge summary indicating that the student is no longer a danger to themselves or others and can return to school
  • Confidentiality: identify staff who need to know and will support the student’s academic, social, emotional, and physical needs. Document this on the student’s re-entry plan.
  • School Counselor (or designated staff member) will periodically check in with the student and parent/guardian to help the student readjust to the school environment and address any ongoing concerns
  • School Counselor will seek authorization to coordinate/communicate with any outside service providers
• Reentry – The school support team may also refer on to appropriate mental health services to determine if additional evaluation and/or supports are needed. The team will identify an employee to periodically meet with the student to monitor his/her safety and address any concerns with re-entry.

Suicidal Behavior Risk and Protective Factors

• Risk Factors

  • Current plan to die by suicide
  • Access to lethal means
  • Previous suicide attempt
  • Family history of suicide
  • Exposure to suicide by others
  • Recent discharge from psychiatric hospitalization
  • History of mental health issues (major depression, panic attacks, conductproblems)
  • Current drug/alcohol use
  • Sense of hopelessness
  • Self-hate
  • Current psychological/emotional distress
  • Loss (relationship, work, financial)
  • Discipline problems
  • Conflict with others (family/friends)
  • Current agitation
  • Feeling isolated/alone
  • Current/past trauma (sexual abuse, domestic violence)
  • Bullying (as aggressor or victim)
  • Discrimination
  • Severe illness/health problems
  • Impulsive or aggressive behavior
  • Unwilling to seek help
  • LGBTQ+, Native-American, Alaskan Native, Male

• Protective Factors

  • Engaged in effective health and/or mental health care
  • Feeling well-connected to others (friends, family, school)
  • Positive problem-solving skills
  • Positive coping skills
  • Restricted access to lethal means
  • Stable living environment
  • Willing to access support/help
  • Positive self-esteem
  • Resiliency
  • High frustration tolerance
  • Emotional regulation skills
  • Cultural and/or religious beliefs that discourage suicide
  • Does well in school
  • Has responsibility for others

  Keep in mind a person with an array of protective factors in place can still struggle with thoughts of suicide.