“For God has not given us a spirit of fear, but of power, and of love, and of a sound mind.” 2 Timothy 1:7
Mental health and well-being are not new concepts. While Scripture does not use the term mental health, we are reminded throughout Scripture that God wants us to have peace and allows us the opportunity to “cast all of our cares on Him” (1 Peter 5:7) and “not to be anxious about anything” (Philippians 4:6).
In today’s world of trauma, hurt, and stress, experiencing peace of mind and overall mental health can be easier said than done. According to the 2021 trends report from the American Psychological Association, America is experiencing a mental health crisis. These numbers may help to describe the crisis that we are facing. In 2020, 4.1 million adolescents aged 12–17 had at least one major depressive episode. Among the same age group, 3 million adolescents (12%) had serious thoughts of suicide, 1.3 million (5.3%) made a suicide plan, and 629,000 (2.5%) made a suicide attempt (SAMHSA Releases 2020 National Survey on Drug Use and Health, 2021). In the first 10 months of 2020, there was a 151% increase among adolescents, aged 10 to 14, in suicidal ideation, attempts, and self-injury. Struggles with generalized anxiety and more specific anxiety disorders more than doubled during the pandemic, adding to the psychological distress of young people (Fortuna et al., 2023).
Suicide is the second leading cause of death for children ages 10–14 and third among adolescents ages 15–24 (NCIPC-Suicide-FactSheet-508_FINAL.Pdf, n.d.). These statistics should stop us in our tracks, as we know how much God values each one of His children.
As educators, what can we do? Suicide prevention is often a subject we don’t want to discuss. It is messy, personal, and, if we are honest, a little scary. But these things should not deter us from having a plan in place. Our schools and our students are not exempt from the current crisis. Studies have shown that some suicide prevention programs in schools can be effective not only in creating awareness and knowledge about suicide but also in reducing the number of suicide attempts among at-risk students (Katz et al., 2013). One of the other highlights of many suicide prevention programs is educating students on help-seeking behavior for themselves or a friend. Encouraging students to identify trusted adults in and out of the school building is paramount. Suicide prevention programming is not only helpful for the students but also for the staff. Educating staff and providing policies, procedures, and resources is beneficial in raising awareness among the adults in the building. Faculty and staff must be trained in recognizing the signs of suicide and knowing what to do if a situation arises. While they may not be clinically trained, they are the “gatekeepers” who often hear about student needs or concerns firsthand. Gatekeeper training gives teachers the tools and resources they need to approach situations with a little more confidence and knowledge of what to do in a crisis involving suicidal ideation or an attempt (Holmes et al., 2021).
Here are some steps and guidelines you can take to put together a comprehensive suicide prevention and awareness program for your school.
Planning
- Identify key stakeholders in the building that will play a role in the process.
- The School Counselor, Social Worker, Psychologist, Pastoral Counselor, or Clinical Counselor should play an integral role in this process. If a school does not have these resources or someone with similar training, they should look to partner with an outside agency. A local Christian counseling agency or children’s hospital may have excellent resources available to schools.
- Secure administrative and board member support.
- It is important to have buy-in from all parties involved. Collaboration and a team approach will serve the school best.
- Ensure that adequate policies and procedures are in place.
- All stakeholders should know what to do if they are confronted with a situation. There should be clear instructions as to whom they should contact and what procedures they should take.
Universal Prevention
- ALL faculty and staff should go through gatekeeper training. Be sure to include coaches, custodians, lunchroom staff, aides, bus drivers, etc. Students will often confide in someone they know and have built a rapport with. It is important to have all adults in the building trained in suicide prevention and awareness.
- Training is not a one-time thing. This should be done as a regular part of professional development to make sure that all staff are aware of policies and procedures as well as the signs and signals to look for.
- Parental resources and tools should be made readily available.
- Students should engage in a suicide prevention curriculum.
- There are many curriculum options. Be sure and see what your state has to offer, as there may be some free resources. Also, be sure to read through all the curriculum to make sure that it aligns with your school’s culture. You will want to find an evidence-based program. If it does not come from a biblical lens, be sure and look to see if it supports your school’s culture and vision. Some great programs may not come from a biblical perspective, but they support the sanctity of life and provide excellent resources. The administration should approve of the curriculum.
- Student screening can be a beneficial tool for identifying students who are struggling with suicidal ideation or have made a previous attempt. These should be basic screeners, and ALL those that are involved with the implementation should receive training as to how to administer the screening and decide what follow-up measures are in place.
Added Benefits
- Education on the signs of suicide as well as the policies to get that student some help.
- Stigma reduction: this allows for mental health and wellbeing to be a part of our conversations in the building and not seen as taboo.
- Change in the school climate and helping students develop empathy.
- When we focus on the strengths of students and how God wants His best for them, we can engage in a way that is uplifting and encouraging.
Intervention/Postvention
- Start to build a network of resources for students and families. Develop a referral process and build a network of professionals to consult with when serious questions arise.
- This is a great opportunity to build community relationships. Local counseling agencies, pediatricians, and hospitals may have incredible resources and may be looking for more ways to educate the community on this important topic.
- If a student is hospitalized or is undergoing therapy and will be missing school, be sure to have a reentry plan. If possible, get a copy of the safety plan from the hospital or therapist. Have a reintegration plan in place.
- If suicide should happen in your school community, there needs to be a postvention plan. It is difficult to form a plan or make major decisions when tragedy strikes. It is best to have something in place ahead of time that enables the school to respond to the needs of the family, students, staff, etc. This may include calling on local pastors, additional school counselors, or other mental health workers.
Remember that suicide awareness and prevention can save a life! While it can be intimidating to put this in place, we must begin taking the steps to be informed, educate our staff, and provide screening and resources for the incredible children that God has entrusted to us.
For a wonderful resource on mental health in Christian schools, be sure to read ACSI’s Leading Insights: Mental Health and Well-Being (1st ed.). Associate of Christian Schools International. https://your.acsi.org/leadinginsights#MHWB
References:
Fortuna, L. R., Brown, I. C., Lewis Woods, G. G., & Porche, M. V. (2023). The Impact of COVID-19 on Anxiety Disorders in Youth: Coping with Stress, Worry, and Recovering from a Pandemic. Child and Adolescent Psychiatric Clinics of North America, 32(3), 531–542. https://doi.org/10.1016/j.chc.2023.02.002
Granello, D. H., Granello, P. F., & Juhnke, G. A. (2022). Suicide and Self-Injury in Schools: Interventions for School Mental Health Specialists. Oxford University Press.
Holmes, G., Clacy, A., Hermens, D. F., & Lagopoulos, J. (2021). The Long-Term Efficacy of Suicide Prevention Gatekeeper Training: A Systematic Review. Archives of Suicide Research, 25(2), 177–207. https://doi.org/10.1080/13811118.2019.1690608
Katz, C., Bolton, S.-L., Katz, L. Y., Isaak, C., Tilston-Jones, T., & Sareen, J. (2013). A Systematic Review of School-Based Suicide Prevention Programs. Depression and Anxiety, 30(10), 1030–1045. https://doi.org/10.1002/da.22114
NCIPC-Suicide-FactSheet-508_FINAL.pdf. (n.d.).
SAMHSA Releases 2020 National Survey on Drug Use and Health. (2021, October 26). https://www.samhsa.gov/newsroom/press-announcements/202110260320
The national mental health crisis. (n.d.). Https://Www.Apa.Org. Retrieved January 21, 2024, from https://www.apa.org/monitor/2021/01/trends-national-crisis
About the Author:
Nancy Gillespie is an experienced school counselor with a demonstrated history of working collaboratively and professionally to create and implement a comprehensive school counseling program at Grove City Christian in Ohio. She has been a licensed school counselor for 16 years and has served as a supervisor to over 25 master’s level school counselors in training. She is passionate about her role and is convinced she has the greatest job in the world as she invests in the lives of young people. To better serve her students and families, Nancy is pursuing a Ph.D. in Counselor Education and Supervision from The Ohio State University. Her research interests include adolescent mental health, COVID disruptions, the effects of technology on teens, and developmental assets. She was instrumental in bringing the Mental Health & Well-Being Network to ACSI and advocates for staff and students’ mental health and well-being. She is passionate about her role as a pastor’s wife, mom, and school counselor. Nancy loves to write, speak, and share God’s amazing message of hope with those around her.