Suicide Prevention Resources

Policy 5141.52: Suicide Prevention


Original Adopted Date: 11/06/2001 | Last Revised Date: 10/12/2021 | Last Reviewed Date: 10/12/2021 


The Governing Board recognizes that suicide is a leading cause of death among youth, prevention is a collective effort that requires stakeholder engagement, and school personnel who regularly interact with students are often in a position to recognize the warning signs of suicide and to offer appropriate referral and/or assistance. In an effort to reduce suicidal behavior, its impact on students and families, and other trauma associated with suicide, the Superintendent or designee shall develop measures, strategies, practices, and supports for suicide prevention, intervention, and postvention.
 In developing policy and procedures for suicide prevention, intervention, and postvention, the Superintendent or designee shall consult with school and community stakeholders, school-employed mental health professionals, suicide prevention experts, and, in developing policy for grades K-6, the county mental health plan.  (Education Code 215)
 School and community stakeholders and school mental health professionals with whom the Superintendent or designee shall consult may include district and school administrators, school counselors, school psychologists, school social workers, school nurses, other staff, parents/guardians and caregivers, students, local health agencies, mental health professionals, community organizations, law enforcement, legal counsel, and/or the district's risk manager or insurance carrier.  The Superintendent or designee may also collaborate with county and/or city governments in an effort to align district policy with any existing community suicide prevention plans.
 Measures and strategies for suicide prevention, intervention, and postvention shall include, but are not limited to:
 1.    Staff development on suicide awareness and prevention for teachers, interns, school counselors, and others who interact with students, including, as appropriate, substitute teachers, coaches, expanded day learning staff, crossing guards, tutors, and volunteers
 2.    Instruction to students in problem-solving, coping, and resiliency skills to promote students' mental, emotional, and social health and well-being, as well as instruction in recognizing and appropriately responding to warning signs of suicidal intent in others
 3.    Methods for promoting a positive school climate that enhances students' feelings of connectedness with the school and that is characterized by caring staff and harmonious interrelationships among students
 4.    The review of materials and resources used in awareness efforts and communications to ensure they align with best practices for safe and effective messaging about suicide
 5.    The provision of information to parents/guardians and caregivers regarding risk and protective factors, warning signs of suicide, the severity of the suicide problem among youth, the district's suicide prevention curriculum, the district's suicide prevention policy and procedures, basic steps for helping suicidal youth, the importance of communicating with appropriate staff if suicide risk is present or suspected, access to suicide prevention training, and/or school and community resources that can help youth in crisis
 6.    Encouragement for students to notify appropriate school personnel or other adults when they are experiencing thoughts of suicide or when they suspect or have knowledge of another student's suicidal intentions
 7.    Crisis intervention procedures for addressing suicide threats or attempts
 8.    Counseling and other postvention strategies for helping students, staff, and others cope in the aftermath of a student's suicide
 9.    Establishment of district and/or school-site crisis intervention team(s) to ensure the proper implementation and review of this policy and other district practices related to the emotional and behavioral wellness of students, including, but not limited to, the oversight of mental health and suicide prevention training, collaboration with community mental health organizations, identification of resources and organizations that provide evidence-based treatment, collaboration to build community response, and compliance with Education Code 215
 As appropriate, these measures and strategies shall specifically address the needs of students who are at high risk of suicide, including, but not limited to, students who are bereaved by suicide; students with disabilities, mental illness, or substance use disorders; students who are experiencing homelessness or who are in out-of-home settings such as foster care; and students who are lesbian, gay, bisexual, transgender, or questioning.  (Education Code 215)
 The Board shall ensure that measures and strategies for students in grades K-6 are age-appropriate and delivered and discussed in a manner that is sensitive to the needs of young students.  (Education Code 215)
 If a referral is made for mental health or related services for a student in grade K-6 who is a Medi-Cal beneficiary, the Superintendent or designee shall coordinate and consult with the county mental health plan.  (Education Code 215)
 District employees shall act only within the authorization and scope of their credential or license. Nothing in this policy shall be construed as authorizing or encouraging district employees to diagnose or treat mental illness unless they are specifically licensed and employed to do so.  (Education Code 215)
 The Board shall review, and update as necessary, this policy at least every five years. The Board may, at its discretion, review the policy more frequently.  (Education Code 215)
 The Superintendent or designee shall periodically review district data pertaining to school climate and reports of suicidal ideation, attempts, or death to identify patterns or trends and make recommendations regarding program development.
 The Superintendent or designee shall post this policy on the district's web site, in a prominent location and in a manner that is easily accessible to parents/guardians and students.  (Education Code 234.6)


National Suicide Hotline:

  • If you are experiencing difficult or suicidal thoughts:
    • Call the National Suicide Hotline at 1-800-273 TALK (8255)
    • Text NAMI to 741-741 to be connected to a free, trained crisis counselor on the Crisis Text Line
  • If you are outside of Los Angeles, Orange, San Bernardino and Ventura Counties, the National Alliance on Mental Health Illness (NAMI) may be able to help. You can reach NAMI toll-free at 800-950-NAMI (800-950-6264) Monday through Friday from 10 a.m. to 6 p.m. (Eastern time zone).

Mental. Emotional, and Social Health


Adolescence can be a challenging time for some students. Many high school students are experiencing physical, emotional, hormonal, sexual, social, and intellectual changes that may seem overwhelming. For some teens, these changes may lead to one or more mental health disorders (AAP 2017). Mental health conditions are considered by some as the most pervasive chronic disease (USDHHS Office of Disease Prevention and Health Promotion 2018). Building self-awareness through standards-based instruction on mental, emotional, and social health can foster academic success and emotional wellbeing for a lifetime. Learning activities that include setting goals assist students in self-discovery of their strengths and can be particularly important at this juncture. 



Video Resources.





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