Pic 1: The title screen “Following Up” appears briefly. Then it fades to an image of Ms. Abbie in front of a whiteboard.
It’s hard to know what to say after a student has told you they’re having thoughts of suicide.
Here are some ways you can get your student to the resources they need in the moment:
Pic 2: Ms. Abbie fades away and is replaced with a series of slides titled “What to Say.” Each includes an example sentence.
Pic 3: The slide fades and is replaced by Ms. Abbie in front of the whiteboard.
Suicide is often preventable. If you wonder if a student is considering suicide, talk to them right away.
You’ll want to connect the student immediately to a supportive counselor, administrator, local service provider, or crisis center.
Pic 4: Next to Ms. Abbie the figure of a person hugging their knees appears. The person has stress symbols around their head along with the words “Depression,” “Trauma,” “Abuse,” and “Self-harm.”
There are times where these conversations can take a more serious turn: if a student is depressed; if they’ve experienced trauma; or if they share they’re being abused or thinking about self-harm, we shouldn’t try to take that on ourselves.
We love our students, so the best thing we can do is thoughtfully pass them to someone with professional experience, immediately and in person.
Pic 5: The text and figure replaced by a symbol of a piece of paper and the text “Mandated Reporting.”
Make sure you’re familiar with your administration’s policy on how to report these incidents.
If you have questions on how to handle a particular situation and you can’t reach anyone in your school administration, here are some places you can go:
Pic 6: The next slide is titled “Help” with an orange hazard sign. It includes resources like
Make sure you’re familiar with your administration’s policy on how to report these incidents.
Pic 7: The screen returns to Ms. Abbie in front of the blank whiteboard.
These important conversations can take their toll on us in unexpected ways.
Pic 8: The image of a figure with lightning over their head with the text “Feeling overwhelmed” appears next to Ms. Abbie.
Teachers may find themselves worrying or feeling overwhelmed by what’s been shared with them. Some even have trouble sleeping.
These experiences are common in this profession, but they don’t have to be.
Pic 9: The singular figure and text are replaced by the image of a group of three figures in a circle and the text “Feeling supported.”
Don’t try to do it all alone. That’s what supportive staff members and administration are for. Make sure you have someone you trust to talk to.
Check in with your administration to ensure there are services in place for teachers and staff. If there aren’t any, ask your administration if this is something that could be established.
And ask about any resources that can help build community among teachers.
If you notice self-care practices are missing, ask to have them added to the agenda for regular staff training or meetings.
Pic 10: The image and text arereplaced by the title “Positive Environment” with a symbol of a thumbs-up and a check marked list which includes “Connectedness,” “Resilience,” and “Discuss Concerns.”
We’ve talked about the benefits of a positive classroom that builds resilience and increases connectedness, which makes it easier to discuss concerns. Know that those same tools are helpful to build a supportive foundation within the school for everyone, including teachers and staff.
Remember, this is tough work, but the conversations are meaningful and could change someone’s life.
Pic 11: The image and text are replaced with the title “Useful Tools” and an icon of a pen. Underneath is a check marked list that includes the words “Journaling,” “Mindfulness activities,” and “Checking in with staff and support members.”
Some of the same tools I’ve used with my students I’ve found to be useful for myself, too. Things like Journaling, Mindfulness activities, and Checking in with other staff and support members.
Most of the time, we enjoy getting to know our students, laughing at the funny things they share with us and feeling proud when they overcome a hurdle.
We all have those moments of pride and moments of frustration.
Pic 12: Ms. Abbie fades away and a group of three young students appears with stars in the background.
Our students are forever keeping us on our toes and, for a lot of us, that’s why we got into this profession: for the students.
Pic 13: The stars are replaced by the various icons, including two speech bubbles, a thumbs-up, shaking hands, a smiling face, and a checkmark.
These conversations create those memories and good feelings, and they help our students feel connected, seen and heard.
Pic 14: The screen returns to Ms. Abbie standing in front of a blank whiteboard.
All of these moments, where we connect with our students, build relationships and trust, so when they do need someone, they know we’re here for them.
Thank you for all that you do. And, thanks for stopping by.