September is Suicide Awareness Month, a time when we focus on understanding the signs of suicide risk and how to support those who may be struggling. Statistics are showing suicide rates are back on the rise. The Centers for Disease Control noted an overall decline in suicide for 2019 and 2020; however, beginning with 2021, the rates returned back to the 2018 peak.
Schools are not alone in working to help students, but we must recognize that teachers are on the front lines. Students spend nearly 6 hours a day within the school walls, which puts teachers in a unique position to observe students closely. During the normal week, students often spend more time with their teachers than any other adult, placing teachers in a crucial position to identify signs of distress.
If you are looking for more information or resources on this topic, Stride PD has released a free course entitled Understanding and Preventing Student Suicide. The course focuses on a teacher’s ability to have a positive influence on the lives of a student. You will learn how to recognize the signs of struggle, respond with compassion, and then provide potentially life-saving support. It gives you just the right amount of information you need so that you can work to apply in your daily, instructional settings.
Today, I will focus on warning signs and will return next week to discuss action steps that you – as a teacher – can take.
Understanding the Signs
Recognizing these signs is the first step in providing the help they need. As a teacher, you can make a significant impact by knowing what to look for and understanding how to effectively provide the necessary support to make a difference. Identifying exactly when a student might be contemplating suicide is challenging, but there are several signs that can serve as red flags:
- Changes in Behavior: One of the most significant indicators is a sudden change in behavior. This can include a drop in academic performance, withdrawal from friends and activities, or noticeable changes in personality, such as becoming unusually quiet or aggressive. The key word in the opening statement is “sudden;” so if that change is abrupt, unanticipated, and gruff, then you really need to pay attention. Remember, behavior is a form of communication, so listen to what is being said by those actions.
- Expressions of Hopelessness: Students who talk about feeling hopeless, trapped, or believe that things will never get better may be at risk. This can manifest in casual conversation, journal entries, or assignments where they express despair or a lack of a future. These feelings can be associated with multiple things, including bullying, and are not always easy to spot. That’s why it is important to respond if you hear this feeling expressed in any form.
- Increased Absenteeism: If a student starts missing a lot of school or is frequently late, it could be a sign that they are struggling. Chronic absenteeism can often be a cry for help, especially if it is coupled with other warning signs. Set aside time at least every two weeks to do a quick scan of your class rosters looking for absences or tardiness. See if a new and unexpected pattern is emerging for any students and then focus some attention on those students.
- Changes in Appearance: Significant changes in a student’s appearance, such as neglecting personal hygiene, drastic changes in weight, or wearing clothing that hides the body (like long sleeves in warm weather), can be indicative of inner turmoil. As said multiple times above, this change becomes a red flag if it is sudden, unexpected, unexplained, and unlike the normal activity of the student. Yes, all students go through phases, yet this should still be an indicator to watch.
- Risky or Self-Destructive Behaviors: Engaging in risky activities, such as substance abuse, reckless driving, or self-harm, may be an attempt to cope with overwhelming emotions. These behaviors should be taken seriously as they can be precursors to suicide attempts.
- Talking About Death or Suicide: Any mention of death or suicide, even if it seems offhand or joking, should be taken seriously. Statements like “I wish I wasn’t here” or “Everyone would be better off without me” could be direct cries for help. Do not ignore them. You could hear these verbalized or may see them appear in some type of class journaling exercises. Even if expressed in fictional writing, you need some type of follow-up with the student and/or discussion with the counseling team.
I encourage you, right now, to have a conversation with your school counseling teams to see what additional information that you can have readily available.