Page Contents

• Purpose, Scope, Definitions

• Suicide Attempt at School

• Suicide Attempt Outside of School

• Risk Assessment

• Recovery activities – supporting students beyond an incident

• Self-Harm Safety Plan

• Supporting Others

• Communication of this policy

• Further information and resources

Purpose

The purpose of this policy is to provide guidance to TC staff, families and community on responding to an incident of attempted suicide and/or suicidal behaviours and ideation of a student.

Scope

This policy applies to all students at Templestowe College.

This policy should be read in conjunction with the Department of Education’s Responding to self-harm, including suicide attempts, in students: a guide to assist secondary schools.

Definitions

Suicide
Refers to the act of intentionally causing one’s own death. Data released by the Australian Bureau of Statistics (ABS) in 2018 identifies suicide as the leading cause of death for children and young people aged between 5 and 17 years, with many more young people considering or attempting suicide.

Suicide attempt
Refers to an act carried out by an individual with the intention to end their life. A suicide attempt is an act of self-harm with the intended outcome being death. Intent is the defining factor differentiating a suicide attempt from self-harm where intent is to cope with the experience of distress.

Suicidal behaviour
Refers to acts such as suicide and attempted suicide. This also includes suicide-related communications, both verbal and non-verbal, and expressing suicidal intent.

Suicidal thoughts
Refers to thoughts about how to kill oneself, also referred to as suicidal ideation. Suicidal thoughts range in intensity and frequency from fleeting to more concrete, well thought out plans for killing oneself, or complete preoccupation with self-destruction. These thoughts are not uncommon among young people (Headspace: What you need to know about self-harm).

Policy

The school’s response to a suicide attempt is a deliberate process aimed at ensuring the immediate and ongoing safety, care and support of a student at risk of suicide, as well as others affected by the situation.

Students at risk of suicide, those with historical suicidal ideation, or previous suicide attempts require support from trained mental health professionals to address the complexities of the behaviour and appropriately respond to the associated risk. Where school staff suspect that an incident may be a suicide attempt, or a student has disclosed suicidal behaviours or ideation an assessment of risk should be carried out as soon as possible. This assessment will inform any further response required by the school to support the student (See Risk Assessment section below).

Responding to a suicide incident that requires immediate emergency assistance

Some instances of suicidal behaviour require urgent medical attention.

In the school environment, an urgent response is required if the student:

• has taken an overdose or consumed poison; see: Victorian Poisons Information Centre (131 126)

• is confused, disoriented or unconscious

• has bleeding that is rapid or pulsing.

The physical severity of the suicide attempt is not a good indicator of suicidal intent because children and adolescents may be unaware of the seriousness of the risks associated with some injurious behaviours, nor are they knowledgeable about the toxicity of supposedly harmless substances such as paracetamol.

Immediate Actions required - Some actions may occur simultaneously, as staff take on different responsibilities.

• Call an ambulance (000) immediately.

• Take all reasonable steps to ensure the safety of all concerned, including requesting that the student hand over any instrument that may assist them to injure themselves. Do not try to disarm the student against their will – this may result in you being injured. In the event they refuse, contact the appropriate emergency services to ensure safety of the student and staff. For more information, see: Restraint and Seclusion Policy.

• Do not leave the class unattended to coordinate additional support for the student. Use the school’s existing emergency alert processes (e.g. use your mobile phone to call for help and/or send two other students together to seek help).

• Do not send the suicidal student anywhere alone. This includes to the Health Centre/TC Wellbeing team. If you are on yard duty, call for help using your mobile phone or, where this is not available, send two other students together to get help from another member of staff.

• Stay with the student until you secure other adult supervision.

• Get assistance to check on the safety and wellbeing of students who may have witnessed or informed staff of the incident.

• Notify the TC leadership team and the students Community Executive Team. It is a requirement of the Department that all incidents of suicidal ideation and attempted suicides are reported to ISOC 1800 126 126.

• Contact parents or carers (unless this puts the student at more risk. In this case protective services should be notified). This contact requires sensitivity and compassion. Refer to Communicating with School Staff Policy for more information and suggestions regarding how to manage this communication. In most cases, the Community Executive Team and/or Specialist Wellbeing team is the most appropriate person to notify parents/carers of an incident of suicidality that has occurred at school, during a school approved activity, or that has come to the attention of school staff. It is important that this occurs as it provides the parents/carers with an opportunity to support the young person. Where possible, this should occur in-person rather than via phone or email. Although students may be concerned about the school making contact with their parent/carers, suicide attempts should be shared with parents/carers in order to promote safety and accessing appropriate supports.

• Seek advice and professional assistance from SSS, headspace, Child, Youth Mental Health Service and/or the students existing mental health team.

• Consider a Worksafe Notification (13 23 60).

• Ensure there is a debrief for all staff involved in responding to the incident and that they are provided with information about self-care and the supports available to them.

• Consider the post-incident follow-up that is required, including ongoing support for staff and students.

Responding to a suicide attempt that is not an emergency

Immediate action required

• Where possible move the student to a safe environment where further enquiry can occur in a sensitive manner that respects their privacy and reduces vicarious trauma impacts to students and staff.

• Once the student is in a safe environment, request that the student hand over any instrument that may assist them to harm themselves. If they refuse, contact the appropriate emergency services to ensure safety of the student and staff. Do not try to disarm the student against their will as this may result in you being injured as well. For more information, see: Restraint and Seclusion Policy.

• If possible, arrange for the student to apply first aid immediately under supervision of an appropriate staff member (e.g. school nurse or trained first aid officer) if required. It is beneficial to encourage the student to apply first aid, such as dressing wounds themselves, as this encourages self-care. Encouraging the student to cover any wounds, regardless of severity, is recommended to reduce distress among students.

• Notify the TC leadership team and the students Community Executive Team. It is a requirement of the Department that all incidents of-suicidal ideation and attempted suicides are reported to ISOC 1800 126 126.

• Contact parents or carers (unless this puts the student at more risk. In this case protective services should be notified). It is essential that this contact be approached with sensitivity and compassion. In most instances, this communication is best undertaken by a member of the Specialist Wellbeing Service, the Community Executive Team, SSS or a member of the TC leadership team. Although students may be concerned about the school contacting their parent/carers, all occasions of injurious behaviour must be shared with parents/carers to promote safety and accessing appropriate supports.

• Seek advice and professional assistance from SSS, headspace, Child, Youth Mental Health Service and/or the students existing mental health team.

• Get assistance to follow up on the safety and wellbeing of students who may have witnessed or have reported the incident.

• An appropriately trained staff member or professional (Member of the TC Specialist Wellbeing Team, SSSS staff, an external mental health professional, GP or hospital-based doctor or psychologist) should undertake a suicide risk assessment. If no suitably trained staff are available, the student’s parents or carers should be directed to have an assessment completed at hospital or by a community-based practitioner immediately.

• We highly recommend that any student experiencing suicidal behaviours/thoughts visit with their mental health professional or GP. If the student has an existing relationship with a Mental Health Professional, we highly encourage the student and/or their parent/carer to inform them of the incident and obtain consent for the school to communicate directly with the clinician. 

• Make recommendations for referral for mental health support either within the school (SWS or SSS) or external to the school as appropriate (e.g. headspace, CYMHS or CAMHS). If the student has an existing relationship with a MHP, encourage the student and/or their parent/carer to inform them of the incident. Alternatively, obtain consent from the student for the school to communicate directly with the clinician.  

• We highly recommend that any student experiencing suicidal thoughts and behaviours is referred to a qualified mental health professional for a full psychological assessment as soon as possible.

• Consider a Worksafe Notification (13 23 60).

• Ensure there is a debrief for all staff involved in responding to the incident and that they are provided with information about self-care and the supports available to them.

• Consider what post-incident follow-up is required, including ongoing support for staff and students.

If a suicide attempt occurred outside of the school a student may return soon after this, or they may be away for a period of time. Either way once the school is aware of the attempt the school response should be initiated to ensure the student has the required supports in place. This process also informs the school about the current level of risk, any key risk factors and importantly, what other supports the student has available for ongoing care.

1. Safety Planning - We highly recommend that any student experiencing suicidal behaviours/thoughts visit with their mental health professional or GP. If the student has an existing relationship with a Mental Health Professional, we highly encourage the student and/or their parent/carer to inform them of the incident and obtain consent for the school to communicate directly with the clinician. 

2. A Return to School Plan

Determining suicidal intent requires a comprehensive risk assessment conducted by an appropriately trained staff member or professional such as the TC Mental Health Practitioner (MHP), Psychologist, Social Worker, a Student Support Services (SSS) psychologist or social worker, general practitioner (GP), an external mental health professional, GP or hospital-based doctor or psychologist) to reveal what is underlying the suicide behaviour and tasks required to ensure safety and restore wellbeing.

The recovery phase refers to key activities that focus on restoring safety and improving the mental health and wellbeing of students, staff and families. A successful transition may impact on decreasing the risk of ongoing suicidal behaviour of the young person.  Key activities in this phase are:

• safety planning

• return to school planning

• identifying a support person

• consideration of reasonable adjustments to the student’s program

• ongoing monitoring and support

• self-care for school staff.

Planning should be done in consultation with the student, the parents/carers and any mental health professionals involved in the student’s care. Planning should consider any ongoing risks of suicide or emotional distress, including any triggers or challenges in the school environment. Planning should also identify strengths and positive and protective factors.

Keeping a young person safe following a suicide attempt is a shared responsibility of the individual student, family and friends, school and mental health providers. It is essential that decisions are made collaboratively and that the student’s voice is at the centre of these conversations.

A safety plan should be completed following an incident of a suicide attempt. This ensures:

• the student is given the opportunity to identify activities and supports that promote positive mental health and wellbeing for them

• the school can create a safe and supportive environment, reducing potential triggers.

If the student has been absent from school because of a suicide attempt, careful planning for their return to school is an important step to creating a safe and supportive environment. A robust return to school plan should be developed alongside the safety plan.

A Return to School Support Plan aims to ensure the best possible re-integration, safety, care and support for a student who is returning to school following a suicide attempt or mental health difficulties. A support plan should include strategies that aim to keep the student safe, supported and connected with staff and peers. The plan is ideally negotiated with the student, parents/carers, school wellbeing staff and any mental health professionals involved in the students’ care before the student returns to school. If this has not occurred, then school wellbeing staff should complete a return to school support plan as a priority when the student returns to school.

Identify a support person/s

The student should also be offered support upon their return to school. This may involve a member of staff, the leadership or wellbeing team, or a combination of these.

Where possible, it is beneficial to have the student identify who they would nominate as their support person. Having an already established relationship is going to be beneficial and increase the likelihood that they access support if they become overwhelmed at school. It is best if 2 or more people can be offered as support people to distribute the care and preserve the wellbeing of those staff involved in supporting the student.

The support offered at school will complement the support provided by the student’s family and should work collaboratively with any external mental health professionals involved in their care.

Reasonable adjustments

School staff should carefully consider any reasonable adjustments that are needed to enable the student to participate in education.

With everyone’s consent, adjustments may include:

• a gradual re-entry with a focus on the student gradually returning to school full-time

• study exemptions and/or modifications to expectations, timelines and workload

• a plan to catch up on essential missed work (for example, VCE assessment tasks)

• providing a separate space for students to complete assessment tasks, if needed

• permission to leave class when required to check into a pre-determined location (for example, First Aid), if needed.

Where external services are involved in providing support to the young person, particularly in the case that the incident was a suicide attempt, consulting with them regarding how best to approach the return to school further aids the process and ensures that the school can continue to be a positive and supportive environment, contributing to the student’s recovery and improved mental health.

Supporting students completing VCE including the VCE Vocational Major (VM)

Schools may approve special provisions for both classroom learning and school-based assessments to enable students to participate in learning

Special Examination Arrangements may also be approved for students with disabilities, illnesses or other circumstances that affect their ability to access the General Achievement Test (GAT) and VCE external examinations. 

Ongoing monitoring of student safety and wellbeing

In addition to implementing the student’s safety plan and return to school plan, it is important to continue to check in with the student to ascertain their mental health and wellbeing.

Encourage staff to be alert for any changes they observe in the student’s behaviour, thoughts or emotions during class and to follow the school’s process for enquiring sensitively. Staff who are concerned about the student’s wellbeing should refer the student for additional support from the wellbeing support team at the school.

Information sharing with school staff

It is important for the young person to know how communication within the school will be managed. School staff should be reminded at all times of the young person’s rights to privacy, confidentiality and respect. The key contact person should co-ordinate a ‘release of information’ to be signed by the parents and mental health service, so that all parties can openly communicate to provide the best possible support for the young person.

If a student has shared information about a suicidal incident or an ongoing pattern of suicidal behaviour with their friends, it is important to provide support to the student and the peers who are aware of it. While these conversations can be challenging, the aim of the interaction is to ensure safety and reduce further distress. Conversations about suicidality can be complex and can require clinical skills. It is recommended that the school wellbeing team and/or SSS hold the responsibility for these interactions.

Staff can also be impacted by a disclosure or knowledge of a suicide incident involving a student. In this instance, it is important to remind staff of the support available via the EAP and encourage them to access their existing support network and self-care strategies.

This policy will be communicated to our school community in the following way:

• Available publicly on the school website

• Annually referenced in Next Week @TC

• Hard copy available from school administration upon request

The Department’s Policy and Advisory Library (PAL):

• Self-Harm Attempted Suicide Response Policy

• Responding to self-harm, including suicide attempts, in students: a guide to assist secondary schools

• Restraint and Seclusion Policy

• Mental Health and Wellbeing Toolkit

• DET Return to School Plan Template

Related TC Polices:

• Duty of Care Policy

• Student Wellbeing and Engagement Policy

• Self-Harm Policy

• Communication with School Staff Policy

Other related information:

• Beyond Blue – Self-harm and self-injury guide for parents - factsheet

• Headspace

• Victorian Poisons Information Centre (131 126)