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Guidelines to assist in responding to attempted suicide or suicide by ...

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<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g<strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong>a student


Introduction and legal issues 4Section A: Immediate response <strong>to</strong> a <strong>suicide</strong> <strong>by</strong> a student 7Section B: First 24 hours 15Section C: 48-72 hours 23Section D: Dur<strong>in</strong>g the first month 31Section E: Suicide cluster 35Section F: The longer term 37Section G: Sample documents and advice f<strong>or</strong> staff 41Section H: Def<strong>in</strong>itions 49Appendicies 52Appendix A: Sh<strong>or</strong>t term: Return <strong>to</strong> school safety and supp<strong>or</strong>t plan 53Appendix B: Res<strong>to</strong>r<strong>in</strong>g wellbe<strong>in</strong>g <strong>in</strong> the school community checklists 55Appendix C: Identify<strong>in</strong>g students f<strong>or</strong> referral guidance 59Appendix D: Documentation guide 60Appendix E: Operational debrief relection guide 61Appendix F: Community plan 63<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student3


IntroductionDeal<strong>in</strong>g with the tragic loss ofa member of your communitythrough <strong>suicide</strong> is one of themost difficult issues a schoolcan face.- Quote from a Pr<strong>in</strong>cipalSchool leaders, counsell<strong>or</strong>s,wellbe<strong>in</strong>g staff and chapla<strong>in</strong>sfrom all sec<strong>to</strong>rs need <strong>to</strong> share<strong>in</strong>f<strong>or</strong>mation and resources andw<strong>or</strong>k <strong>to</strong>gether <strong>to</strong> supp<strong>or</strong>t thewhole community.- Quote from a Pr<strong>in</strong>cipalA student’s <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> is a traumatic event f<strong>or</strong> any schoolcommunity.This document is designed <strong>to</strong> <strong>assist</strong> school staff <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong><strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student and provides a checklist of the immediate andlonger term steps that should be taken <strong>by</strong> school staff.The guidel<strong>in</strong>es should be seen as a resource which complements schools’ eff<strong>or</strong>ts<strong>to</strong> promote positive mental health and that supp<strong>or</strong>ts and reflects schools’ critical<strong>in</strong>cident management processes. The guidel<strong>in</strong>es are supp<strong>or</strong>ted <strong>by</strong> considerable<strong>in</strong>f<strong>or</strong>mation and a policy context that provides school supp<strong>or</strong>t structures f<strong>or</strong>vulnerable students.The guidel<strong>in</strong>es do acknowledge the risk of <strong>suicide</strong> contagion and so encouragesthe proactive shar<strong>in</strong>g of appropriate <strong>in</strong>f<strong>or</strong>mation between schools (regardlessof sec<strong>to</strong>r), regions, mental health agencies, local social services agencies, faith<strong>or</strong>ganizations and school communities.The guidel<strong>in</strong>es should be read <strong>in</strong> sequence and school leaders and emergencyresponse teams should re-familiarise themselves with the <strong>in</strong>f<strong>or</strong>mation <strong>in</strong> theguidel<strong>in</strong>es as soon as they are aware of a <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong>.Relevant legislative and legal obligations have been highlighted <strong>in</strong> the follow<strong>in</strong>gsection.4Introduction


Legal issuesDo not ign<strong>or</strong>estudent, parent <strong>or</strong>staff “rumours” about<strong>suicide</strong>. Do not ign<strong>or</strong>e<strong>suicide</strong> notes/e-mails/messages sent <strong>to</strong> staff<strong>by</strong> students. Follow upboth these situationsimmediately.Duty of CareThe Pr<strong>in</strong>cipal and staff at the school have a duty of care <strong>to</strong> take such measuresas are reasonable <strong>in</strong> the circumstances <strong>to</strong> protect the student from risks of <strong>in</strong>jurythat are reasonably f<strong>or</strong>eseeable. Duty of care is non-delegable and may extendbeyond school hours and outside the school grounds.In the case of a student who has displayed suicidal ideation, reasonable stepsmay <strong>in</strong>clude the follow<strong>in</strong>g:• a risk assessment should be conducted <strong>by</strong> an experienced mental healthpractitioner• an Individual Management Plan should be developed <strong>to</strong> moni<strong>to</strong>r, assess,manage, supp<strong>or</strong>t and review the mental health of the student who hasdisplayed suicidal ideation• liaise with other professionals who may be provid<strong>in</strong>g <strong>assist</strong>ance <strong>to</strong> thestudent e.g. psychiatrist, psychologist, medical practitioner• provide appropriate supp<strong>or</strong>ts and referrals <strong>to</strong> other students and staff whomay be adversely affected <strong>by</strong> the students display of suicidal ideation• identify and manage any other students who may be at risk of suicidalideation, <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> completed <strong>suicide</strong>• conduct <strong>in</strong>f<strong>or</strong>mation sessions about mental health and wellbe<strong>in</strong>g f<strong>or</strong> thebenefit of staff, students and the school community.In the case of a student who has <strong>attempted</strong> <strong>suicide</strong>, reasonable steps may<strong>in</strong>clude the follow<strong>in</strong>g:• a risk assessment should be conducted <strong>by</strong> an experienced mental healthpractitioner• an Individual Management Plan should be developed <strong>to</strong> moni<strong>to</strong>r, assess,manage and review the mental health of the student who has <strong>attempted</strong><strong>suicide</strong>• provide appropriate supp<strong>or</strong>ts and referrals <strong>to</strong> students and staff who may beadversely affected <strong>by</strong> the student who has <strong>attempted</strong> <strong>suicide</strong>• identify and manage any other students who may be at risk of suicidalideation, <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> completed <strong>suicide</strong>• delivery of <strong>in</strong>f<strong>or</strong>mation sessions about mental health and <strong>suicide</strong> <strong>to</strong> staff,students and the school community.In the case of a student who has completed <strong>suicide</strong>, reasonable steps may<strong>in</strong>clude the follow<strong>in</strong>g:• identify and manage any other students who may be at risk of suicidalideation, <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> completed <strong>suicide</strong>• provide appropriate supp<strong>or</strong>ts and referrals are provided <strong>to</strong> students and staffwho may be adversely affected <strong>by</strong> the <strong>suicide</strong>• provide <strong>in</strong>f<strong>or</strong>mation sessions about mental health and <strong>suicide</strong> <strong>to</strong> staff,students and the school community.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student5


Privacy: Personal and health <strong>in</strong>f<strong>or</strong>mationThe collection, use, disclosure and management of “personal <strong>in</strong>f<strong>or</strong>mation” isgoverned <strong>by</strong> the Inf<strong>or</strong>mation Privacy Act 2000 (Vic) and the Inf<strong>or</strong>mation PrivacyPr<strong>in</strong>ciples conta<strong>in</strong>ed with<strong>in</strong> it. Personal <strong>in</strong>f<strong>or</strong>mation is def<strong>in</strong>ed as <strong>in</strong>f<strong>or</strong>mation<strong>or</strong> an op<strong>in</strong>ion that is rec<strong>or</strong>ded <strong>in</strong> any f<strong>or</strong>m and whether true <strong>or</strong> not, about an<strong>in</strong>dividual whose identity is apparent, <strong>or</strong> can reasonably be ascerta<strong>in</strong>ed, fromthe <strong>in</strong>f<strong>or</strong>mation <strong>or</strong> op<strong>in</strong>ion, but does not <strong>in</strong>clude health <strong>in</strong>f<strong>or</strong>mation. Staff whoare collect<strong>in</strong>g, us<strong>in</strong>g, disclos<strong>in</strong>g <strong>or</strong> manag<strong>in</strong>g the personal <strong>in</strong>f<strong>or</strong>mation of astudent who has displayed suicidal ideation, <strong>attempted</strong> <strong>suicide</strong>, <strong>or</strong> completed<strong>suicide</strong> should comply with this Act and the Inf<strong>or</strong>mation Privacy Pr<strong>in</strong>ciplesconta<strong>in</strong>ed with<strong>in</strong> it.The collection, use, disclosure and management of “health <strong>in</strong>f<strong>or</strong>mation” isgoverned <strong>by</strong> the Health Rec<strong>or</strong>ds Act 2001 (Vic) and the Health Privacy Pr<strong>in</strong>ciplesconta<strong>in</strong>ed with<strong>in</strong> it. Health <strong>in</strong>f<strong>or</strong>mation is def<strong>in</strong>ed <strong>to</strong> <strong>in</strong>clude <strong>in</strong>f<strong>or</strong>mation <strong>or</strong> anop<strong>in</strong>ion about the follow<strong>in</strong>g:• the physical, mental <strong>or</strong> psychological health of an <strong>in</strong>dividual• a disability of an <strong>in</strong>dividual• an <strong>in</strong>dividual’s expressed wishes about the future provision of health services• a health service provided, <strong>or</strong> <strong>to</strong> be provided <strong>to</strong> an <strong>in</strong>dividual.Staff who are collect<strong>in</strong>g, us<strong>in</strong>g, disclos<strong>in</strong>g <strong>or</strong> manag<strong>in</strong>g the health <strong>in</strong>f<strong>or</strong>mation ofa student who has displayed suicidal ideation, <strong>attempted</strong> <strong>suicide</strong>, <strong>or</strong> completed<strong>suicide</strong> should comply with this Act and the Health Privacy Pr<strong>in</strong>ciples conta<strong>in</strong>edwith<strong>in</strong> it.Anti-discrim<strong>in</strong>ation and equal opp<strong>or</strong>tunityThe Equal Opp<strong>or</strong>tunity Act 2010 (Vic) and the Disability Discrim<strong>in</strong>ation Act 1992(Cth) make it unlawful f<strong>or</strong> an educational auth<strong>or</strong>ity <strong>to</strong> discrim<strong>in</strong>ate aga<strong>in</strong>st astudent on the basis of a disability such as <strong>to</strong>tal <strong>or</strong> partial loss of the person’sbodily <strong>or</strong> mental functions. Discrim<strong>in</strong>ation <strong>in</strong> this context means be<strong>in</strong>g treatedunfairly and disadvantaged because of your disability. Schools are required <strong>to</strong>make reasonable adjustments f<strong>or</strong> a person with a disability.Human rights issuesThe Charter of Human Rights and Responsibilities Act 2006 (Vic) is a lawthat protects the human rights of all people <strong>in</strong> Vic<strong>to</strong>ria. Employees of theDepartment have legal responsibilities <strong>to</strong> ensure that their decision mak<strong>in</strong>g isconsistent with promot<strong>in</strong>g and respect<strong>in</strong>g rights <strong>in</strong> the Charter. Students havethe follow<strong>in</strong>g rights:• <strong>to</strong> enjoy his/her human rights without discrim<strong>in</strong>ation• <strong>to</strong> not <strong>to</strong> have his/her privacy unlawfully and arbitrarily <strong>in</strong>terfered with• <strong>to</strong> such protection as is <strong>in</strong> his/her best <strong>in</strong>terest and is needed <strong>by</strong> him/her <strong>by</strong>reason of be<strong>in</strong>g a child.In mak<strong>in</strong>g a decision <strong>to</strong> <strong>in</strong>fr<strong>in</strong>ge on any of these rights, it is imp<strong>or</strong>tant <strong>to</strong> be able<strong>to</strong> establish that the limitation <strong>or</strong> restriction is reasonable and demonstrablyjustified.6Legal obligations cont<strong>in</strong>ued


Section A:Immediate response<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student7


A: Immediate responseif the <strong>attempted</strong> <strong>suicide</strong>, <strong>or</strong> <strong>suicide</strong> takes place at school- ensure no one is <strong>in</strong> immediate danger- adm<strong>in</strong>ister First Aid- phone 000- supervise students and move them away from the area- quarant<strong>in</strong>e the site until police arrive. if the <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> takes place outside school- establish the facts and circumstances as soon as possible <strong>by</strong> mak<strong>in</strong>greasonable enquiries with the parents/guardians, and the local police.<strong>in</strong> all cases:- ensure that affected staff and students are not left alone until theyhave been provided with some immediate <strong>assist</strong>ance and supp<strong>or</strong>t <strong>to</strong>cope with the <strong>in</strong>itial emotional distress- the Pr<strong>in</strong>cipal should contact the regional office f<strong>or</strong> <strong>assist</strong>ance andsupp<strong>or</strong>t- the Pr<strong>in</strong>cipal should contact the DEECD Security Services Unit (SSU) on(03) 9589 6266- appropriate departmental staff should ensure that the parents/guardians/next of k<strong>in</strong> are provided with some immediate <strong>assist</strong>ance <strong>to</strong>cope with the <strong>in</strong>itial emotional distress- appropriate departmental staff should ensure that all affected staff,students and members of the school community are provided withsome immediate <strong>assist</strong>ance <strong>to</strong> cope with the <strong>in</strong>itial emotional distress- document all <strong>in</strong>f<strong>or</strong>mation received and actions taken.Imp<strong>or</strong>tant services and contactsAmbulance: 000Vic<strong>to</strong>rian Poisons Inf<strong>or</strong>mation Centre: 13 11 26Safe retrieval and disposal of needles and syr<strong>in</strong>ges: 1300 365 482Drug and Alcohol <strong>in</strong>f<strong>or</strong>mation: 1800 888 23612Section A: Immediate response


Section A:Immediate ResponseIf the <strong>attempted</strong> <strong>suicide</strong>, <strong>or</strong> <strong>suicide</strong>, takes place atschool, ensure the immediate safety of communitymembers• ensure no one is <strong>in</strong> immediate danger• adm<strong>in</strong>ister First Aid as necessary (avoid contact with blood <strong>or</strong> other body fluids<strong>by</strong> us<strong>in</strong>g protective gloves)• call emergency services f<strong>or</strong> medical advice, ambulance/police supp<strong>or</strong>t: Phone 000• rep<strong>or</strong>t <strong>in</strong>cident <strong>to</strong> DEECD Security Services Unit (SSU): Phone 9589 6266.Provide the follow<strong>in</strong>g <strong>in</strong>f<strong>or</strong>mation:Who? The number and name of persons <strong>in</strong>volvedName of the person rep<strong>or</strong>t<strong>in</strong>g the <strong>in</strong>cidentWhat? The nature of the <strong>in</strong>cidentWhen? The time when the rep<strong>or</strong>t<strong>in</strong>g person became aware of the <strong>in</strong>cidentWhere? The location of the <strong>in</strong>cident and contact phone numbers• move witnesses <strong>to</strong> pre-established safe locations. They must be supp<strong>or</strong>ted andsupervised <strong>by</strong> staff/counsell<strong>or</strong>s until police have taken statements <strong>or</strong> advised otheractions.• isolate the site from student <strong>or</strong> unauth<strong>or</strong>ised staff access <strong>by</strong> us<strong>in</strong>g screens andblock<strong>in</strong>g c<strong>or</strong>rid<strong>or</strong>s etc. Do everyth<strong>in</strong>g possible <strong>to</strong> protect others from view<strong>in</strong>g the sitewithout disturb<strong>in</strong>g the area that the police will need <strong>to</strong> <strong>in</strong>spect. Do not remove <strong>or</strong>disturb items from the site until police have concluded their w<strong>or</strong>k and advised thatthe area is no longer a secured area. In the case of a <strong>suicide</strong> the police will arrangef<strong>or</strong> the body <strong>to</strong> be taken <strong>to</strong> the m<strong>or</strong>tuary.• depend<strong>in</strong>g on the means of the <strong>attempted</strong> <strong>or</strong> completed <strong>suicide</strong>, consider mak<strong>in</strong>gchanges <strong>to</strong> the environment <strong>or</strong> access <strong>to</strong> materials.• if the student has <strong>attempted</strong> <strong>suicide</strong> but is physically unharmed, it is imp<strong>or</strong>tant that arisk assessment is undertaken <strong>by</strong> an experienced mental health practitioner. Contactthe local Hospital Emergency Department <strong>or</strong> a local mental health agency f<strong>or</strong> advice.If the <strong>attempted</strong> <strong>suicide</strong>, <strong>or</strong> <strong>suicide</strong>, takes placeoutside school, f<strong>in</strong>d out the facts• do not ign<strong>or</strong>e student, parent <strong>or</strong> staff “rumours” about <strong>suicide</strong>. Do not ign<strong>or</strong>e<strong>suicide</strong> notes/e-mails/messages sent <strong>to</strong> staff <strong>by</strong> students. Follow up both thesesituations immediately.• if, after follow<strong>in</strong>g up on notes <strong>or</strong> rumours, a student is found safe <strong>in</strong> the school,<strong>or</strong>ganise a school welfare staff member <strong>or</strong> a counsell<strong>or</strong> <strong>to</strong> meet with them straightaway <strong>to</strong> assess their wellbe<strong>in</strong>g and the background <strong>to</strong> the <strong>suicide</strong> concern. In mostcases it will be essential <strong>to</strong> share this <strong>in</strong>f<strong>or</strong>mation with the student’s parents and referthe young person <strong>to</strong> a mental health provider if one is not already <strong>in</strong>volved.• if the student cannot be located at school, make contact with the familyimmediately. If the parents are unaware of the student’s whereabouts andsafety, contact the police.• <strong>suicide</strong> rep<strong>or</strong>ts made <strong>by</strong> people other than direct family members should beverified through the police, hospital staff <strong>or</strong>, with extreme sensitivity, the family.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student13


The loss of a young life is alwaystragic. The range of emotionsand reactions <strong>to</strong> loss of life areunpredictable and the depth ofgriev<strong>in</strong>g not always immediate.- Quote from a Pr<strong>in</strong>cipalIf a <strong>suicide</strong> rep<strong>or</strong>t is made <strong>or</strong> confirmed <strong>by</strong>the familyIt is appropriate <strong>to</strong> seek the family’s feel<strong>in</strong>gs straight away about <strong>in</strong>f<strong>or</strong>m<strong>in</strong>g theschool community of the <strong>attempted</strong> <strong>or</strong> completed <strong>suicide</strong>. If the family asks f<strong>or</strong>advice it is appropriate <strong>to</strong> discuss:• these guidel<strong>in</strong>es• the damag<strong>in</strong>g impact of mis<strong>in</strong>f<strong>or</strong>mation• the imp<strong>or</strong>tance of parents discuss<strong>in</strong>g how best <strong>to</strong> supp<strong>or</strong>t their ownchildren’s grief• the option of only nam<strong>in</strong>g their son/daughter <strong>to</strong> their peer group and referr<strong>in</strong>ganonymously <strong>to</strong> their son/daughter with the rest of the school population.Ensure that affected students, parents and staffare not left aloneExposure <strong>to</strong> <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong> is a traumatic experience. Staff,students and parents immediately affected <strong>by</strong> a <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong>should not be left alone but should be comf<strong>or</strong>ted and supp<strong>or</strong>ted <strong>by</strong> others untilfamily members can take over that care. Safe and secure environments wherethis k<strong>in</strong>d of crisis supp<strong>or</strong>t can be provided <strong>to</strong> staff and students should beidentified <strong>in</strong> the school’s Emergency Management Plan (EMP).14Section A: Immediate response


Section B: First 24 hours<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student15


B: In the first 24 Hourscontact the parents/guardians <strong>to</strong> check their health and wellbe<strong>in</strong>g and<strong>in</strong>quire whether there is anyth<strong>in</strong>g that the Department can do <strong>to</strong> <strong>assist</strong>the school Pr<strong>in</strong>cipal convenes an Incident Management Team (IMT) andplans the follow<strong>in</strong>g steps:- who will be responsible f<strong>or</strong> provid<strong>in</strong>g <strong>in</strong>f<strong>or</strong>mation <strong>to</strong> the students andthe school community- who will be responsible f<strong>or</strong> the ongo<strong>in</strong>g liaison with the parents/guardians- who will be responsible f<strong>or</strong> the ongo<strong>in</strong>g liaison with police, mentalhealth professions and other third parties- who will be responsible f<strong>or</strong> manag<strong>in</strong>g all <strong>in</strong>com<strong>in</strong>g and outgo<strong>in</strong>g<strong>in</strong>f<strong>or</strong>mation and communication (<strong>in</strong>clud<strong>in</strong>g sympathy cards, media<strong>in</strong>terest)- identification and plann<strong>in</strong>g supp<strong>or</strong>t f<strong>or</strong>, and additional supervision of,students who are at risk <strong>or</strong> vulnerable- identification and plann<strong>in</strong>g supp<strong>or</strong>t f<strong>or</strong> any staff who may be affected<strong>by</strong> the <strong>suicide</strong> <strong>or</strong> at risk <strong>or</strong> vulnerable- preparation of the <strong>in</strong>f<strong>or</strong>mation and written communication <strong>to</strong> beprovided <strong>to</strong> students, staff and the school community- identification of appropriate departmental staff f<strong>or</strong> the school staff <strong>to</strong>approach f<strong>or</strong> additional <strong>assist</strong>ance and supp<strong>or</strong>t as required- identification of appropriate departmental staff f<strong>or</strong> the students <strong>to</strong>approach f<strong>or</strong> additional <strong>assist</strong>ance and supp<strong>or</strong>t as required<strong>in</strong>f<strong>or</strong>m on-site staff of the <strong>suicide</strong> and the supp<strong>or</strong>t and <strong>assist</strong>anceavailable <strong>to</strong> staff <strong>in</strong>clud<strong>in</strong>g free counsell<strong>in</strong>g and <strong>assist</strong>ance from theDEECD Employee Assistance Program (EAP) – Phone: 1800 337 068 –and expla<strong>in</strong> the immediate plans f<strong>or</strong> manag<strong>in</strong>g the situation. This is anopp<strong>or</strong>tunity <strong>to</strong> convey and seek relevant <strong>in</strong>f<strong>or</strong>mationprovide staff with <strong>in</strong>f<strong>or</strong>mation on how <strong>to</strong> offer supp<strong>or</strong>t, how <strong>to</strong> managediscussion about <strong>suicide</strong>, signs <strong>to</strong> watch out f<strong>or</strong> and <strong>in</strong>f<strong>or</strong>mation on grief(samples and l<strong>in</strong>ks provided <strong>in</strong> Section F), sources of supp<strong>or</strong>t they canaccess f<strong>or</strong> themselves and the option of not be<strong>in</strong>g <strong>in</strong>volved <strong>in</strong> supp<strong>or</strong>t<strong>in</strong>gstudents <strong>or</strong> discuss<strong>in</strong>g the <strong>in</strong>cident with students if they feel this will risktheir own wellbe<strong>in</strong>gdisplay relevant <strong>in</strong>f<strong>or</strong>mation about roles and special procedures <strong>in</strong> thestaff roomensure all adults who will have contact with students <strong>in</strong> the follow<strong>in</strong>g24 hours are briefed: regular bus drivers, sp<strong>or</strong>ts coaches, canteen staff,school supp<strong>or</strong>t staff, Casual Relief Teachers, Out of School Hours Carestaff, tu<strong>to</strong>rs etc.<strong>in</strong>f<strong>or</strong>m students of the <strong>suicide</strong>, via a prepared script, and <strong>in</strong> small groupsrather than as a whole school community<strong>in</strong>f<strong>or</strong>m the wider school community via prepared letter (See SectionG)Contact the Department’s Media Unit if <strong>assist</strong>ance with media requestsf<strong>or</strong> <strong>in</strong>f<strong>or</strong>mation is required. The DEECD Media Unit can be contacted 24hours, seven days a week. Phone: 9637 2871consider the <strong>in</strong>fluence of social media sitesconsider the flexible timetable schedul<strong>in</strong>g of classes and meet<strong>in</strong>gs.16Section B: First 24 hours


Section B: First 24 hoursThis flowchart has been prepared <strong>by</strong> the Department’s EmergencyManagement Division as a guide f<strong>or</strong> immediate contacts <strong>to</strong> be made<strong>in</strong> the first 24 hours follow<strong>in</strong>g a critical <strong>in</strong>cidentEnsure the safety of all concernedIf required call OOO f<strong>or</strong> police <strong>or</strong> medical <strong>assist</strong>anceContact parents/carers of students <strong>in</strong>volved unlesscircumstances <strong>in</strong>dicate that this should not occurThe region is your bef<strong>or</strong>eand after hours contact f<strong>or</strong>advice and supp<strong>or</strong>t.Each region has dedicatedEmergency Management(EM) Co<strong>or</strong>d<strong>in</strong>a<strong>to</strong>r available24 hours/7 days.Your region’s EM Co<strong>or</strong>d<strong>in</strong>a<strong>to</strong>rmay contact you uponreceipt of a notification ofthe <strong>in</strong>cident from the SSUDate, time, place, names ofpersons <strong>in</strong>volvedContent of discussions andaccount of the eventRep<strong>or</strong>t the <strong>in</strong>cident <strong>to</strong> the Security Services Unit (SSU) on9589 6266Contact your regionImplement response proceduresDocument the <strong>in</strong>cident and actions undertakenYour region and theEmergency ManagementDivision (EMD) will receivenotification of the <strong>in</strong>cidentvia email <strong>or</strong> SMSResponse procedures<strong>in</strong>clude you contact<strong>in</strong>gStudent Supp<strong>or</strong>tOfficers (SSSO’s), <strong>or</strong>on advice from theregion request<strong>in</strong>g<strong>assist</strong>ance fromother DEECD staf <strong>or</strong>external agencies (e.g.Child and AdolescentMental Health Services(CAMHS/CYMHS andheadspace SchoolSupp<strong>or</strong>t)<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student17


The school’s response,recovery andpostvention w<strong>or</strong>k willbe helped if everyoneis kept <strong>in</strong>f<strong>or</strong>med of theIMT’s w<strong>or</strong>k, know<strong>in</strong>gwho they need <strong>to</strong> speak<strong>to</strong> and about what.Convene Incident Management Team (IMT)After a <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong> many actions need <strong>to</strong> be co<strong>or</strong>d<strong>in</strong>ated <strong>in</strong> avery sh<strong>or</strong>t space of time. However, unlike other k<strong>in</strong>ds of emergencies, <strong>suicide</strong>postvention – the w<strong>or</strong>k undertaken <strong>to</strong> limit and prevent harm <strong>to</strong> the student andothers – also needs <strong>to</strong> be susta<strong>in</strong>ed f<strong>or</strong> a period of many months.A team is essential <strong>to</strong> ensure that:• the wellbe<strong>in</strong>g of all members of the school community is moni<strong>to</strong>red andprotected• all responsibilities are undertaken efficiently• accurate and consistent advice is provided <strong>to</strong> students, staff and the schoolcommunity• no s<strong>in</strong>gle member of staff assumes the full burden of responsibility.The IMT should be composed of people chosen f<strong>or</strong> their skills, credentials,and ability <strong>to</strong> w<strong>or</strong>k compassionately and effectively under pressure: ideally acomb<strong>in</strong>ation of school staff (with some school leadership representation andmembers of the Wellbe<strong>in</strong>g Team <strong>or</strong> Student Supp<strong>or</strong>t Service Officers (SSSOs)),regional staff and external mental health professionals.Mental health agenciesAs a response plan is developed, regional staff will moni<strong>to</strong>r the situation and<strong>in</strong>volve external agencies as needed.The immediate supp<strong>or</strong>t of mental health professionals – e.g. psychiatrists,psychologists, mental health nurses and other health professionals w<strong>or</strong>k<strong>in</strong>g <strong>in</strong>specialised mental health sett<strong>in</strong>gs – is <strong>in</strong>valuable <strong>in</strong> <strong>assist</strong><strong>in</strong>g school staff <strong>to</strong>manage its postvention responsibilities.It allows the school <strong>to</strong> share some of the w<strong>or</strong>k of meet<strong>in</strong>g the community’sneeds, and ensures expert advice is available <strong>to</strong> guide its actions. Mental healthprofessionals will be able <strong>to</strong> w<strong>or</strong>k alongside the school staff <strong>in</strong> the follow<strong>in</strong>g keyareas:• plann<strong>in</strong>g supp<strong>or</strong>t f<strong>or</strong> a student who has suicidal ideation <strong>or</strong> has <strong>attempted</strong><strong>suicide</strong>• help<strong>in</strong>g meet the immediate counsell<strong>in</strong>g needs of affected students• identify<strong>in</strong>g other vulnerable students• screen<strong>in</strong>g students at risk (e.g. undertak<strong>in</strong>g Risk Assessments)• tak<strong>in</strong>g referrals from families and staff• provid<strong>in</strong>g <strong>in</strong>f<strong>or</strong>mation sessions as required f<strong>or</strong> staff, students and the schoolcommunity• plann<strong>in</strong>g the management of significant occasions such as funerals,anniversaries, etc• liais<strong>in</strong>g with police, hospital personnel and the media where relevant.18Section B: First 24 hours


Communication with staff, students andthe communityInf<strong>or</strong>m staffBrief staff about:• the facts of the situation <strong>in</strong>clud<strong>in</strong>g any parent wishes about what <strong>in</strong>f<strong>or</strong>mationthey want <strong>to</strong> be shared/withheld• recommend that staff immediately follow up all unauth<strong>or</strong>ised/unexpla<strong>in</strong>edstudent absences• the members of the IMT and their roles, particularly identify<strong>in</strong>g the staffmember <strong>to</strong> whom people should convey any new <strong>or</strong> relevant <strong>in</strong>f<strong>or</strong>mation theyreceive• any changes <strong>to</strong> responsibilities <strong>or</strong> rout<strong>in</strong>es• how phone enquiries are <strong>to</strong> be managed• the imp<strong>or</strong>tance of not ask<strong>in</strong>g students f<strong>or</strong> <strong>in</strong>f<strong>or</strong>mation relat<strong>in</strong>g <strong>to</strong> the<strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong>, but pass<strong>in</strong>g on what they are <strong>to</strong>ld <strong>or</strong> observe• f<strong>or</strong>ward<strong>in</strong>g items of the deceased student’s w<strong>or</strong>k <strong>to</strong> a nom<strong>in</strong>ated staffmember (e.g. art w<strong>or</strong>k, assignments journals etc, so that these can be s<strong>to</strong>redsecurely and passed on <strong>to</strong> the police <strong>or</strong> the family)• the pr<strong>in</strong>ciples of postvention: <strong>to</strong> prevent further harm <strong>to</strong> others <strong>by</strong> identify<strong>in</strong>gpeople at risk and <strong>by</strong> manag<strong>in</strong>g the school’s responses so that <strong>attempted</strong> <strong>or</strong>completed <strong>suicide</strong> is neither glam<strong>or</strong>ised <strong>or</strong> sensationalized.Ask staff about:• which students they consider will need particular supp<strong>or</strong>t and which studentsare of concern• what they know that may be relevant.All staff brief<strong>in</strong>gs <strong>in</strong> the first 24 hour period should be used <strong>to</strong> both conveyand seek <strong>in</strong>f<strong>or</strong>mation. This contributes <strong>to</strong> a sense of collegiality and sharedresponsibility which helps protect the wellbe<strong>in</strong>g of staff.Display relevant <strong>in</strong>f<strong>or</strong>mation about roles and special procedures <strong>in</strong> the staffroom and ensure all adults who will have contact with students <strong>in</strong> the follow<strong>in</strong>g24 hours are briefed—regular bus drivers, sp<strong>or</strong>ts coaches, canteen staff, schoolsupp<strong>or</strong>t staff, out of school hours care staff, tu<strong>to</strong>rs etc.Counsell<strong>in</strong>g services f<strong>or</strong> staffThe Department’s Employee Assistance Program (EAP) provides confidentialcounsell<strong>in</strong>g f<strong>or</strong> employees who may have personal <strong>or</strong> w<strong>or</strong>k related issuesthat are affect<strong>in</strong>g their employment. The service is provided <strong>by</strong> ConvergeInternational. Employees can call Converge International directly on1800 337 068 <strong>to</strong> make a counsell<strong>in</strong>g session appo<strong>in</strong>tment. Pr<strong>in</strong>cipals andmanagers can refer employees <strong>to</strong> the EAP f<strong>or</strong> supp<strong>or</strong>t at no cost <strong>to</strong> employees.Pr<strong>in</strong>cipals and managers are able <strong>to</strong> access DEECD ‘Manager Assist’ on1800 337 068 f<strong>or</strong> management advice and supp<strong>or</strong>t.A direc<strong>to</strong>ry of onl<strong>in</strong>e <strong>or</strong> ‘e-mental’ health services and therapies f<strong>or</strong> people whoneed help with depression and anxiety is available at:www.beyondblue.<strong>or</strong>g.au/ementalhealthdirec<strong>to</strong>ry<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student19


Do not provide details ofthe method of <strong>suicide</strong> <strong>or</strong><strong>attempted</strong> <strong>suicide</strong>.Inf<strong>or</strong>m<strong>in</strong>g students of a <strong>suicide</strong>Friends closest <strong>to</strong> the studentIdeally, these students will have been spoken <strong>to</strong> <strong>in</strong>dividually, <strong>or</strong> <strong>in</strong> smallgroups, <strong>by</strong> a counsell<strong>or</strong> <strong>or</strong> a mental health professional. Depend<strong>in</strong>g on theirresponses arrangements should be made f<strong>or</strong> them <strong>to</strong> be collected <strong>by</strong> theirparents. No students affected <strong>by</strong> the news should be allowed <strong>to</strong> leave the schoolunaccompanied.Students <strong>in</strong> the same year levelA modified statement should be provided <strong>to</strong> students <strong>in</strong> the same year level <strong>in</strong>recognition of their closer association with the student; their anticipated desiref<strong>or</strong> m<strong>or</strong>e <strong>in</strong>f<strong>or</strong>mation; and a different need f<strong>or</strong> supp<strong>or</strong>t.Students <strong>in</strong> the same class as a sibl<strong>in</strong>gThis group will need <strong>to</strong> be given additional <strong>assist</strong>ance <strong>in</strong> understand<strong>in</strong>g how <strong>to</strong>supp<strong>or</strong>t their classmate once they return <strong>to</strong> school. It may be appropriate <strong>to</strong> havethe counsell<strong>or</strong> <strong>or</strong> mental health professional speak <strong>to</strong> this group as well as theclass teacher.School communityThe school community should be <strong>in</strong>f<strong>or</strong>med as soon as possible via a statementprepared <strong>by</strong> the IMT (see Section G). This is an imp<strong>or</strong>tant way <strong>to</strong> supp<strong>or</strong>tthose staff f<strong>or</strong> whom the task of <strong>in</strong>f<strong>or</strong>m<strong>in</strong>g students is stressful. It also ensuresthat accurate and consistent <strong>in</strong>f<strong>or</strong>mation is provided <strong>to</strong> students as a way ofcounter<strong>in</strong>g the rumours and mis<strong>in</strong>f<strong>or</strong>mation that <strong>in</strong>evitably arise <strong>in</strong> any crisis.This first statement should also promote the imp<strong>or</strong>tant notion of studentslook<strong>in</strong>g out f<strong>or</strong> each other.The issue of nam<strong>in</strong>g the student is particularly sensitive and should not usuallybe disclosed <strong>to</strong> the whole school community. Do not provide details of themethod of <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong>.Home <strong>or</strong> pas<strong>to</strong>ral groups, class groups <strong>or</strong> year level groups are the preferredenvironments <strong>in</strong> which <strong>to</strong> <strong>in</strong>f<strong>or</strong>m students. Whole school assemblies are notrecommended because student reactions are m<strong>or</strong>e difficult <strong>to</strong> manage and it isharder <strong>to</strong> supp<strong>or</strong>t <strong>in</strong>dividuals.20Section B: First 24 hours


Schools should seekadvice from theirregional office if theyare unsure abouttheir communicationresponsibilities.Inf<strong>or</strong>m<strong>in</strong>g students of an <strong>attempted</strong> <strong>suicide</strong>Inf<strong>or</strong>mation that a particular student has <strong>attempted</strong> <strong>suicide</strong> is consideredhealth <strong>in</strong>f<strong>or</strong>mation, and the use and disclosure of this <strong>in</strong>f<strong>or</strong>mation is governed<strong>by</strong> the Health Rec<strong>or</strong>ds Act 2001 and the Health Privacy Pr<strong>in</strong>ciples (HPPs)conta<strong>in</strong>ed with<strong>in</strong> it.Bef<strong>or</strong>e disclos<strong>in</strong>g such sensitive health <strong>in</strong>f<strong>or</strong>mation, it is imp<strong>or</strong>tant <strong>to</strong> take <strong>in</strong><strong>to</strong>account the wishes of the student, the wishes of his <strong>or</strong> her parents/guardians(if appropriate <strong>in</strong> the circumstances), your duty of care <strong>to</strong> take reasonable steps<strong>to</strong> prevent reasonably f<strong>or</strong>eseeable <strong>in</strong>jury <strong>to</strong> the <strong>in</strong>dividual student, and yourobligations under the Act and the HPPs.If a departmental employee determ<strong>in</strong>es that <strong>in</strong> the <strong>in</strong>dividual circumstances, itmay be appropriate <strong>to</strong> <strong>in</strong>f<strong>or</strong>m students of an <strong>attempted</strong> <strong>suicide</strong>, he <strong>or</strong> she shouldobta<strong>in</strong> further advice and <strong>assist</strong>ance from the region and central office pri<strong>or</strong> <strong>to</strong>do<strong>in</strong>g so.If the school is <strong>in</strong>f<strong>or</strong>med of an <strong>attempted</strong> <strong>suicide</strong> that <strong>to</strong>ok place away from theschool <strong>or</strong> the attempt occurred without other students be<strong>in</strong>g aware, there is asmall possibility that the spread of <strong>in</strong>f<strong>or</strong>mation may be conta<strong>in</strong>ed. If completeconta<strong>in</strong>ment of <strong>in</strong>f<strong>or</strong>mation is a real possibility it should be discussed withthe family as soon as possible. In such circumstances any communicationwith staff, students and parents will be on a “need <strong>to</strong> know” basis only. Thestudent, the mental health professional, the family and the school representativemust determ<strong>in</strong>e who will be <strong>in</strong>cluded <strong>in</strong> a “need <strong>to</strong> know” group. The maj<strong>or</strong>consideration <strong>in</strong> this exercise is how many <strong>in</strong>dividuals need <strong>to</strong> be <strong>in</strong>f<strong>or</strong>med <strong>in</strong><strong>or</strong>der <strong>to</strong> keep the student safe and supp<strong>or</strong>ted <strong>in</strong> the school environment.Complete conta<strong>in</strong>ment is likely <strong>to</strong> be a very rare situation and the IMT will need<strong>to</strong> have a secondary plan <strong>to</strong> follow if <strong>in</strong>f<strong>or</strong>mation about the <strong>suicide</strong> attemptbeg<strong>in</strong>s <strong>to</strong> circulate across the school community.If details of the <strong>attempted</strong> <strong>suicide</strong> are already known <strong>in</strong> the school populationthen all the advice that follows regard<strong>in</strong>g communication with<strong>in</strong> the schoolcommunity should be carefully considered. Schools should seek advicefrom their regional office if they are unsure about their communicationresponsibilities.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student21


The availability of <strong>in</strong>stantsocial netw<strong>or</strong>ks mean schoolsmust now consider Facebook,Twitter, and Tumblr whencommunicat<strong>in</strong>g with students.- Quote from a Pr<strong>in</strong>cipalMediaContact the Department’s Media Unit if <strong>assist</strong>ance with media requests f<strong>or</strong><strong>in</strong>f<strong>or</strong>mation is required. The DEECD Media Unit can be contacted 24 hours a day,seven days a week on 9637 2871.Any media <strong>in</strong>terest <strong>in</strong> a <strong>suicide</strong> has the potential <strong>to</strong> h<strong>in</strong>der a school’s futurepostvention w<strong>or</strong>k so plann<strong>in</strong>g <strong>to</strong> protect aga<strong>in</strong>st this is imp<strong>or</strong>tant.If you do provide a comment <strong>or</strong> are <strong>in</strong>terviewed, the Department’s policy is <strong>to</strong>acknowledge the tragedy and sadness of the <strong>in</strong>cident not <strong>to</strong> divulge details.Appropriate media rep<strong>or</strong>t<strong>in</strong>g presents facts, <strong>in</strong>cludes discussion of depressionand mental illness, provides <strong>in</strong>f<strong>or</strong>mation about help l<strong>in</strong>es and communityresources and publicises risk fac<strong>to</strong>rs and warn<strong>in</strong>g signs.Inappropriate media rep<strong>or</strong>t<strong>in</strong>g tends <strong>to</strong>:• give details of the method of <strong>suicide</strong> and suggest simplistic explanations f<strong>or</strong>the <strong>suicide</strong>• gl<strong>or</strong>ify <strong>or</strong> sensationalise the person and their <strong>suicide</strong>• use pho<strong>to</strong>graphs <strong>or</strong> <strong>suicide</strong> notes.Social MediaYoung people communicate with each other <strong>in</strong>stantly and globally. Conta<strong>in</strong><strong>in</strong>gthe spread of <strong>in</strong>f<strong>or</strong>mation about an <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> is impossible.However schools can proactively <strong>in</strong>fluence what and how <strong>in</strong>f<strong>or</strong>mation is sharedbetween students, parents and staff.Strategies f<strong>or</strong> do<strong>in</strong>g this might <strong>in</strong>clude:• oversee<strong>in</strong>g the school’s use of social media• us<strong>in</strong>g social media <strong>to</strong> dissem<strong>in</strong>ate <strong>in</strong>f<strong>or</strong>mation and promote <strong>suicide</strong> preventioneff<strong>or</strong>ts, respond <strong>to</strong> rumours, and <strong>to</strong> provide <strong>in</strong>f<strong>or</strong>mation about mental illnessand the supp<strong>or</strong>ts available <strong>to</strong> those who may display<strong>in</strong>g symp<strong>to</strong>ms, riskfac<strong>to</strong>rs, and warn<strong>in</strong>g signs of mental illness, suicidal ideation etc.• conven<strong>in</strong>g a small group of the deceased student’s friends <strong>to</strong> w<strong>or</strong>k with theschool’s IMT <strong>to</strong> moni<strong>to</strong>r social netw<strong>or</strong>k<strong>in</strong>g sites and other social media f<strong>or</strong>rumours<strong>in</strong>f<strong>or</strong>mation about upcom<strong>in</strong>g <strong>or</strong> impromptu gather<strong>in</strong>gsderoga<strong>to</strong>ry messages about the deceasedmessages victimis<strong>in</strong>g of bully<strong>in</strong>g current studentscomments <strong>in</strong>dicat<strong>in</strong>g students may be at risk <strong>or</strong> vulnerable.22Section B: First 24 hours


Section C: 48-72 hours


C: In the first 48-72 HoursSchool leadership <strong>to</strong>:ensure the school returns <strong>to</strong> its regular rout<strong>in</strong>econtact the parents/guardians and determ<strong>in</strong>e whether there is anyth<strong>in</strong>gfurther that the Department can do <strong>to</strong> <strong>assist</strong>plan the school’s <strong>in</strong>volvement <strong>in</strong> the funeral if approval is given <strong>by</strong> the familyarrange regular staff meet<strong>in</strong>gs <strong>to</strong> ensure they are provided with up <strong>to</strong> date<strong>in</strong>f<strong>or</strong>mation, allow f<strong>or</strong> their feedback/observationsmoni<strong>to</strong>r and assess students who have been identified as be<strong>in</strong>g at risk <strong>in</strong>collab<strong>or</strong>ation with Student Supp<strong>or</strong>t Service Officers (SSSOs) and mentalhealth agency supp<strong>or</strong>t with a view <strong>to</strong> prepar<strong>in</strong>g an Individual ManagementPlan (IMP) f<strong>or</strong> any student who may require onema<strong>in</strong>ta<strong>in</strong> an appropriate level of communication with the rest of the schooltak<strong>in</strong>g <strong>in</strong><strong>to</strong> account the <strong>in</strong>structions and wishes of the parents/guardians,appropriate departmental staff, and the Vic<strong>to</strong>ria Policeconsider offer<strong>in</strong>g the school community an <strong>in</strong>f<strong>or</strong>mation session with anappropriate mental health agencycollect all of the deceased student’s belong<strong>in</strong>gs and s<strong>to</strong>re <strong>in</strong> safe and secureplace f<strong>or</strong> collection <strong>by</strong> the police <strong>or</strong> the parents/guardianscont<strong>in</strong>ue <strong>to</strong> document all <strong>in</strong>f<strong>or</strong>mation received and actions taken ensure the IMT meets regularly, and at least daily, <strong>to</strong> advise one anotherof developments and <strong>to</strong> plan any additional steps that may be required <strong>to</strong>manage the situation.24Section C: First 48-72 hours


Section C: 48-72 hoursFollow<strong>in</strong>g the <strong>suicide</strong> ofa student, the return <strong>to</strong>regular daily rout<strong>in</strong>es andactivities is imp<strong>or</strong>tant <strong>to</strong>the recovery of all affectedmembers <strong>in</strong> the schoolcommunity.The anxiety of those most affectedwill cont<strong>in</strong>ue <strong>to</strong> affect thosearound them – school staff,students, family members and thegeneral community. They will havegood and not so good days.- Quote from a Pr<strong>in</strong>cipalRes<strong>to</strong>re school <strong>to</strong> regular rout<strong>in</strong>e and structureAs far as possible and appropriate, school timetables and rout<strong>in</strong>es should return<strong>to</strong> n<strong>or</strong>mal after three days <strong>or</strong> as soon as possible follow<strong>in</strong>g the <strong>suicide</strong> of astudent. The return <strong>to</strong> regular daily rout<strong>in</strong>es and activities is imp<strong>or</strong>tant <strong>to</strong> therecovery of all affected members <strong>in</strong> the school community.Return<strong>in</strong>g <strong>to</strong> n<strong>or</strong>mal rout<strong>in</strong>es does not mean that vigilance and awareness ofstudent and staff wellbe<strong>in</strong>g are lessened. This must cont<strong>in</strong>ue f<strong>or</strong> a number ofmonths and longer f<strong>or</strong> particular <strong>in</strong>dividuals.Res<strong>to</strong>r<strong>in</strong>g a school <strong>to</strong> its regular rout<strong>in</strong>e may mean the school leadership needs<strong>to</strong> rem<strong>in</strong>d staff and students of its expectations of both groups.Liaison with bereaved/affected familyThe member of the IMT with this responsibility will have <strong>to</strong> use considerablediscretion and sensitivity. There will be great variation <strong>in</strong> the accessibility of thefamily dur<strong>in</strong>g this time and their capacity <strong>or</strong> will<strong>in</strong>gness <strong>to</strong> communicate. This willbe <strong>in</strong>fluenced <strong>by</strong> many fac<strong>to</strong>rs <strong>in</strong>clud<strong>in</strong>g:• the relationship already established between the family and staff at the school• the family’s cultural <strong>or</strong> religious practices <strong>in</strong> deal<strong>in</strong>g with death <strong>or</strong> <strong>suicide</strong>• the level of extended family <strong>or</strong> community supp<strong>or</strong>t the family can draw on• whether there are sibl<strong>in</strong>gs attend<strong>in</strong>g the school.Wherever possible, identify an extended family member <strong>or</strong> close family friend <strong>to</strong>act as a go-between if it is not possible <strong>to</strong> speak directly with a member of theimmediate family.The ma<strong>in</strong> aims of this early liaison are <strong>to</strong>:• offer the condolences of the whole school community, where appropriate• extend the offer of all f<strong>or</strong>ms of supp<strong>or</strong>t and liaison available• alert the family <strong>to</strong> anticipated <strong>or</strong> advised media contact• determ<strong>in</strong>e the family’s wishes regard<strong>in</strong>g school representation at a funeral/service• meet the family’s wishes regard<strong>in</strong>g supp<strong>or</strong>t arrangements f<strong>or</strong> any sibl<strong>in</strong>gsattend<strong>in</strong>g the school• offer <strong>to</strong> keep them <strong>in</strong>f<strong>or</strong>med of relevant aspects of the school’s futurepostvention plan and, if appropriate, issues that arise f<strong>or</strong> students• limit the number of times the family have <strong>to</strong> relay <strong>in</strong>f<strong>or</strong>mation about atraumatic event.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student25


C<strong>or</strong>oners Court of Vic<strong>to</strong>ria: Family and communitysupp<strong>or</strong>t serviceDeaths <strong>by</strong> <strong>suicide</strong>, like all sudden <strong>or</strong> unexpected deaths, are rep<strong>or</strong>ted <strong>to</strong> theC<strong>or</strong>oner <strong>to</strong> make a legal f<strong>in</strong>d<strong>in</strong>g on the nature and cause of a death. The<strong>in</strong>volvement of the C<strong>or</strong>oner’s Court can lengthen timeframes, sometimes<strong>in</strong>volv<strong>in</strong>g <strong>in</strong>quests <strong>or</strong> <strong>in</strong>quiries.The C<strong>or</strong>oners Court <strong>in</strong> each state and terri<strong>to</strong>ry has specialist counsell<strong>or</strong>s who willcontact the next of k<strong>in</strong> sh<strong>or</strong>tly after the completed <strong>suicide</strong> has been rep<strong>or</strong>ted<strong>to</strong> the C<strong>or</strong>oner. The C<strong>or</strong>oners Court of Vic<strong>to</strong>ria Family and Community Supp<strong>or</strong>tService offers <strong>assist</strong>ance <strong>to</strong> relatives and anyone else affected <strong>by</strong> the death and<strong>in</strong>vestigation, <strong>in</strong>clud<strong>in</strong>g:• free sh<strong>or</strong>t-term counsell<strong>in</strong>g and referral <strong>to</strong> other agencies f<strong>or</strong> ongo<strong>in</strong>g supp<strong>or</strong>t• supp<strong>or</strong>t f<strong>or</strong> <strong>in</strong>dividuals and families after exposure <strong>to</strong> a death occurr<strong>in</strong>g <strong>in</strong>traumatic circumstances• <strong>assist</strong>ance with understand<strong>in</strong>g the court’s processes• advocat<strong>in</strong>g with letters of supp<strong>or</strong>t; f<strong>or</strong> example <strong>to</strong> employers and schoolsThe C<strong>or</strong>oners Court of Vic<strong>to</strong>ria can be contacted on 1300 309 519. The website –http://www.c<strong>or</strong>onerscourt.vic.gov.au/utility/home/ – has a range of l<strong>in</strong>ks <strong>to</strong> griefcounsell<strong>in</strong>g services.School <strong>in</strong>volvement with the funeralIn <strong>or</strong>der <strong>to</strong> supp<strong>or</strong>t students and staff, the Pr<strong>in</strong>cipal should moni<strong>to</strong>r who attendsthe funeral.Attendance at a funeral should be limited <strong>to</strong> only close friends and staff andonly after the wishes of the family have been sought. If the family consents<strong>to</strong> students attend<strong>in</strong>g the funeral, the parents of those students wish<strong>in</strong>g <strong>to</strong>attend should be advised that they will be responsible f<strong>or</strong> their children whilstattend<strong>in</strong>g the funeral.Students and/<strong>or</strong> family members may wish <strong>to</strong> hold a mem<strong>or</strong>ial <strong>in</strong> the school.Generally mem<strong>or</strong>ials <strong>in</strong>volv<strong>in</strong>g large numbers of students are not recommended.Later, staff may use assembly opp<strong>or</strong>tunities <strong>to</strong> acknowledge the grief felt <strong>by</strong>family and friends, particularly at the time of the funeral <strong>or</strong> an anniversary. It iscritical that these acknowledgements are delivered and managed <strong>in</strong> such a wayas <strong>to</strong> ensure that death <strong>by</strong> <strong>suicide</strong> is not glam<strong>or</strong>ised f<strong>or</strong> the student population.Advise staff of relevant actionsRegular debriefs are designed <strong>to</strong> help create calm and res<strong>to</strong>re <strong>or</strong>der. Keep<strong>in</strong>geach other <strong>in</strong>f<strong>or</strong>med and shar<strong>in</strong>g the postvention responsibilities is a way ofprotect<strong>in</strong>g staff and student wellbe<strong>in</strong>g and demonstrat<strong>in</strong>g that a situation isbe<strong>in</strong>g managed.Staff should be debriefed regularly over the first week. The IMT’s relevantactions should be outl<strong>in</strong>ed and, at each meet<strong>in</strong>g, staff should be <strong>in</strong>vited <strong>to</strong>share any <strong>in</strong>f<strong>or</strong>mation, concerns <strong>or</strong> observations which they consider <strong>to</strong> be ofimp<strong>or</strong>tance. The mental health representative on the IMT should attend some <strong>or</strong>all staff debriefs <strong>in</strong> the first week.26Section C: First 48-72 hours


School staff need <strong>to</strong> be par<strong>to</strong>f self-harm and <strong>suicide</strong>discussions with students, notremoved from them. Schoolstaff can recognise and confrontdangerous behaviour andsuicidal ideation <strong>in</strong> youngpeople.- Quote from a Pr<strong>in</strong>cipalCo-operation and shar<strong>in</strong>gof expertise and resourcesbetween the schools andacross school sec<strong>to</strong>rs is <strong>to</strong> beencouraged.- Quote from a Pr<strong>in</strong>cipalRegular <strong>to</strong>pics f<strong>or</strong> all staff daily <strong>in</strong>cident reviews:Students of concernStaff should be:• provided with a handout which describes what <strong>to</strong> look out f<strong>or</strong> and respond <strong>to</strong><strong>in</strong> student behaviour (See Appendix D).• encouraged <strong>to</strong> discuss this <strong>in</strong>f<strong>or</strong>mation and ask questions about<strong>in</strong>terpretation etc.• directed <strong>to</strong> immediately pass on names of students <strong>to</strong> the IMT, Wellbe<strong>in</strong>gTeam and/<strong>or</strong> the Pr<strong>in</strong>cipal whom they are concerned so that appropriateactions can be taken <strong>to</strong> moni<strong>to</strong>r the health and wellbe<strong>in</strong>g of the <strong>in</strong>dividualstudent.Activities of concernUse staff <strong>to</strong> bra<strong>in</strong>s<strong>to</strong>rm all upcom<strong>in</strong>g events <strong>or</strong> activities which might need <strong>to</strong>be altered <strong>or</strong> cancelled <strong>in</strong> view of the <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong>. Staff shouldth<strong>in</strong>k about:• curriculum (e.g. projects, plays, research, novels that <strong>in</strong>vite a focus on <strong>suicide</strong>)• excursions <strong>or</strong> camps which may now be seen as <strong>in</strong>appropriate <strong>or</strong> <strong>to</strong>o difficult<strong>to</strong> manage safely• all the roles that a deceased student would have been play<strong>in</strong>g <strong>in</strong> the nearfuture (e.g. sp<strong>or</strong>t<strong>in</strong>g, academic, community)• events where a deceased student would be expected <strong>to</strong> be honoured, not <strong>to</strong>decide how <strong>to</strong> manage the situation immediately, rather <strong>to</strong> know what has <strong>to</strong>be planned.Incident Management Team (IMT) actions• what has been planned f<strong>or</strong> funeral attendance• the presence of additional personnel such as student supp<strong>or</strong>t services <strong>or</strong>mental health professionals and their roles• when staff can expect that a deceased student’s name will be removed fromthe roll—this is easier f<strong>or</strong> staff <strong>to</strong> cope with if it is anticipated rather than asurprise• media <strong>in</strong>volvement• any new requirements (e.g. rep<strong>or</strong>t<strong>in</strong>g absenteeism)• collect<strong>in</strong>g <strong>in</strong>f<strong>or</strong>mation f<strong>or</strong> the documentation process.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student27


Moni<strong>to</strong>r studentsIn the first 24 hours, the closest friends and associates of the student and anystudents who witnessed the <strong>suicide</strong> <strong>or</strong> attempt <strong>suicide</strong> should be contacted andprovided with immediate supp<strong>or</strong>t.The next steps – 48-72 hours – are <strong>to</strong> identify all of the students of concern and<strong>to</strong> develop response and supp<strong>or</strong>t plans f<strong>or</strong> each of them.Although it is not possible <strong>to</strong> prevent every <strong>suicide</strong>, it is possible <strong>to</strong> recognisechanges <strong>in</strong> behaviour and the existence of common crises that may precipitatesuicidal behaviour. Knowledge of the warn<strong>in</strong>g signs and risk fac<strong>to</strong>rs can <strong>assist</strong>school staff <strong>to</strong> <strong>in</strong>tervene <strong>in</strong> the potentially destructive process <strong>in</strong> which a youngperson is enveloped and take action <strong>to</strong> alleviate it.The law does not require you <strong>to</strong> predict and prevent every situation. Your dutyis <strong>to</strong> take whatever steps you can <strong>to</strong> m<strong>in</strong>imise how frequently this behaviouroccurs and the risk of <strong>in</strong>jury as a result.1. Identify students who are at riskThis may <strong>in</strong>clude some <strong>or</strong> all of the follow<strong>in</strong>g:• sibl<strong>in</strong>gs of the student who has <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> has committed <strong>suicide</strong>• students who have a his<strong>to</strong>ry of <strong>suicide</strong> attempt(s)• any student experienc<strong>in</strong>g depression/<strong>suicide</strong> ideation/self-harm, whether <strong>or</strong>not they have accessed mental health services f<strong>or</strong> treatment• students known <strong>to</strong> be struggl<strong>in</strong>g with grief <strong>or</strong> trauma related <strong>to</strong> other deaths,accidents, catastrophes, family breakdown <strong>or</strong> emotional, physical <strong>or</strong> sexualabuse.2. Identify other students who may be profoundly affected <strong>by</strong> thedeath <strong>or</strong> <strong>suicide</strong> attempt, us<strong>in</strong>g staff, students, parents/guardiansand the school communityThis may <strong>in</strong>clude some <strong>or</strong> all of the follow<strong>in</strong>g:• friends <strong>or</strong> boyfriends/girlfriends who attend other schools• friends/acqua<strong>in</strong>tances who communicated with the student <strong>in</strong> some fashion <strong>in</strong>the last hours bef<strong>or</strong>e the <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>to</strong>ok place• students who may have had negative communication with the deceased• students who are express<strong>in</strong>g guilt about “messages” that they were given <strong>by</strong>the student but did not act on <strong>or</strong> share with an adult.3. Identify other students of concern via referrals from staff,students <strong>or</strong> parents• students and parents are encouraged <strong>to</strong> contact the school if they are w<strong>or</strong>riedabout young people through the statements and notices provided <strong>by</strong> theschool• staff are also encouraged <strong>to</strong> provide <strong>in</strong>f<strong>or</strong>mation about students of concernso that they can be provided with appropriate supp<strong>or</strong>ts.28Section C: First 48-72 hours


School staff need <strong>to</strong>be car<strong>in</strong>g listeners andobservers. Their role is<strong>to</strong> refer rather than treat.Only mental healthprofessionals shouldassess students f<strong>or</strong><strong>suicide</strong> risk.4. Develop response and supp<strong>or</strong>t plans f<strong>or</strong> all identified students, <strong>in</strong>collab<strong>or</strong>ation with mental health professionalsThese plans should <strong>in</strong>clude the follow<strong>in</strong>g:• an assessment of whether it is appropriate <strong>in</strong> the circumstances <strong>to</strong> makecontact with the parents/guardians of the student tak<strong>in</strong>g <strong>in</strong><strong>to</strong> account thestudent’s particular family circumstances, his/her age and level of maturity,the wishes of the student, and your obligations under the Health Rec<strong>or</strong>ds Act2001 and the HPPs conta<strong>in</strong>ed with<strong>in</strong> it• contact with the student• referral <strong>to</strong> a student supp<strong>or</strong>t services officer f<strong>or</strong> supp<strong>or</strong>t• referral <strong>to</strong> a mental health professional f<strong>or</strong> a risk assessment, if appropriate• a documented plan of the supp<strong>or</strong>t <strong>to</strong> be provided <strong>to</strong> the student <strong>by</strong> theschool, student supp<strong>or</strong>t services, the family and if appropriate, a mentalhealth professional.Moni<strong>to</strong>r staff wellbe<strong>in</strong>gMoni<strong>to</strong>r staff wellbe<strong>in</strong>g and respond when necessary at regular <strong>in</strong>tervals.School staff should be encouraged <strong>to</strong> put their own wellbe<strong>in</strong>g first and <strong>to</strong> askf<strong>or</strong> respite <strong>or</strong> a change of responsibilities if required. The school’s return <strong>to</strong> an<strong>or</strong>mal rout<strong>in</strong>e relies on a level of positive mental health <strong>in</strong> staff and this mustbe promoted and protected <strong>in</strong> transparent ways.It is not uncommon f<strong>or</strong> staff <strong>to</strong> experience levels of guilt about a student’s<strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong>. With h<strong>in</strong>dsight it is possible <strong>to</strong> read signs<strong>in</strong> a student’s behaviours that were not seen at the time. Debriefs are anopp<strong>or</strong>tunity <strong>to</strong> acknowledge this and <strong>to</strong> encourage staff <strong>to</strong> talk with appropriateprofessionals about their feel<strong>in</strong>gs.In some circumstances, additional social w<strong>or</strong>kers <strong>in</strong> the school can help managethe load placed on exist<strong>in</strong>g staff respond<strong>in</strong>g <strong>to</strong> parent, staff and student needs.Keep school community <strong>in</strong>f<strong>or</strong>med via noticesEnsure that parents/guardians and the school community are advised of anysignificant events <strong>or</strong> changes <strong>to</strong> the school’s rout<strong>in</strong>e because of a <strong>suicide</strong> (<strong>or</strong><strong>attempted</strong> <strong>suicide</strong>). In this early stage notices may address:• funeral arrangements and consent requirements (if any)• changes <strong>to</strong> previously planned activities <strong>or</strong> excursions and timetables• availability of additional counsell<strong>in</strong>g services <strong>in</strong> the school• changes <strong>to</strong> attendance, sign <strong>in</strong>/sign out procedures and planned build<strong>in</strong>gchanges.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student29


Protect<strong>in</strong>g a deceased student’s belong<strong>in</strong>gs f<strong>or</strong>the police and familyThe collection and protection of a student’s belong<strong>in</strong>gs is an imp<strong>or</strong>tant act ofrespect f<strong>or</strong> a griev<strong>in</strong>g family and is critical <strong>to</strong> the w<strong>or</strong>k that police will undertake.It is vital that students don’t unwitt<strong>in</strong>gly distress parents <strong>or</strong> compromise policew<strong>or</strong>k <strong>by</strong> tak<strong>in</strong>g their friend’s belong<strong>in</strong>gs <strong>or</strong> distribut<strong>in</strong>g them <strong>to</strong> other friends.Any items can assume a precious status f<strong>or</strong> family members <strong>or</strong> be significant <strong>to</strong>police/c<strong>or</strong>onial w<strong>or</strong>k.In the first <strong>in</strong>stance, a staff member needs <strong>to</strong> secure, where possible <strong>by</strong> padlock,the deceased student’s locker so that the contents rema<strong>in</strong> <strong>in</strong>tact. That staffmember <strong>or</strong> the Pr<strong>in</strong>cipal should advise the attend<strong>in</strong>g police that the student’sitems, <strong>in</strong>clud<strong>in</strong>g pieces of w<strong>or</strong>k f<strong>or</strong>warded <strong>by</strong> staff, have been safely secured andwhere the items can be located f<strong>or</strong> <strong>in</strong>spection/collection as is required <strong>in</strong> thecircumstances.Once the items have been cleared f<strong>or</strong> release <strong>by</strong> police, a staff member shouldempty the student’s locker (when students have been dismissed) and keep itscontents <strong>to</strong>gether with the student’s other belong<strong>in</strong>gs. An <strong>in</strong>ven<strong>to</strong>ry shouldbe made of these items and they should be s<strong>to</strong>red securely <strong>in</strong> the school untilcollected <strong>by</strong> the family.Schools need <strong>to</strong> be prepared f<strong>or</strong> the grief that parents will be experienc<strong>in</strong>g.Collect<strong>in</strong>g a student’s belong<strong>in</strong>gs protects the family from hav<strong>in</strong>g <strong>to</strong> movearound the school, perhaps <strong>in</strong> a distressed state, look<strong>in</strong>g f<strong>or</strong> items <strong>or</strong> empty<strong>in</strong>g alocker <strong>in</strong> the presence of other students. An empty locker space is a particularlydistress<strong>in</strong>g “symbol” of a student death f<strong>or</strong> close friends so it is appropriate <strong>to</strong>f<strong>or</strong>ewarn them when this is go<strong>in</strong>g <strong>to</strong> happen.30Section C: First 48-72 hours


Section D:Dur<strong>in</strong>g the first month


D: In the first monthSchool leadership <strong>to</strong>:moni<strong>to</strong>r staff wellbe<strong>in</strong>g and determ<strong>in</strong>e whether any further actions should betaken <strong>to</strong> supp<strong>or</strong>t staff <strong>to</strong> manage the grief and traumamoni<strong>to</strong>r student wellbe<strong>in</strong>g and determ<strong>in</strong>e whether any further actions shouldbe taken <strong>to</strong> supp<strong>or</strong>t <strong>in</strong>dividual students, <strong>in</strong>clud<strong>in</strong>g whether any IMPs need <strong>to</strong>be reviewed <strong>or</strong> amendedplan f<strong>or</strong> relevant events <strong>to</strong> be held <strong>by</strong> the school (year book pho<strong>to</strong>graphs,award nights, graduation)gather <strong>in</strong>f<strong>or</strong>mation from staff relevant f<strong>or</strong> an operational debriefconduct an operational debriefcont<strong>in</strong>ue <strong>to</strong> document all <strong>in</strong>f<strong>or</strong>mation received and actions undertaken.Imp<strong>or</strong>tant services and contactsDEECD Employee Assistance Program (EAP): 1800 337 068DEECD Manager Assist: 1800 337 068Grief and bereavement <strong>in</strong>f<strong>or</strong>mation and referral service: 1300 664 786Young people and depression: beyondblue <strong>in</strong>fo l<strong>in</strong>e: 1300 22 4636Young people help<strong>in</strong>g themselves <strong>in</strong> <strong>to</strong>ugh times: http://au.reachout.com/Suicide prevention <strong>in</strong> Australia: http://<strong>suicide</strong>preventionaust.<strong>or</strong>g/headspace, the National Youth Mental Health Foundation help<strong>in</strong>g young peoplego<strong>in</strong>g through a <strong>to</strong>ugh time: 1800 688 248 http://www.headspace.<strong>or</strong>g.au/32Section D: Dur<strong>in</strong>g the first month


Section D:Dur<strong>in</strong>g the first monthThe impact of a <strong>suicide</strong>will cont<strong>in</strong>ue f<strong>or</strong> as longas there are students andstaff <strong>in</strong> the school whowere present at the timeof the <strong>in</strong>cident.The <strong>suicide</strong> of a student, <strong>or</strong> anex-student, will <strong>in</strong>evitably havean en<strong>or</strong>mous impact on a schoolcommunity but these <strong>in</strong>cidentsalso affect the broader communityso a co<strong>or</strong>d<strong>in</strong>ated communityresponse can be required.- Quote from a Pr<strong>in</strong>cipalMoni<strong>to</strong>r staff and student wellbe<strong>in</strong>gThis conscious and deliberate process should cont<strong>in</strong>ue <strong>to</strong> be a focus f<strong>or</strong> the IMT. Theimpact of a <strong>suicide</strong>, m<strong>or</strong>e than an <strong>attempted</strong> <strong>suicide</strong>, will cont<strong>in</strong>ue f<strong>or</strong> as long as thereare students and staff <strong>in</strong> the school who were present at the time of the <strong>in</strong>cident.In the first month, the IMT should be look<strong>in</strong>g f<strong>or</strong> obvious signs of staff <strong>or</strong> studentdistress and respond<strong>in</strong>g <strong>to</strong> them <strong>in</strong> the ways outl<strong>in</strong>ed <strong>in</strong> Sections B and C and <strong>in</strong>partnership with mental health professionals.The IMT may consider that the needs of staff and students and the impact on IMTmembers themselves warrants extra longer term supp<strong>or</strong>t. The <strong>in</strong>terim appo<strong>in</strong>tmen<strong>to</strong>f an additional, experienced school leader, which may need <strong>to</strong> be negotiated withyour regional contacts, can provide <strong>in</strong>valuable supp<strong>or</strong>t <strong>to</strong> a school manag<strong>in</strong>g <strong>suicide</strong>postvention. This is m<strong>or</strong>e likely <strong>to</strong> be needed if there is substantial media coverage, <strong>or</strong>the risk of <strong>suicide</strong> ‘clusters’ where the development a community plan f<strong>or</strong> prevent<strong>in</strong>gand respond<strong>in</strong>g <strong>to</strong> <strong>suicide</strong> clusters is required (See Section E). An additional staffmember can relieve school leaders of the day-<strong>to</strong>-day adm<strong>in</strong>istrative responsibilitiesand allow them <strong>to</strong> devote their attention <strong>to</strong> specific postvention tasks.The school should be aware that any other crises <strong>in</strong> the school community are likely<strong>to</strong> be felt m<strong>or</strong>e profoundly <strong>by</strong> those who have been affected <strong>by</strong> the <strong>attempted</strong> <strong>suicide</strong><strong>or</strong> <strong>suicide</strong>. If further deaths, <strong>or</strong> attempts occur, many staff and students will return <strong>to</strong>their earlier levels of grief and require their earlier levels of supp<strong>or</strong>t and moni<strong>to</strong>r<strong>in</strong>g.Plan f<strong>or</strong> school events of relevanceDur<strong>in</strong>g the first month the IMT may need <strong>to</strong> make decisions about planned events <strong>or</strong>documents that would have <strong>in</strong>volved <strong>or</strong> represented a deceased student. Examplesare year books, graduation nights, and awards the student may already have beengiven. Schools can and should celebrate the deceased student’s achievements <strong>in</strong> then<strong>or</strong>mal way without fear that they are sensationalis<strong>in</strong>g the <strong>suicide</strong>. However, verycareful liaison with the family is required and their wishes should be respected.Each school community will approach these decisions differently but cultural andfamily sensitivity and awareness must guide their decisions.Gather relevant <strong>in</strong>f<strong>or</strong>mation from staff f<strong>or</strong> an operationaldebriefBef<strong>or</strong>e the IMT conducts an operational debrief it is wise <strong>to</strong> allow all staff anopp<strong>or</strong>tunity <strong>to</strong> contribute their views on how the school community has managedthe postvention responsibilities and their perceptions of the prevail<strong>in</strong>g school culturethat preceded the <strong>in</strong>cident. Whilst an operational debrief will be essential follow<strong>in</strong>g a<strong>suicide</strong> it may not be warranted follow<strong>in</strong>g a <strong>suicide</strong> attempt; the school leadership willneed <strong>to</strong> make a decision about the value of this.The easiest way <strong>to</strong> collect candid staff op<strong>in</strong>ion is <strong>to</strong> provide a written survey thatcan be completed anonymously if desired. A member of the IMT should collatethe responses and provide them <strong>to</strong> all staff as well as those participat<strong>in</strong>g <strong>in</strong> theoperational debrief.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student33


Section E: Suicide cluster


Suicide clustersSchools are a high risk sett<strong>in</strong>g <strong>in</strong> which <strong>suicide</strong>clusters can occur.A <strong>suicide</strong> ‘cluster’ can be def<strong>in</strong>ed as a group of <strong>suicide</strong>s <strong>or</strong> acts of deliberate selfharm(<strong>or</strong> both), that occur closer <strong>to</strong>gether <strong>in</strong> time and space than would n<strong>or</strong>mallybe expected on the basis of statistical prediction <strong>or</strong> community expectation.Discuss<strong>in</strong>g <strong>suicide</strong> clusters and ‘contagion’ is likely <strong>to</strong> cause anxiety with<strong>in</strong> aschool and its broader community and so needs <strong>to</strong> be undertaken with great care.Sometimes the location and time period are co<strong>in</strong>cidental and there is no clear l<strong>in</strong>kbetween those who have engaged <strong>in</strong> suicidal acts.Develop<strong>in</strong>g a community plan f<strong>or</strong> prevent<strong>in</strong>g andrespond<strong>in</strong>g <strong>to</strong> <strong>suicide</strong> clustersBest practice is f<strong>or</strong> a school <strong>to</strong> develop a community plan as soon as its membersrecognise the risk of a ‘cluster’. The community plan should be aligned with the<strong>suicide</strong> postvention program of the school/s <strong>in</strong>volved and <strong>in</strong> many case this willalso require cross-sec<strong>to</strong>ral school communication and collab<strong>or</strong>ation. A plan willrequire three overlapp<strong>in</strong>g phases of action <strong>to</strong> prevent and respond <strong>to</strong> clusters:• preparedness• <strong>in</strong>tervention/postvention• follow-up(See Appendix F f<strong>or</strong> m<strong>or</strong>e details)36Section E: Suicide clusters


F: In the longer termcont<strong>in</strong>ue <strong>to</strong> moni<strong>to</strong>r the wellbe<strong>in</strong>g of staff and studentscont<strong>in</strong>ue <strong>to</strong> provide supp<strong>or</strong>t <strong>to</strong> <strong>in</strong>dividual students and staff as requiredkeep staff, students and the school community <strong>in</strong>f<strong>or</strong>med of any furtherdevelopmentsplan f<strong>or</strong> anniversaries, birthdays and significant eventsimplement recommendations from the operational debrief<strong>in</strong>f<strong>or</strong>m new staff of the postvention plan dur<strong>in</strong>g their <strong>in</strong>ductionreview curriculum and school-based prevention and <strong>in</strong>tervention programs<strong>to</strong> ensure that they are provid<strong>in</strong>g positive mental health and wellbe<strong>in</strong>gmessagesconsider professional learn<strong>in</strong>g opp<strong>or</strong>tunities f<strong>or</strong> school staff <strong>in</strong> understand<strong>in</strong>gthe impact of good mental health and wellbe<strong>in</strong>g on student learn<strong>in</strong>g and theuse of effective cop<strong>in</strong>g skills <strong>to</strong> a manage the complexities of lifeconsider conven<strong>in</strong>g f<strong>or</strong>ums and events f<strong>or</strong> students and the schoolcommunity that foster optimistic th<strong>in</strong>k<strong>in</strong>g and a sense of connectedness withfamily, school and community.38Section F: The longer term


Section F: The longer termTeachers who look afterthemselves and managetheir own stress levelsare m<strong>or</strong>e equipped andable <strong>to</strong> manage students’behaviours and difficulties.Cont<strong>in</strong>ue supp<strong>or</strong>t and moni<strong>to</strong>r<strong>in</strong>g ofstudents and staffStudentsSpecific attention should be given <strong>to</strong> identify students whose social supp<strong>or</strong>tnetw<strong>or</strong>ks may change through:• a holiday period• an exam period• leav<strong>in</strong>g school (transition <strong>to</strong> w<strong>or</strong>k, further learn<strong>in</strong>g <strong>or</strong> a family move)• change <strong>in</strong> family supp<strong>or</strong>t due <strong>to</strong> separation, div<strong>or</strong>ce, relocation <strong>or</strong> death.Keep parents, staff and students <strong>in</strong>f<strong>or</strong>medThe reasons f<strong>or</strong> regular and relevant communication with parents, staff andstudents are just as imp<strong>or</strong>tant <strong>in</strong> the long term as they are <strong>in</strong> the sh<strong>or</strong>t term.Advice about anniversaries <strong>in</strong>volv<strong>in</strong>g the deceased student, media coverage, <strong>or</strong>any other f<strong>or</strong>ms of potential stress will cont<strong>in</strong>ue <strong>to</strong> help protect the wellbe<strong>in</strong>gof the school community and re<strong>in</strong>f<strong>or</strong>ce a consistent and supp<strong>or</strong>tive approachfrom the IMT. Keep<strong>in</strong>g people <strong>in</strong> the dark about possible stressful events is notprotective. It <strong>in</strong>creases people’s vulnerability and risk of harm.People’s desire <strong>to</strong> see someth<strong>in</strong>g positive emerge from a tragedy like <strong>suicide</strong>is very strong. The results and recommendations of the operational debrief canhelp the community achieve some of this sense of mov<strong>in</strong>g f<strong>or</strong>ward.Plan f<strong>or</strong> anniversaries and significant eventsAs with deaths from any cause, the anniversary of a death <strong>or</strong> the birthday ofsomeone deceased are occasions that can take friends and family membersback <strong>to</strong> their <strong>or</strong>ig<strong>in</strong>al levels of mourn<strong>in</strong>g. Be<strong>in</strong>g aware of and prepared f<strong>or</strong> thispossibility is a significant long term postvention responsibility.Students may wish <strong>to</strong> do someth<strong>in</strong>g <strong>to</strong> recognise different anniversaries. Staffshould try <strong>to</strong> ascerta<strong>in</strong> if this is the case and <strong>assist</strong> with the arrangementswherever possible. These occasions are best handled <strong>in</strong> very small groups, withparent knowledge/consent and where an adult can be close <strong>by</strong> if not actuallypresent. Year level <strong>or</strong> large group mem<strong>or</strong>ials are discouraged.A limited group of staff, students and parents should also be kept <strong>in</strong>f<strong>or</strong>med ofany police processes, <strong>in</strong>quests and legal proceed<strong>in</strong>gs. These events have thepotential <strong>to</strong> create high levels of stress and aga<strong>in</strong> schools need <strong>to</strong> be alert andresponsive <strong>to</strong> their community’s needs.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student39


School staff cannot take soleresponsibility f<strong>or</strong> the safetyof students with thoughts of<strong>suicide</strong> but staff do need <strong>to</strong>understand what they cando, and schools must haveprocesses and contacts <strong>in</strong> placethat will ensure staff can dowhat is best f<strong>or</strong> their students,families, communities andthemselves.- Quote from a Pr<strong>in</strong>cipalImplement recommendations from the operationaldebriefAt this stage, schools should beg<strong>in</strong> <strong>to</strong> plan and implement any recommendationsthat were agreed <strong>to</strong> as part of the operational debrief. See<strong>in</strong>g the results of theoperational debrief be<strong>in</strong>g implemented helps people appreciate the positivew<strong>or</strong>k that the school community has undertaken.Include the postvention plan <strong>in</strong> staff <strong>in</strong>ductionAll new staff (teach<strong>in</strong>g and non-teach<strong>in</strong>g) and volunteers <strong>to</strong> the school shouldbe made aware of the school’s postvention plan. In particular, teach<strong>in</strong>g staffmust be made familiar with relevant aspects of the school’s supp<strong>or</strong>t processesf<strong>or</strong> identified students and be given very clear advice about the expectations ofreferral pathways.The postvention plan should <strong>in</strong>clude the scheduled IMT meet<strong>in</strong>gs <strong>to</strong> beconvened over subsequent years until the population of students complete theirschool<strong>in</strong>g.Promotion of healthy recoveryIn the longer term a school and its community affected <strong>by</strong> <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong><strong>suicide</strong> will be able <strong>to</strong> re-focus attention on teach<strong>in</strong>g and learn<strong>in</strong>g and on itswhole of school approach <strong>to</strong> promot<strong>in</strong>g students’ resilience and wellbe<strong>in</strong>g.This may take some time and it may require:• review<strong>in</strong>g curriculum and school-based programs <strong>to</strong> ensure that they providepositive mental health and wellbe<strong>in</strong>g messages and ensur<strong>in</strong>g that studentsunderstand the symp<strong>to</strong>ms and risks of depression, anxiety, substance abuse,and conduct dis<strong>or</strong>der• consider<strong>in</strong>g professional learn<strong>in</strong>g opp<strong>or</strong>tunities f<strong>or</strong> school staff <strong>to</strong> educateteachers and other school personnel about the symp<strong>to</strong>ms of depression andthe causes of suicidal behaviour <strong>in</strong> young people and <strong>to</strong> build their capacity <strong>to</strong>respond <strong>to</strong> the impact of trauma and critical <strong>in</strong>cidents on student learn<strong>in</strong>g• consider<strong>in</strong>g new ways <strong>to</strong> foster optimistic th<strong>in</strong>k<strong>in</strong>g and a sense ofconnectedness with<strong>in</strong> the school community.Considerable <strong>assist</strong>ance is available f<strong>or</strong> schools (<strong>in</strong>clud<strong>in</strong>g regional staff andspecialised supp<strong>or</strong>t f<strong>or</strong> schools from agencies such as headspace SchoolSupp<strong>or</strong>t), school staff (<strong>in</strong>clud<strong>in</strong>g counsell<strong>in</strong>g services, professional developmentand onl<strong>in</strong>e tra<strong>in</strong><strong>in</strong>g through the Department) and, whilst school staff cannot takesole responsibility f<strong>or</strong> the safety of students with thoughts of <strong>suicide</strong>, staff doneed <strong>to</strong> understand what they can do, and schools must have processes andcontacts <strong>in</strong> place that will ensure staff can do what is best f<strong>or</strong> their students,families, communities and themselves.40Section F: The longer term


Section G:Sample documents andadvice f<strong>or</strong> staff


G: Sample documentsletters f<strong>or</strong> parentsmemo/e-mail from central <strong>or</strong> regional office <strong>to</strong> school communitiesscript f<strong>or</strong> general student population<strong>in</strong>f<strong>or</strong>mation <strong>to</strong> <strong>assist</strong> staff <strong>in</strong> talk<strong>in</strong>g with students follow<strong>in</strong>g an<strong>attempted</strong> <strong>or</strong> completed <strong>suicide</strong>parent letter with attachments42Section G: Sample documents and advice f<strong>or</strong> staff


Section G: Sample documentsand advice f<strong>or</strong> staffMemo/e-mail from central <strong>or</strong> regional office <strong>to</strong>school communitiesDear Pr<strong>in</strong>cipalYou and your school counsell<strong>or</strong>s/seni<strong>or</strong> leaders need <strong>to</strong> be aware thatthere may be some <strong>in</strong>f<strong>or</strong>mation circulat<strong>in</strong>g amongst students related <strong>to</strong> the(<strong>attempted</strong>) <strong>suicide</strong> <strong>to</strong>day of a Year … boy/girl <strong>in</strong> a n<strong>or</strong>th/south/east/westsuburbs DEECD/Catholic/Independent school. The connections betweenyoung people are widespread and rapid and there is the chance that this<strong>in</strong>cident may affect your community <strong>in</strong> some way.Please consider the possible impact of this on vulnerable students you arecurrently supp<strong>or</strong>t<strong>in</strong>g.If you need any further <strong>in</strong>f<strong>or</strong>mation, please contact …A nom<strong>in</strong>ated IMT member must liaise with the family <strong>to</strong> ascerta<strong>in</strong> their feel<strong>in</strong>gsabout communication with<strong>in</strong> the school community. Situations will vary andschools should seek supp<strong>or</strong>t from their regional office about this imp<strong>or</strong>tant areaof postvention responsibility.Script f<strong>or</strong> use <strong>by</strong> school staff <strong>to</strong> <strong>in</strong>f<strong>or</strong>m the generalstudent population of the <strong>suicide</strong> of a studentToday/yesterday the school was given the very sad news that on ... one ofour Year ... students died. The school community is th<strong>in</strong>k<strong>in</strong>g of the student,his/her family and his/her friends. Some students <strong>in</strong> our school, particularlyhis/her friends will f<strong>in</strong>d this news very difficult <strong>to</strong> understand and accept.Other students—not just close friends—are also likely <strong>to</strong> be upset perhapsbecause it rem<strong>in</strong>ds you of another sad event <strong>in</strong> your own life.The student supp<strong>or</strong>t service officers/school chapla<strong>in</strong>/primary welfare officer/student wellbe<strong>in</strong>g co<strong>or</strong>d<strong>in</strong>a<strong>to</strong>r/social w<strong>or</strong>ker/school counsell<strong>or</strong>s will beavailable <strong>to</strong> <strong>assist</strong> <strong>in</strong>dividual students. A notice is go<strong>in</strong>g home <strong>to</strong>day <strong>to</strong><strong>in</strong>f<strong>or</strong>m your parents about the death.If you need <strong>to</strong> leave school early, <strong>or</strong> you are absent from school, we requestthat you use exist<strong>in</strong>g school procedures <strong>to</strong> advise of your absence fromschool.If you are approached <strong>by</strong> anyone ask<strong>in</strong>g f<strong>or</strong> <strong>in</strong>f<strong>or</strong>mation about the student’sdeath please tell them they should speak with Ms/Mr ...We request that you be sensitive and respectful of other people’s feel<strong>in</strong>gsdur<strong>in</strong>g this difficult period. We also encourage you <strong>to</strong> look out f<strong>or</strong> eachother and rep<strong>or</strong>t any concerns that you may have about a particular student<strong>to</strong> a teacher <strong>or</strong> parent.If you have any questions about the <strong>in</strong>f<strong>or</strong>mation conta<strong>in</strong>ed <strong>in</strong> this notice,please speak with …<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student43


Inf<strong>or</strong>mation <strong>to</strong> <strong>assist</strong> staff <strong>in</strong> talk<strong>in</strong>g with studentsfollow<strong>in</strong>g an <strong>attempted</strong> <strong>or</strong> completed <strong>suicide</strong>Student reactions will range from confusion, anger, aggression, withdrawal,fear, guilt, denial, blame, betrayal, abandonment, hurt, sadness, curiosity and<strong>in</strong>difference. Teachers can expect tears <strong>or</strong> silence from some and excitementfrom others. Any students who appear <strong>to</strong> be <strong>in</strong> real distress should beaccompanied <strong>to</strong> the supp<strong>or</strong>t room <strong>or</strong> offered the opp<strong>or</strong>tunity <strong>to</strong> contact theirparents <strong>to</strong> be collected.Discuss<strong>in</strong>g <strong>suicide</strong> should not be made <strong>in</strong><strong>to</strong> a prohibited <strong>to</strong>pic. Students must beallowed <strong>to</strong> talk about the <strong>in</strong>cident.The first classes follow<strong>in</strong>g the news should be conducted flexibly. Whereverpossible, be guided <strong>by</strong> the students’ need <strong>to</strong> talk, particularly if they are <strong>in</strong> theyear level of the student concerned. The best way <strong>to</strong> do this is <strong>to</strong> set w<strong>or</strong>k f<strong>or</strong>those who wish <strong>to</strong> resume n<strong>or</strong>mal lessons but allow others <strong>to</strong> speak quietly witheach other <strong>or</strong> write <strong>in</strong> a journal, <strong>or</strong> simply sit and th<strong>in</strong>k.Where appropriate, provide students with the follow<strong>in</strong>g ideas dur<strong>in</strong>g anydiscussions <strong>in</strong> the days that follow:• there are always solutions <strong>to</strong> problems; there are always people <strong>to</strong> help andoptions <strong>to</strong> seek helpBeyondblue: 1300 22 4636 www.beyondblue.<strong>or</strong>g.aueheadspace: 1800 650 890 www.eheadspace.<strong>or</strong>g.auYbblue: www.youthbeyondblue.com• <strong>suicide</strong> takes away your chance <strong>to</strong> f<strong>in</strong>d solutions <strong>to</strong> problems• problems are temp<strong>or</strong>ary, death is permanent• people will help f<strong>or</strong> as long as it takes <strong>to</strong> feel better• no one is ever <strong>to</strong> blame when people attempt <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong>• <strong>suicide</strong> is never about just one th<strong>in</strong>g• tell an adult if you’re w<strong>or</strong>ried about yourself <strong>or</strong> a friend.These messages are imp<strong>or</strong>tant <strong>to</strong> get out as early as possible as some studentsare likely <strong>to</strong> feel <strong>in</strong>appropriately guilty <strong>or</strong> responsible f<strong>or</strong> their friend’s actions.44Section G: Sample documents and advice f<strong>or</strong> staff


Discuss<strong>in</strong>g <strong>suicide</strong>should not be made<strong>in</strong><strong>to</strong> a prohibited <strong>to</strong>pic.Students must beallowed <strong>to</strong> talk about the<strong>in</strong>cident.What if they want <strong>to</strong> talk about the method of <strong>suicide</strong>?It is natural f<strong>or</strong> this area of <strong>in</strong>terest <strong>to</strong> be <strong>in</strong> students’ m<strong>in</strong>ds and it is highlylikely the <strong>in</strong>f<strong>or</strong>mation will eventually get out via young people’s netw<strong>or</strong>ks.However, always gently s<strong>to</strong>p discussion about this when it occurs. If studentsf<strong>in</strong>d this difficult <strong>to</strong> accept, try <strong>to</strong> help them understand through the follow<strong>in</strong>gideas:• discuss<strong>in</strong>g this very personal and upsett<strong>in</strong>g aspect of a death is disrespectful<strong>to</strong> the feel<strong>in</strong>gs of the family and close friends• discussion is likely <strong>to</strong> spread <strong>in</strong>accuracies that may be harmful <strong>to</strong> others• relatives and friends will want people <strong>to</strong> remember the good th<strong>in</strong>gs about ayoung person’s life• discuss<strong>in</strong>g these details can be very distress<strong>in</strong>g and harmful <strong>to</strong> other youngpeople even if they do not know the student.If appropriate, rem<strong>in</strong>d students that Student Supp<strong>or</strong>t Service Officers (SSSOs)are available <strong>to</strong> talk with them <strong>in</strong> m<strong>or</strong>e detail and that some discussions arebetter held <strong>in</strong> a m<strong>or</strong>e private environment.Provide:• non-judgemental supp<strong>or</strong>t• an opp<strong>or</strong>tunity <strong>to</strong> tell the s<strong>to</strong>ry, sometimes over and over aga<strong>in</strong>• a safe and supp<strong>or</strong>tive environment• opp<strong>or</strong>tunities f<strong>or</strong> students <strong>to</strong> be listened <strong>to</strong> and heard• opp<strong>or</strong>tunities f<strong>or</strong> students <strong>to</strong> express their grief <strong>in</strong> their own way.If a student turns <strong>to</strong> you f<strong>or</strong> help, it’s because they trust you. Show youcare and give them time and attention. Bereaved people need compassion,recognition and validation of their experience.However, don’t take on the role of be<strong>in</strong>g a counsell<strong>or</strong>, make assessments <strong>or</strong>diagnose.Don’t do anyth<strong>in</strong>g that makes you feel uncomf<strong>or</strong>table and if you feel out of yourdepth, don’t deal with the situation alone.Don’t guarantee confidentiality <strong>to</strong> a student if you are concerned about theirsafety; <strong>in</strong>stead tell them that you are concerned about them and that you willbe referr<strong>in</strong>g them <strong>to</strong> wellbe<strong>in</strong>g staff. If a student asks you not <strong>to</strong> disclose any<strong>in</strong>f<strong>or</strong>mation relat<strong>in</strong>g <strong>to</strong> their safety <strong>or</strong> another student’s safety, you need <strong>to</strong>tell them that part of your job is <strong>to</strong> keep them safe and that you are theref<strong>or</strong>erequired <strong>to</strong> pass on your concerns <strong>to</strong> the appropriate people.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student45


Parent letter: f<strong>or</strong> use follow<strong>in</strong>g the <strong>suicide</strong> of a student <strong>or</strong>follow<strong>in</strong>g an <strong>attempted</strong> <strong>suicide</strong> accompanied <strong>by</strong> substantialmedia coverage, discussion of <strong>suicide</strong> clusters etc.Dear Parent/CaregiverI am writ<strong>in</strong>g <strong>to</strong> you with some sad news about a member of our schoolcommunity.One of our Year ... tragically died yesterday/<strong>to</strong>day/Saturday/dur<strong>in</strong>g theholidays.Our thoughts and heart felt sympathy are with the student’s family andfriends.Today and over the com<strong>in</strong>g weeks, you may be concerned about thereactions of your son/daughter <strong>to</strong> this news. Many students will wish<strong>to</strong> talk with their parents, so I have attached some general <strong>in</strong>f<strong>or</strong>mationwhich may <strong>assist</strong> you <strong>in</strong> those conversations. I also encourage you <strong>to</strong> letyour son/daughter know that you are aware of this <strong>in</strong>cident and that youwill listen <strong>to</strong> their concerns at any time they wish <strong>to</strong> share them. Stay<strong>in</strong>gconnected and engaged with your son/daughter is one of the best ways<strong>to</strong> supp<strong>or</strong>t them. When talk<strong>in</strong>g about the issue of <strong>suicide</strong> try <strong>to</strong> <strong>in</strong>cludediscussion about positive ways of manag<strong>in</strong>g problems.Two imp<strong>or</strong>tant messages <strong>to</strong> promote are that all of us should seek helpfrom others when we feel down <strong>or</strong> vulnerable and that young peopleshould tell an adult if they are w<strong>or</strong>ried about a friend <strong>or</strong> themselvesexpress<strong>in</strong>g suicidal thoughts.Our school will be concentrat<strong>in</strong>g on supp<strong>or</strong>t<strong>in</strong>g our students and staff overthe next months. This means, among other th<strong>in</strong>gs, return<strong>in</strong>g the school<strong>to</strong> n<strong>or</strong>mal rout<strong>in</strong>es as soon as possible and recognis<strong>in</strong>g that students canbe affected <strong>by</strong> this event f<strong>or</strong> many months <strong>to</strong> come. If your son/daughteris already us<strong>in</strong>g the services of a mental health professional, you shouldensure this <strong>in</strong>f<strong>or</strong>mation is passed on <strong>to</strong> that professional. A list of helpfulwebsites and services is <strong>in</strong>cluded <strong>in</strong> the attachments <strong>to</strong> this letter.Please feel free <strong>to</strong> contact (<strong>in</strong>sert name) on (<strong>in</strong>sert phone number) <strong>or</strong>(<strong>in</strong>sert name) on (<strong>in</strong>sert phone number) f<strong>or</strong> further <strong>in</strong>f<strong>or</strong>mation <strong>or</strong> if youhave any concerns about your son/daughter. Contact<strong>in</strong>g the nom<strong>in</strong>atedstaff is an imp<strong>or</strong>tant way of ensur<strong>in</strong>g you receive consistent and accurate<strong>in</strong>f<strong>or</strong>mation and f<strong>or</strong> us <strong>to</strong> be aware of all parent concerns.Yours s<strong>in</strong>cerelyPr<strong>in</strong>cipalThe sample parent attachments are provided on the next two pages.46Section G: Sample documents and advice f<strong>or</strong> staff


Parent letter attachment No. 1When talk<strong>in</strong>g with your children remember...Each child’s <strong>or</strong> adolescent’s response will be unique and a wide range of reactions are possible.Their reaction will be <strong>in</strong>fluenced <strong>by</strong> their personality, their past relationship with the deceased <strong>or</strong> <strong>in</strong>jured person,what is happen<strong>in</strong>g <strong>in</strong> their life now and their ability <strong>to</strong> adjust <strong>to</strong> change. Your child, whatever age, needs <strong>to</strong> f<strong>in</strong>dsafe ways <strong>to</strong> express their feel<strong>in</strong>gs. They may feel confusion, anger, aggression, withdrawal, fear, guilt, denial,blame, betrayal, abandonment, hurt and sadness. Parental understand<strong>in</strong>g, reassurance and attention are veryimp<strong>or</strong>tant at this time. Be guided <strong>by</strong> your child’s need <strong>to</strong> talk but make it clear <strong>to</strong> them that you will be availablewhenever they need you.Children and adolescents who have experienced other concerns <strong>or</strong> losses <strong>in</strong> their lives may f<strong>in</strong>dit harder <strong>to</strong> cope.Children and adolescents who have experienced loss (e.g. separation/div<strong>or</strong>ce of parents, death of a relative <strong>or</strong> pet,mov<strong>in</strong>g house/school) may f<strong>in</strong>d it harder <strong>to</strong> cope. They may become upset and need <strong>to</strong> express their feel<strong>in</strong>gs aboutthese other concerns, even though they may have appeared <strong>to</strong> be cop<strong>in</strong>g bef<strong>or</strong>e the event. If your child is alreadyus<strong>in</strong>g the services of a psychologist <strong>or</strong> psychiatrist f<strong>or</strong> wellbe<strong>in</strong>g concerns, you should ensure they are made awareof this event.Children and adolescents may have many questions. They may want <strong>to</strong> know exactly whathappened.The school will have provided your child/children with consistent <strong>in</strong>f<strong>or</strong>mation about the <strong>in</strong>cident. Details about theway a <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong> occurred is not provided <strong>to</strong> students as this <strong>in</strong>f<strong>or</strong>mation is generally considered<strong>to</strong> be potentially harmful <strong>to</strong> students’ wellbe<strong>in</strong>g. As parents, it is imp<strong>or</strong>tant <strong>to</strong> steer discussion <strong>to</strong>wards the positive“help seek<strong>in</strong>g” actions young people can take, such as talk<strong>in</strong>g <strong>to</strong> a trusted adult (e.g. parent, counsell<strong>or</strong>, teacher,relative <strong>or</strong> friend), <strong>or</strong> us<strong>in</strong>g the agencies <strong>or</strong> websites listed <strong>in</strong> another attachment.“Tell an adult if you are w<strong>or</strong>ried about a friend.”This is an imp<strong>or</strong>tant message <strong>to</strong> share with your child/children <strong>in</strong> any discussion about <strong>suicide</strong>. Children andadolescents sometimes share their feel<strong>in</strong>gs about death with friends: <strong>in</strong> conversations, letters, e-mails, textmessages, on the <strong>in</strong>ternet, etc. If young people are aware of friends who they fear may hurt themselves theyshould tell an adult immediately. Noth<strong>in</strong>g is m<strong>or</strong>e imp<strong>or</strong>tant than protect<strong>in</strong>g a life.Moni<strong>to</strong>r the Internet and mobile communications <strong>to</strong>olsFollow<strong>in</strong>g a <strong>suicide</strong>, students will be text<strong>in</strong>g news about the death (both accurate and rum<strong>or</strong>ed), call<strong>in</strong>g f<strong>or</strong>impromptu gather<strong>in</strong>gs (both safe and unsafe), creat<strong>in</strong>g onl<strong>in</strong>e mem<strong>or</strong>ials (both mov<strong>in</strong>g and risky), and post<strong>in</strong>gmessages (both appropriate and hostile) about the deceased. This happens quickly and often <strong>to</strong> large numbersof people. You can proactively moni<strong>to</strong>r, moderate and <strong>in</strong>fluence what and how <strong>in</strong>f<strong>or</strong>mation is shared betweenstudents.Be aware that you <strong>or</strong> your child may be affected <strong>by</strong> possible media responses <strong>to</strong> the event.You may decide <strong>to</strong> protect aga<strong>in</strong>st certa<strong>in</strong> coverage <strong>or</strong> watch television news coverage <strong>to</strong>gether so that you candiscuss any reactions <strong>or</strong> concerns and ensure your son/daughter feels supp<strong>or</strong>ted. Hopefully, media rep<strong>or</strong>t<strong>in</strong>gof specific youth <strong>suicide</strong>s will not occur. However, if it does, be aware that it can contribute <strong>to</strong> young people’svulnerability.Some adolescents may show reactions weeks/months/a year after an event.If you are concerned about your child’s reactions—f<strong>or</strong> example, if there are changes <strong>to</strong> their behaviour such astheir socialis<strong>in</strong>g <strong>or</strong> school w<strong>or</strong>k patterns—it is imp<strong>or</strong>tant <strong>to</strong> speak <strong>to</strong> the Pr<strong>in</strong>cipal <strong>or</strong> the Student Supp<strong>or</strong>t ServicesOfficer at the school. This may result <strong>in</strong> a referral <strong>to</strong> one of the agencies listed <strong>in</strong> Attachment No.2.Be aware that school staff will also be affected.While everyone will be w<strong>or</strong>k<strong>in</strong>g <strong>to</strong>wards n<strong>or</strong>malis<strong>in</strong>g school rout<strong>in</strong>es, some staff will be manag<strong>in</strong>g difficultemotions. Adult counsell<strong>in</strong>g supp<strong>or</strong>t is provided <strong>to</strong> all our school staff through a process outside the school.Respond <strong>to</strong> community concern with respect.If speak<strong>in</strong>g with other members <strong>in</strong> the community, try <strong>to</strong> re<strong>in</strong>f<strong>or</strong>ce that the approach is <strong>to</strong> respect the bereaved/affected family, <strong>to</strong> avoid romanticis<strong>in</strong>g <strong>or</strong> sensationalis<strong>in</strong>g <strong>suicide</strong> and <strong>to</strong> encourage help seek<strong>in</strong>g actions <strong>in</strong> youngpeople, f<strong>or</strong> their own wellbe<strong>in</strong>g and when they have concerns about their friends.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student47


Parent letter attachment No. 2Where can parents and young people get m<strong>or</strong>e <strong>in</strong>f<strong>or</strong>mation and help?ARAFEMI Carer Helpl<strong>in</strong>e provides free, confidential <strong>in</strong>f<strong>or</strong>mation, supp<strong>or</strong>t and referral f<strong>or</strong> family, carers and friends of people witha mental illness. 1300 550 265, 9am <strong>to</strong> 5pm weekdays www.arafemi.<strong>or</strong>g.au/family-supp<strong>or</strong>t/telephone-helpl<strong>in</strong>e.htmlArea Mental Health Services (AMHS) triage provides mental health <strong>in</strong>f<strong>or</strong>mation, advice and referral. Each AMHS has acentralised triage number. www.health.vic.gov.au/mentalhealth/servicesAustralian Centre f<strong>or</strong> Grief and Bereavement provides a range of education, counsell<strong>in</strong>g, research and cl<strong>in</strong>ical services f<strong>or</strong> thosew<strong>or</strong>k<strong>in</strong>g <strong>in</strong> and affected <strong>by</strong> experiences of grief and bereavement. 1800 642 066 www.grief.<strong>or</strong>g.auBeyondblue provides <strong>in</strong>f<strong>or</strong>mation about the signs and symp<strong>to</strong>ms of depression, available treatments, how <strong>to</strong> get help and l<strong>in</strong>ks<strong>to</strong> other relevant services and supp<strong>or</strong>t groups. 1300 22 4636, 24 hours/7 days www.beyondblue.<strong>or</strong>g.auBush crisis l<strong>in</strong>e is a telephone supp<strong>or</strong>t and debrief<strong>in</strong>g service f<strong>or</strong> multi-discipl<strong>in</strong>ary remote and rural health practitioners andtheir families. 1800 805 391, 24 hours/7 dayChild and Adolescent Mental Health Services (CAMHS)/Child and Youth Mental Health Services (CYMHS) offer assessment andtreatment depend<strong>in</strong>g on cl<strong>in</strong>ical need (crisis; s<strong>in</strong>gle session, specific assessments, ongo<strong>in</strong>g case management, targeted <strong>in</strong>tensiveoutreach case management, community based, sub-acute and acute mental health care). CAMHS are transition<strong>in</strong>g <strong>to</strong> CYMHS: 0-25years. CAMHS/CYMHS are regionalised. www.health.vic.gov.au/mentalhealth/services/<strong>in</strong>dex.htmThe Compassionate Friends Vic<strong>to</strong>ria Inc. offers friendship and understand<strong>in</strong>g <strong>to</strong> families follow<strong>in</strong>g the death of a son <strong>or</strong> daughter,brother <strong>or</strong> sister. 9888 4944, 1800 641 091, 24 hours/7 day www.compassionatefriendsvic<strong>to</strong>ria.<strong>or</strong>g.auEPPIC State-wide is part of Orygen Youth Health, an early psychosis program operat<strong>in</strong>g <strong>in</strong> the western and n<strong>or</strong>th westernsuburbs of Melbourne. 9342 2800 AH: 1800 888 320Griefl<strong>in</strong>e provides confidential telephone counsell<strong>in</strong>g services <strong>to</strong> anyone <strong>in</strong> the community who may need supp<strong>or</strong>t <strong>in</strong> <strong>or</strong>der <strong>to</strong>express their feel<strong>in</strong>gs and experiences. 9935 7400, 12noon <strong>to</strong> 3am/7 days www.griefl<strong>in</strong>e.<strong>or</strong>g.auHeadroom is a youth website f<strong>or</strong> <strong>in</strong>f<strong>or</strong>m<strong>in</strong>g young people, their caregivers and service providers about positive mental health. It<strong>in</strong>cludes <strong>in</strong>f<strong>or</strong>mation about mental health, strategies <strong>to</strong> help young people and l<strong>in</strong>ks <strong>to</strong> other supp<strong>or</strong>t services.www.headroom.net.aueheadspace offers onl<strong>in</strong>e and telephone mental health supp<strong>or</strong>t <strong>to</strong> young people aged 12 <strong>to</strong> 25 and their families <strong>or</strong> friends.Young people can register at www.eheadspace.<strong>or</strong>g.au <strong>or</strong> call 1800 650 890. Webchat and telephone supp<strong>or</strong>t is available from9am <strong>to</strong> 1 am and e-mail is available 24 hours a day.Kids Help L<strong>in</strong>e 1800 55 1800 is a 24 hour telephone and onl<strong>in</strong>e counsell<strong>in</strong>g service f<strong>or</strong> young people from 5-25 years of age.www.kidshelpl<strong>in</strong>e.com.auLifel<strong>in</strong>e is a 24 hour telephone counsell<strong>in</strong>g service provid<strong>in</strong>g access <strong>to</strong> crisis supp<strong>or</strong>t, <strong>suicide</strong> prevention and mental healthsupp<strong>or</strong>t services. 13 11 14 www.lifel<strong>in</strong>e.<strong>or</strong>g.auM<strong>in</strong>d Health Connect provides <strong>in</strong>f<strong>or</strong>mation on mental health care, f<strong>in</strong>d<strong>in</strong>g relevant supp<strong>or</strong>t and resources <strong>to</strong> meet your needs.www.m<strong>in</strong>dhealthconnect.<strong>or</strong>g.auOCD and Anxiety helpl<strong>in</strong>e provides <strong>assist</strong>ance <strong>to</strong> callers <strong>to</strong> understand and manage symp<strong>to</strong>ms of anxiety dis<strong>or</strong>ders anddepression, and referral <strong>to</strong> community and health services. 1300 269 438 <strong>or</strong> 9830 0533 10am <strong>to</strong> 4pm weekdays.www.arcvic.<strong>or</strong>g.au/our-services/helpl<strong>in</strong>eParentl<strong>in</strong>e is a state-wide telephone counsell<strong>in</strong>g, <strong>in</strong>f<strong>or</strong>mation and referral f<strong>or</strong> parents and carers with children from birth <strong>to</strong>eighteen years. 13 22 89, 8am <strong>to</strong> midnight 7 days www.education.vic.gov.au/earlychildhood/parentl<strong>in</strong>e/Reach Out! is a web-based service that encourages young people <strong>to</strong> help themselves through <strong>to</strong>ugh times. The aim of theservice is <strong>to</strong> improve young people’s mental health and wellbe<strong>in</strong>g <strong>by</strong> provid<strong>in</strong>g supp<strong>or</strong>t, <strong>in</strong>f<strong>or</strong>mation and referrals <strong>in</strong> a f<strong>or</strong>matdesigned f<strong>or</strong> young people. http://au.reachout.comSANE Australia provides <strong>in</strong>f<strong>or</strong>mation about mental illness treatments, symp<strong>to</strong>ms, medications, where <strong>to</strong> go f<strong>or</strong> supp<strong>or</strong>t and helpf<strong>or</strong> carers. 1800 18 SANE (7263) 9am <strong>to</strong> 5pm weekdays. www.sane.<strong>or</strong>g/helpl<strong>in</strong>e/helpl<strong>in</strong>e-onl<strong>in</strong>eSuicide Callback provides crisis counsell<strong>in</strong>g <strong>to</strong> people at risk of <strong>suicide</strong>, carers f<strong>or</strong> someone who is suicidal and those bereaved<strong>by</strong> <strong>suicide</strong>. 1300 659 467, 24 hours/7 days www.<strong>suicide</strong>callbackservice.<strong>or</strong>g.au/SuicideL<strong>in</strong>e VIC provides specialist telephone counsell<strong>in</strong>g and <strong>in</strong>f<strong>or</strong>mation <strong>to</strong> anyone affected <strong>by</strong> <strong>suicide</strong>. 1300 651 25124 hours/7days. www.<strong>suicide</strong>l<strong>in</strong>e.<strong>or</strong>g.auThe Black Dog Institute is a not f<strong>or</strong> profit <strong>or</strong>ganisation that offers specialist expertise <strong>in</strong> mood dis<strong>or</strong>ders (depression and bipolardis<strong>or</strong>der). http://www.blackdog<strong>in</strong>stitute.<strong>or</strong>g.au/Ybblue, the youth program of beyondblue, promotes the message that it’s acceptable <strong>to</strong> talk about depression and encouragesyoung people, their families and friends <strong>to</strong> look out f<strong>or</strong> each other and <strong>to</strong> get help when it is needed. A set of youth fact sheetswith <strong>in</strong>f<strong>or</strong>mation on a variety of <strong>to</strong>pics, <strong>in</strong>clud<strong>in</strong>g how <strong>to</strong> recognise depression and how <strong>to</strong> talk about it, what services areavailable <strong>to</strong> help young people and how <strong>to</strong> help friends and family who may be go<strong>in</strong>g through a <strong>to</strong>ugh time can be downloadedfrom the site. www.youthbeyondblue.com48Section G: Sample documents and advice f<strong>or</strong> staff


Section H: Def<strong>in</strong>itions


Section H: Def<strong>in</strong>itionsAttempted <strong>suicide</strong>A non-fatal <strong>suicide</strong> gesture <strong>or</strong> act of self harm.Completed <strong>suicide</strong>The <strong>in</strong>tentional act of tak<strong>in</strong>g one’s own life.ConnectednessA person’s sense of belong<strong>in</strong>g with others; a sense ofconnectedness can be with family, school <strong>or</strong> community.ContagionContagion is the process where one person’s <strong>suicide</strong> <strong>in</strong>fluencesanother person <strong>to</strong> engage <strong>in</strong> suicidal behaviour.Counsell<strong>or</strong>At present, anyone <strong>in</strong> Australia can call himself <strong>or</strong> herself acounsell<strong>or</strong>, therapist <strong>or</strong> psychotherapist. There are, however,credential<strong>in</strong>g bodies f<strong>or</strong> counsell<strong>or</strong>s, such as the Australian Bodyof Certified Counsell<strong>or</strong>s and a range of professional <strong>or</strong>ganizationsthat offer standards, codes of practice, ethical guidel<strong>in</strong>es andcont<strong>in</strong>u<strong>in</strong>g education such as the Australian PsychologicalSociety, the Psychotherapy and Counsell<strong>in</strong>g Federation ofAustralia and the Australian National Netw<strong>or</strong>k of Counsell<strong>or</strong>s.Debrief<strong>in</strong>gA critical discussion held after an <strong>in</strong>tense event <strong>or</strong> critical<strong>in</strong>cident <strong>in</strong> which all aspects of the event are discussed andanalyzed.Department of Education and Early ChildhoodDevelopment (DEECD)The Department of Education and Early Childhood Development(DEECD) is responsible f<strong>or</strong> the learn<strong>in</strong>g, development, healthand wellbe<strong>in</strong>g of all young Vic<strong>to</strong>rians, from birth <strong>to</strong> adulthood.http://www.education.vic.gov.au/default.htmDepressed moodA sad <strong>or</strong> unhappy mood state.Depressive dis<strong>or</strong>derA constellation of emotional, cognitive and somatic signs andsymp<strong>to</strong>ms <strong>in</strong>clud<strong>in</strong>g susta<strong>in</strong>ed sad mood <strong>or</strong> lack of pleasureand def<strong>in</strong>ed acc<strong>or</strong>d<strong>in</strong>g <strong>to</strong> standard diagnostic criteria.DiagnosisA decision based on the recognition of cl<strong>in</strong>ically relevantsymp<strong>to</strong>ma<strong>to</strong>logy, the consideration of causes that may excludea diagnosis of another condition, and the application of cl<strong>in</strong>icaljudgment.DisabilityDisability, <strong>in</strong> relation <strong>to</strong> a person, means:(a)<strong>to</strong>tal <strong>or</strong> partial loss of the person’s bodily <strong>or</strong> mentalfunctions; <strong>or</strong>(b) <strong>to</strong>tal <strong>or</strong> partial loss of a part of the body; <strong>or</strong>(c) the presence <strong>in</strong> the body of <strong>or</strong>ganisms caus<strong>in</strong>g disease <strong>or</strong>illness; <strong>or</strong>(d) the presence <strong>in</strong> the body of <strong>or</strong>ganisms capable of caus<strong>in</strong>gdisease <strong>or</strong> illness; <strong>or</strong>(e) the malfunction, malf<strong>or</strong>mation <strong>or</strong> disfigurement of a part ofthe person’s body; <strong>or</strong>(f) a dis<strong>or</strong>der <strong>or</strong> malfunction that results <strong>in</strong> the personlearn<strong>in</strong>g differently from a person without the dis<strong>or</strong>der <strong>or</strong>malfunction; <strong>or</strong>(g) a dis<strong>or</strong>der, illness <strong>or</strong> disease that affects a person’s thoughtprocesses, perception of reality, emotions <strong>or</strong> judgment <strong>or</strong>that results <strong>in</strong> disturbed behaviour;and <strong>in</strong>cludes a disability that:(h) presently exists; <strong>or</strong>(i) previously existed but no longer exists; <strong>or</strong>(j) may exist <strong>in</strong> the future (<strong>in</strong>clud<strong>in</strong>g because of a geneticpredisposition <strong>to</strong> that disability); <strong>or</strong>(k) is imputed <strong>to</strong> a person.Duty of careSchool Staff – Pr<strong>in</strong>cipals and Teachers – are required <strong>to</strong> takesuch measures as reasonable <strong>in</strong> the circumstances <strong>to</strong> protecta student under their charge from a f<strong>or</strong>eseeable risk. A‘f<strong>or</strong>eseeable risk’ is a risk that is not completely unexpected.Duty of care is embodied <strong>in</strong> several areas of legislation<strong>in</strong>clud<strong>in</strong>g the: Education and Tra<strong>in</strong><strong>in</strong>g Act 2006, Children’sService Act 1996, Children’s Services Regulations 2009 and theEmergency Management Act 1986.http://www.education.vic.gov.au/management/governance/spag/safety/supervision/dutyofcare.htmGatekeeperA person who holds an <strong>in</strong>fluential position <strong>in</strong> either an<strong>or</strong>ganization <strong>or</strong> a community who co<strong>or</strong>d<strong>in</strong>ates <strong>or</strong> oversees theactions of others. This could be an <strong>in</strong>f<strong>or</strong>mal local op<strong>in</strong>ion leader<strong>or</strong> a specifically designated person, such as a primary-careprovider, who co<strong>or</strong>d<strong>in</strong>ates patient care and provides referrals <strong>to</strong>specialists and other medical services.GriefA deep mental anguish such as that aris<strong>in</strong>g from bereavement.Health <strong>in</strong>f<strong>or</strong>mationThe Health Rec<strong>or</strong>ds Act 2001 def<strong>in</strong>es health <strong>in</strong>f<strong>or</strong>mation as:(a) <strong>in</strong>f<strong>or</strong>mation <strong>or</strong> an op<strong>in</strong>ion about—(i) the physical, mental <strong>or</strong> psychological health (at any time) ofan <strong>in</strong>dividual; <strong>or</strong>(ii) a disability (at any time) of an <strong>in</strong>dividual; <strong>or</strong>(iii) an <strong>in</strong>dividual’s expressed wishes about the future provisionof health services <strong>to</strong> him <strong>or</strong> her; <strong>or</strong>(iv) a health service provided, <strong>or</strong> <strong>to</strong> be provided, <strong>to</strong> an<strong>in</strong>dividual—(a) that is also personal <strong>in</strong>f<strong>or</strong>mation; <strong>or</strong>(b) other personal <strong>in</strong>f<strong>or</strong>mation collected <strong>to</strong> provide, <strong>or</strong> <strong>in</strong>provid<strong>in</strong>g, a health service; <strong>or</strong>(c) other personal <strong>in</strong>f<strong>or</strong>mation about an <strong>in</strong>dividual collected<strong>in</strong> connection with the donation, <strong>or</strong> <strong>in</strong>tended donation, <strong>by</strong> the<strong>in</strong>dividual of his <strong>or</strong> her body parts, <strong>or</strong>gans <strong>or</strong> body substances; <strong>or</strong>(d) other personal <strong>in</strong>f<strong>or</strong>mation that is genetic <strong>in</strong>f<strong>or</strong>mation aboutan <strong>in</strong>dividual <strong>in</strong> a f<strong>or</strong>m which is <strong>or</strong> could be predictive of thehealth (at any time) of the <strong>in</strong>dividual <strong>or</strong> of any of his <strong>or</strong> herdescendants— but does not <strong>in</strong>clude health <strong>in</strong>f<strong>or</strong>mation, <strong>or</strong> aclass of health <strong>in</strong>f<strong>or</strong>mation <strong>or</strong> health <strong>in</strong>f<strong>or</strong>mation conta<strong>in</strong>ed<strong>in</strong> a class of documents, that is prescribed as exempt health<strong>in</strong>f<strong>or</strong>mation f<strong>or</strong> the purposes of this Act generally <strong>or</strong> f<strong>or</strong> thepurposes of specified provisions of this Act.Help-seek<strong>in</strong>gThe process of an <strong>in</strong>dividual ask<strong>in</strong>g f<strong>or</strong> help <strong>or</strong> supp<strong>or</strong>t<strong>in</strong> <strong>or</strong>der <strong>to</strong> cope with adverse life events <strong>or</strong> other difficultcircumstances.Internaliz<strong>in</strong>g problemsAnxiety, depression, somatic and mood dis<strong>or</strong>ders are the mostcommon types of <strong>in</strong>ternaliz<strong>in</strong>g problems.50


Mental dis<strong>or</strong>derA diagnosable illness that significantly <strong>in</strong>terferes with an<strong>in</strong>dividual’s cognitive, emotional <strong>or</strong> social abilities.Mental healthA state of successful perf<strong>or</strong>mance of mental function,result<strong>in</strong>g <strong>in</strong> productive activities, fulfill<strong>in</strong>g relationships withpeople, and the ability <strong>to</strong> adapt <strong>to</strong> change and <strong>to</strong> cope withadversity.Mental illnessMental illness refers <strong>to</strong> all of the diagnosable mentaldis<strong>or</strong>ders. Mental dis<strong>or</strong>ders are characterized <strong>by</strong>abn<strong>or</strong>malities <strong>in</strong> th<strong>in</strong>k<strong>in</strong>g, feel<strong>in</strong>gs, <strong>or</strong> behaviours.Mental health problemA situation <strong>in</strong> which a person experiences some disturbance<strong>or</strong> impairment of n<strong>or</strong>mal emotions and/<strong>or</strong> th<strong>in</strong>k<strong>in</strong>g.Mental health professionalsProfessionally tra<strong>in</strong>ed people w<strong>or</strong>k<strong>in</strong>g specifically <strong>in</strong> mentalhealth, such asocial w<strong>or</strong>kers, occupational therapists,psychiatrists, psychologists and psychiatric nurses.Mental health promotionAction <strong>to</strong> maximise mental health and well be<strong>in</strong>g amongpopulations and <strong>in</strong>dividuals.PostventionPostvention is the provision of crisis <strong>in</strong>tervention, supp<strong>or</strong>t<strong>to</strong> alleviate the distress of suicidally bereaved <strong>in</strong>dividuals;reduc<strong>in</strong>g the risk of imitative suicidal behaviour and thepromotion of healthy recovery of the affected community.PreventionInterventions that occur bef<strong>or</strong>e the <strong>in</strong>itial onset of a dis<strong>or</strong>der.Protective fac<strong>to</strong>rsCapacities, qualities, environmental and personal resourcesthat drive <strong>in</strong>dividuals <strong>to</strong>wards growth, stability, and health.Psychological First AidPsychological First Aid (PFA) is an approach f<strong>or</strong> <strong>assist</strong><strong>in</strong>g<strong>in</strong>dividuals after an emergency <strong>or</strong> disaster. It is a supp<strong>or</strong>tive<strong>in</strong>tervention used f<strong>or</strong> children and adults f<strong>or</strong> a brief periodof time, generally dur<strong>in</strong>g the hours, days and weeks after anemergency <strong>or</strong> disaster. PFA f<strong>or</strong> teachers is about listen<strong>in</strong>g,protect<strong>in</strong>g, connect<strong>in</strong>g, modell<strong>in</strong>g and teach<strong>in</strong>g. See:Psychological First Aid and Mental Health First Aid: A Guide f<strong>or</strong>Teachers.RecoveryRecovery is the process of a gradual res<strong>to</strong>ration of asatisfy<strong>in</strong>g, hopeful and mean<strong>in</strong>gful way of life.ResilienceCapacities with<strong>in</strong> a person that promote positive outcomes,such as mental health and wellbe<strong>in</strong>g, and provide protectionfrom fac<strong>to</strong>rs that might otherwise place that person at risk ofadverse health outcomes. Fac<strong>to</strong>rs that contribute <strong>to</strong> resilience<strong>in</strong>clude personal cop<strong>in</strong>g skills and strategies f<strong>or</strong> deal<strong>in</strong>g withadversity, such as problem-solv<strong>in</strong>g, good communication andsocial skills, optimistic th<strong>in</strong>k<strong>in</strong>g, and help-seek<strong>in</strong>g.Risk fac<strong>to</strong>rsFac<strong>to</strong>rs such as biological, psychological, social and culturalagents that are associated with <strong>suicide</strong>/<strong>suicide</strong> ideation. Riskfac<strong>to</strong>rs can be def<strong>in</strong>ed as either distal (<strong>in</strong>ternal fac<strong>to</strong>rs, such asgenetic <strong>or</strong> neurochemical fac<strong>to</strong>rs) <strong>or</strong> proximal (external fac<strong>to</strong>rs,such as life events <strong>or</strong> the availability of lethal means - fac<strong>to</strong>rswhich can ‘trigger’ a <strong>suicide</strong> <strong>or</strong> suicidal behaviour).Risk-tak<strong>in</strong>g behavioursRisk tak<strong>in</strong>g behaviours are behaviours <strong>in</strong> which there issome risk of immediate <strong>or</strong> later self-harm. Risk-tak<strong>in</strong>gbehaviours might <strong>in</strong>clude activities such as dangerousdriv<strong>in</strong>g, tra<strong>in</strong> surf<strong>in</strong>g, and self-harm<strong>in</strong>g substance use.Self-harmNon-suicidal self-<strong>in</strong>jury: A f<strong>or</strong>m of <strong>in</strong>tentional physical selfdamage<strong>or</strong> self-harm that is not accompanied <strong>by</strong> suicidal<strong>in</strong>tent <strong>or</strong> ideation.Stress<strong>or</strong>An event that occasions a stress response <strong>in</strong> a person.Suicidal behaviourSuicidal behaviour <strong>in</strong>cludes the spectrum of activities related<strong>to</strong> <strong>suicide</strong> and self-harm <strong>in</strong>clud<strong>in</strong>g suicidal th<strong>in</strong>k<strong>in</strong>g, selfharm<strong>in</strong>gbehaviours not aimed at caus<strong>in</strong>g death and <strong>suicide</strong>attempts. Some writers also <strong>in</strong>clude deliberate recklessnessand risk-tak<strong>in</strong>g behaviours as suicidal behaviours.Suicidal ideationThoughts about attempt<strong>in</strong>g <strong>or</strong> complet<strong>in</strong>g <strong>suicide</strong>.Suicide clusterA <strong>suicide</strong> cluster can be def<strong>in</strong>ed as a group of <strong>suicide</strong>s<strong>or</strong> acts of deliberate self-harm (<strong>or</strong> both), that occur closer<strong>to</strong>gether <strong>in</strong> time and space than would n<strong>or</strong>mally be expectedon the basis of statistical prediction and/<strong>or</strong> communityexpectation. Schools, prisons, mental health facilities,Indigenous communities, and communities with previousexperience of <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> clusters are <strong>in</strong>dicated <strong>to</strong> beat higher risk of experienc<strong>in</strong>g a <strong>suicide</strong> cluster. In Australia,<strong>suicide</strong> clusters have most commonly been documented <strong>in</strong>Indigenous communities and <strong>in</strong> young people.Suicide preventionActions <strong>or</strong> <strong>in</strong>itiatives <strong>to</strong> reduce the risk of <strong>suicide</strong> amongpopulations <strong>or</strong> specific target groups.SuicideIt is the <strong>in</strong>tentional act of tak<strong>in</strong>g one’s own life.Suicide postventionThe ‘provision of crisis <strong>in</strong>tervention, supp<strong>or</strong>t and <strong>assist</strong>ancef<strong>or</strong> those affected <strong>by</strong> a completed <strong>suicide</strong>’.Traumic eventsA ‘traumatic event’ is any <strong>in</strong>cident experienced <strong>by</strong> theperson that is perceived <strong>to</strong> be traumatic. Common examplesof traumas that affect <strong>in</strong>dividuals <strong>in</strong>clude accidents (such astraffic, car <strong>or</strong> physical accidents), assault (<strong>in</strong>clud<strong>in</strong>g physical<strong>or</strong> sexual assault, mugg<strong>in</strong>g <strong>or</strong> robbery, <strong>or</strong> family violence),and witness<strong>in</strong>g someth<strong>in</strong>g terrible happen. Mass traumaticevents <strong>in</strong>clude terr<strong>or</strong>ist attacks, mass shoot<strong>in</strong>gs, and severeweather events (hurricane, tsunami, f<strong>or</strong>est and bush fire).Universal InterventionInterventions that target the whole of a population <strong>or</strong>populations. In <strong>suicide</strong> prevention, these <strong>in</strong>clude activities<strong>to</strong> reduce access <strong>to</strong> means of <strong>suicide</strong>, <strong>to</strong> reduce mediacoverage of <strong>suicide</strong>, <strong>or</strong> <strong>to</strong> create stronger and m<strong>or</strong>esupp<strong>or</strong>tive families, schools and communities.Section H: Def<strong>in</strong>itions<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student51


Appendicies


Appendix A: Sh<strong>or</strong>t term:Return <strong>to</strong> school safety andsupp<strong>or</strong>t planDuty of care,safety, andsupervisionHealth andwellbe<strong>in</strong>g needsand supp<strong>or</strong>tLearn<strong>in</strong>g needsand supp<strong>or</strong>tCommunication& <strong>in</strong>f<strong>or</strong>mationshar<strong>in</strong>gReturn <strong>to</strong> school checklistThis checklist is <strong>to</strong> be completed <strong>by</strong> a member of the school leadership team and canbe used as a guide <strong>to</strong> re-engage a student safely and supp<strong>or</strong>tively after a complexhealth concern. convene student supp<strong>or</strong>t group meet<strong>in</strong>g <strong>to</strong> discuss this document and <strong>to</strong> fill <strong>in</strong> the student plan attached identify possible safety issues with parents/guardians/and treat<strong>in</strong>g cl<strong>in</strong>icians discuss yard duty timetable and areas of safety and supervision discuss the need f<strong>or</strong> a staff member <strong>to</strong> check <strong>in</strong> with the student (daily, hourly) has the school discussed with the treat<strong>in</strong>g cl<strong>in</strong>ician/family/allied health staff what may be consideredsafety concerns <strong>or</strong> triggers e.g. crowded spaces/noises etc. have the relevant teachers been provided with professional advice and supp<strong>or</strong>t of how <strong>to</strong> respondappropriately <strong>to</strong> the students return contact the school SSSO <strong>to</strong> alIert them <strong>to</strong> the students return and need f<strong>or</strong> a safety plan and studentsupp<strong>or</strong>t group meet<strong>in</strong>g identify a consistent school staff member <strong>to</strong> regularly contact cl<strong>in</strong>ician, family, CAMHS/CYMHS and otheroutside agencies identify multiple staff members f<strong>or</strong> the student <strong>to</strong> access if feel<strong>in</strong>g unsafe identify a peer that may be a supp<strong>or</strong>t person if the student is feel<strong>in</strong>g unsafe identify a realistic timel<strong>in</strong>e f<strong>or</strong> the safety plan <strong>to</strong> be <strong>in</strong> place, discuss this with the student, family,treat<strong>in</strong>g cl<strong>in</strong>ician has a flexible timetable/class schedule been discussed with teachers has a quiet space been identified with supervision if necessary have teachers communicated extensions on assignments, homew<strong>or</strong>k, and exams based on the student’swellbe<strong>in</strong>g has a sh<strong>or</strong>t term <strong>in</strong>dividual education plan been agreed <strong>to</strong> with student, parents, and w<strong>or</strong>kers based onthe students health and wellbe<strong>in</strong>g has the school received a letter <strong>or</strong> phone call from the treat<strong>in</strong>g cl<strong>in</strong>ician/hospital has the school received permission from parents and guardians <strong>to</strong> share <strong>in</strong>f<strong>or</strong>mation between the schooland allied health staff have the parents and student been reassured all <strong>in</strong>f<strong>or</strong>mation is kept confidential and only the mostappropriate school staff are <strong>in</strong>f<strong>or</strong>med f<strong>or</strong> the care and safety of the student has a copy of the safety plan been placed on the student’s file if this is an ongo<strong>in</strong>g concern has the school contacted the SSSO Manager <strong>or</strong> regional staff f<strong>or</strong> advice have the parents consented <strong>to</strong> shar<strong>in</strong>g future dates and times f<strong>or</strong> counsell<strong>in</strong>g/debrief<strong>in</strong>g/supp<strong>or</strong>t servicesand programs that may happen dur<strong>in</strong>g school times has the school recently updated the medical contact numbers and f<strong>or</strong>ms f<strong>or</strong> the student has the student’s safety needs been expressed <strong>to</strong> appropriate supervis<strong>in</strong>g yard teachers has a student supp<strong>or</strong>t group meet<strong>in</strong>g/conversation been planned f<strong>or</strong> the completion of this sh<strong>or</strong>t termsafety plan<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student53


Sh<strong>or</strong>t term: Student focused safety andsupp<strong>or</strong>t planThis plan can supp<strong>or</strong>t the student <strong>to</strong> identify strategies they would like <strong>to</strong> be put<strong>in</strong> place when return<strong>in</strong>g <strong>to</strong> school after a complex health concern.Student nameDate of birthYear levelDateOur School sees every student’s health and wellbe<strong>in</strong>g as a pri<strong>or</strong>ity <strong>to</strong> learn<strong>in</strong>g. As a school we will be flexible around eachstudents needs <strong>to</strong> ensure you feel safe and cared f<strong>or</strong> and this plan can help us achieve this <strong>to</strong>gether.This school will ensure regular contact and communication <strong>to</strong> check <strong>in</strong> on a student’s health and wellbe<strong>in</strong>g.Do you have a preferred strategy/person that you would like <strong>to</strong> do this?Agreed contact (circle)Every 2 hoursEvery 4 hoursDailyPeriod f<strong>or</strong> which this will occurStart dateEnd dateReview dateWe understand a flexible timetable may be needed f<strong>or</strong> a period of time. How would you like this <strong>to</strong> look?Start dateEnd dateReview dateActivities, plans, and goals <strong>to</strong> <strong>assist</strong> my health and wellbe<strong>in</strong>g at school1.2.3.People I can talk <strong>to</strong> if I’m not feel<strong>in</strong>g safe <strong>or</strong> ok at school1.2.3.Their locationsAdditional comments54Appendicies


Appendix B: Res<strong>to</strong>r<strong>in</strong>gwellbe<strong>in</strong>g <strong>in</strong> the schoolcommunity checklistsRes<strong>to</strong>r<strong>in</strong>g wellbe<strong>in</strong>g of studentsSHORT TERM checklist• provide accurate <strong>in</strong>f<strong>or</strong>mation about <strong>suicide</strong> <strong>in</strong> a calm and straightf<strong>or</strong>ward way• ma<strong>in</strong>ta<strong>in</strong> school and family rout<strong>in</strong>e (return school timetable <strong>to</strong> n<strong>or</strong>malcy assoon as possible)• validate the experiences and emotions of students (listen and allocate timewith<strong>in</strong> class <strong>to</strong> discuss<strong>in</strong>g mental health and wellbe<strong>in</strong>g issues: <strong>in</strong>c<strong>or</strong>p<strong>or</strong>ate<strong>in</strong><strong>to</strong> n<strong>or</strong>mal curriculum)• provide resources, time and a space f<strong>or</strong> students <strong>in</strong> deal<strong>in</strong>g with theirexperiences and emotions (allocate a quiet room with<strong>in</strong> the school f<strong>or</strong> ash<strong>or</strong>t period of time with a remembrance book; make a book available <strong>in</strong> theschool office f<strong>or</strong> several weeks <strong>in</strong> which students can write messages <strong>to</strong> thefamily, share mem<strong>or</strong>ies of the deceased, <strong>or</strong> offer condolences; the book canthen be presented <strong>to</strong> the family on behalf of the school community)• provide opp<strong>or</strong>tunities <strong>to</strong> acknowledge the life of the deceased and the lossthis means f<strong>or</strong> those left (discuss positive mem<strong>or</strong>ies)• provide programs and activities that promote positive relationships betweenstudents (sessions on positive use of social media, encourage student<strong>in</strong>itiatedsupp<strong>or</strong>t groups)• discuss the type and tim<strong>in</strong>g of a mem<strong>or</strong>ialisation with the student’sclose friends (small year level <strong>or</strong> class remembrance ceremonies, a danceperf<strong>or</strong>mance, poetry read<strong>in</strong>g, <strong>or</strong> sp<strong>or</strong>t<strong>in</strong>g event)• promote help-seek<strong>in</strong>g behaviour and ensure students know what supp<strong>or</strong><strong>to</strong>ptions exist.LONG TERM checklist• audit current curriculum and plan f<strong>or</strong> the teach<strong>in</strong>g of social and emotionalhealth and wellbe<strong>in</strong>g curriculum and develop and implement a curriculumfocused on effective problem-solv<strong>in</strong>g (<strong>in</strong>c<strong>or</strong>p<strong>or</strong>ate <strong>in</strong><strong>to</strong> every subject)• establish a school-based mental health and wellbe<strong>in</strong>g programs (educatestudents about the symp<strong>to</strong>ms and risks of depression, anxiety, substanceabuse etc.)• establish student focus groups f<strong>or</strong> improv<strong>in</strong>g the mental health and wellbe<strong>in</strong>gof the school community• w<strong>or</strong>k with student leadership groups/student council <strong>to</strong> establish lunchtimeprograms that promote connectedness and promote health and wellbe<strong>in</strong>g• encourage participation <strong>in</strong> local community groups (Scouts, Girl Guides,swimm<strong>in</strong>g classes), hold f<strong>or</strong>ums and events that promote positive mentalhealth and wellbe<strong>in</strong>g and resilience• adm<strong>in</strong>ister student surveys <strong>to</strong> map student attitudes <strong>to</strong> mental health andwellbe<strong>in</strong>g issues (M<strong>in</strong>dMatters)• purchase books on mental health f<strong>or</strong> the school library and make suggestionsf<strong>or</strong> purchases <strong>by</strong> the local library<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student55


Res<strong>to</strong>r<strong>in</strong>g wellbe<strong>in</strong>g of parents and familySHORT TERM checklist• provide straightf<strong>or</strong>ward and factual <strong>in</strong>f<strong>or</strong>mation about the <strong>in</strong>cident, mental healthand wellbe<strong>in</strong>g issues and strategies and approaches f<strong>or</strong> deal<strong>in</strong>g with difficultquestions• outl<strong>in</strong>e school policies on mental health and wellbe<strong>in</strong>g (parent night)• provide practical cop<strong>in</strong>g strategies (<strong>in</strong> the school newsletter)that encouragestudents <strong>to</strong> th<strong>in</strong>k about specific th<strong>in</strong>gs they can do when <strong>in</strong>tense emotions suchas w<strong>or</strong>ry <strong>or</strong> sadness beg<strong>in</strong> <strong>to</strong> overwhelm them• provide regular brochures with advice and community mental health and wellbe<strong>in</strong>gresources f<strong>or</strong> both students and parents (understand loss and grief) and detail theschool’s policies on mental health and wellbe<strong>in</strong>g (update the school website andprovide <strong>in</strong>ternal school communications)• provide strategies f<strong>or</strong> self-care and help (take time f<strong>or</strong> yourself, simple relaxationand distraction skills, exercise, counsell<strong>in</strong>g etc.)• host small social events and school activities that build social cohesion andconnectedness f<strong>or</strong> the school community (Saturday school garden<strong>in</strong>g andbarbeque)• arrange a symbolic event if required <strong>by</strong> the school community f<strong>or</strong>acknowledgement and closure. Some communities establish a permanentmem<strong>or</strong>ial (sometimes physical, such as plant<strong>in</strong>g a tree <strong>or</strong> <strong>in</strong>stall<strong>in</strong>g a bench <strong>or</strong>plaque) others establish someth<strong>in</strong>g commem<strong>or</strong>ative (such as a scholarship)• communicate <strong>to</strong> parents and family that regular access <strong>to</strong> school staff is availableif necessary.LONG TERM checklist• provide parent sessions on mental health and wellbe<strong>in</strong>g issues regularlythroughout the year• host small social events and school activities that build social cohesion andconnectedness f<strong>or</strong> the school community (Saturday school garden<strong>in</strong>g andbarbeque)• w<strong>or</strong>k with the school council and parent groups <strong>to</strong> implement long term actionsand plans f<strong>or</strong> communicat<strong>in</strong>g with parents (newsletters, f<strong>or</strong>ums etc.)• adm<strong>in</strong>ister parent surveys which solicit views on how the school can improve themental health and wellbe<strong>in</strong>g of the school community (M<strong>in</strong>dMatters)• provide web l<strong>in</strong>ks <strong>to</strong> mental health and wellbe<strong>in</strong>g resources and local services.56Appendicies


Res<strong>to</strong>r<strong>in</strong>g wellbe<strong>in</strong>g of teachers and schoolstaffSHORT TERM checklist• acknowledge the <strong>in</strong>cident with colleagues, especially those who have had closecontact with the deceased (m<strong>or</strong>n<strong>in</strong>g tea f<strong>or</strong> teachers of the student)• arrange a brief<strong>in</strong>g of school staff with a mental health professional – providefactual <strong>in</strong>f<strong>or</strong>mation on the <strong>in</strong>cident, mental health issues and strategies andapproaches f<strong>or</strong> deal<strong>in</strong>g with difficult questions (f<strong>or</strong>um with a key note speaker)• identify a supp<strong>or</strong>t team and provide <strong>in</strong>f<strong>or</strong>mation on access<strong>in</strong>g Employee AssistanceProgram (EAP) <strong>or</strong> Manager Assist if necessary (provide contact <strong>in</strong>f<strong>or</strong>mation)• moni<strong>to</strong>r the reactions of staff and provide positive strategies f<strong>or</strong> self-care and help(take time f<strong>or</strong> yourself, simple relaxation and distraction skills, counsell<strong>in</strong>g etc.avoid unhealthy cop<strong>in</strong>g strategies)• arrange lunchtime activities f<strong>or</strong> relaxation (<strong>or</strong>ganise table tennis, massage, yogaetc.).LONG TERM checklist• allocate time <strong>to</strong> discuss<strong>in</strong>g mental health and wellbe<strong>in</strong>g issues at all levels ofthe school community, consider<strong>in</strong>g exist<strong>in</strong>g school data, curriculum plann<strong>in</strong>g andpolicy development (draft an action plan)• allocate appropriate time <strong>to</strong> plann<strong>in</strong>g of activities and resourc<strong>in</strong>g of a schoolcommunity experienc<strong>in</strong>g complex emotions (ensure tasks and responsibilities areevenly distributed and that healthy a w<strong>or</strong>k/life balance is ma<strong>in</strong>ta<strong>in</strong>ed)• encourage capacity build<strong>in</strong>g through professional learn<strong>in</strong>g (provide <strong>in</strong>f<strong>or</strong>mation onopp<strong>or</strong>tunities and promote participation <strong>by</strong> staff)• promote help-seek<strong>in</strong>g behaviour• adm<strong>in</strong>ister staff surveys which solicit views on how the school deals with issuesaround the mental health and wellbe<strong>in</strong>g of the school community (M<strong>in</strong>dMatters)• <strong>in</strong> the months follow<strong>in</strong>g an <strong>in</strong>cident, consider arrang<strong>in</strong>g a <strong>suicide</strong> awarenessprogram <strong>to</strong> educate teachers and other school personnel about the symp<strong>to</strong>ms ofdepression and the causes of suicidal behaviour <strong>in</strong> young people.Res<strong>to</strong>r<strong>in</strong>g wellbe<strong>in</strong>g <strong>in</strong> the schoolcommunityChecklist f<strong>or</strong> school councils• supp<strong>or</strong>t the school leadership as necessary (solicit regular updates from the IMTand supp<strong>or</strong>t team)• be <strong>in</strong>f<strong>or</strong>med about school health and wellbe<strong>in</strong>g (moni<strong>to</strong>r and reflect on availableschool data)• encourage active parent participation <strong>in</strong> the school community• provide constructive suggestions f<strong>or</strong> safe mem<strong>or</strong>ialisation, such as hold<strong>in</strong>g a dayof community service <strong>or</strong> creat<strong>in</strong>g a school-based community service program <strong>in</strong>honour of the deceased, <strong>or</strong> putt<strong>in</strong>g <strong>to</strong>gether a team <strong>to</strong> participate <strong>in</strong> an awareness<strong>or</strong> fundrais<strong>in</strong>g event spons<strong>or</strong>ed <strong>by</strong> one of the national mental health <strong>or</strong> <strong>suicide</strong>prevention <strong>or</strong>ganisations.<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student57


Res<strong>to</strong>r<strong>in</strong>g wellbe<strong>in</strong>g <strong>in</strong> the schoolcommunity action plan templateAction/Strategy Responsibility f<strong>or</strong> Action Timeframe/DueStudents 1.2.3.Parents and family 1.2.3.Teachers 1.2.3.58Appendicies


Appendix C: Identify<strong>in</strong>gstudents f<strong>or</strong> referralguidanceThe follow<strong>in</strong>g checklist is <strong>to</strong> rem<strong>in</strong>d staff of the k<strong>in</strong>ds of behaviours that shouldresult <strong>in</strong> a referral <strong>to</strong> student supp<strong>or</strong>t services, student wellbe<strong>in</strong>g staff <strong>or</strong> anexternal mental health professional. It is imp<strong>or</strong>tant <strong>to</strong> remember that this w<strong>or</strong>k isabout gett<strong>in</strong>g professional supp<strong>or</strong>t <strong>to</strong> the small m<strong>in</strong><strong>or</strong>ity of students <strong>in</strong> the schoolwho need it.• changes <strong>in</strong> academic perf<strong>or</strong>mance• changes <strong>in</strong> relationships with others• changes <strong>in</strong> mood• griev<strong>in</strong>g a significant loss• express<strong>in</strong>g ideas of <strong>suicide</strong>/depression• physical changesUnexpla<strong>in</strong>ed significant drop <strong>in</strong> subject perf<strong>or</strong>mance, unexpla<strong>in</strong>edabsences, loss of <strong>in</strong>terest and commitmentFriendships are lost <strong>or</strong> broken, sp<strong>or</strong>t <strong>or</strong> other extracurricularcommitments are dropped, chooses <strong>to</strong> be alone, engages <strong>in</strong> highrisk behaviours with cars/drugs/alcohol/ weapons, misconductDemonstrates <strong>in</strong>tense unhapp<strong>in</strong>ess, hopelessness, <strong>in</strong>creased anger,irritability, tearfulness, emotional <strong>in</strong>stabilityDeath of a significant person through illness/accident/<strong>suicide</strong>, familybreak up, relationship break upNovel/film/video choice, personal writ<strong>in</strong>g, art w<strong>or</strong>k, conversationhas a focus on <strong>suicide</strong>, death and depressionMakes statements suggest<strong>in</strong>g they have imag<strong>in</strong>ed be<strong>in</strong>g dead andthe impact this will have on othersHeadaches, extreme weight ga<strong>in</strong> <strong>or</strong> loss, fatigue/exhaustion,sleeplessness, changes <strong>to</strong> hygiene and self-care standards<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student59


Appendix E: Operationaldebrief reflection guideNote your thoughts and any ideas f<strong>or</strong>improvement on the follow<strong>in</strong>g <strong>to</strong>pics:1. Identification and supp<strong>or</strong>t of students at risk of <strong>suicide</strong>2. Staff and student understand<strong>in</strong>g about what <strong>to</strong> do when theyhave concerns about youngpeople’s safety3. Communication with<strong>in</strong> the schoolAppendicies<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student61


Appendix F:Community planCommunity plan f<strong>or</strong> the prevention and conta<strong>in</strong>ment of a <strong>suicide</strong> clusterPhase 1 - Preparedness:Actions <strong>in</strong> this phase should ideally be undertaken pri<strong>or</strong> <strong>to</strong> the onset of a cluster, but if this is not possible, then theyshould beg<strong>in</strong> as soon as the risk is perceived.Key stepsIdentify alead agency<strong>or</strong> steer<strong>in</strong>gcommittee <strong>to</strong>develop andhost the planIdentifyrelevant,availablecontacts andresourcesConsiderationsThis decision should be made on the basis of:• <strong>or</strong>ganisational mandates and exist<strong>in</strong>g responsibilities• exist<strong>in</strong>g netw<strong>or</strong>ks and relationships• cultural considerations and community access• availability of resources, particularly skilled and knowledgeable staff, and time.A community plan should <strong>in</strong>clude the names and contact details of <strong>in</strong>dividuals and <strong>or</strong>ganisations thatcan come <strong>to</strong>gether as a cluster response team. Roles <strong>in</strong> this team might <strong>in</strong>clude:• co<strong>or</strong>d<strong>in</strong>at<strong>in</strong>g the response• collect<strong>in</strong>g and moni<strong>to</strong>r<strong>in</strong>g <strong>suicide</strong> data and <strong>in</strong>f<strong>or</strong>mation• provid<strong>in</strong>g <strong>in</strong>f<strong>or</strong>mation• identify<strong>in</strong>g and supp<strong>or</strong>t<strong>in</strong>g those at risk• follow-up, <strong>in</strong>clud<strong>in</strong>g longer term risk reduction programs.Appendicies<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student63


Phase 2 - Intervention/postvention:Actions <strong>in</strong> this phase should commence as soon as the community perceives it is experienc<strong>in</strong>g a cluster <strong>or</strong> a potentialcluster, <strong>or</strong> when m<strong>or</strong>e f<strong>or</strong>mal mechanisms <strong>in</strong>dicate that a cluster is f<strong>or</strong>m<strong>in</strong>g. There is no fixed duration f<strong>or</strong> this phase; itshould cont<strong>in</strong>ue as long as the community perceives a heightened <strong>suicide</strong> risk.Key stepsEstablish thefactsProvide ongo<strong>in</strong>gand accurate<strong>in</strong>f<strong>or</strong>mationIdentify<strong>in</strong>dividuals,groups andareas of greaterriskRespond <strong>to</strong>risks andimmediatesupp<strong>or</strong>t needsConsiderationsA <strong>suicide</strong> and the possible onset of a cluster may be accompanied <strong>by</strong> significant rumour and suspicion,<strong>in</strong>clud<strong>in</strong>g that spread quickly through social media. A member of the cluster response team may need<strong>to</strong> check with a range of <strong>in</strong>f<strong>or</strong>mation sources <strong>to</strong> establish what is happen<strong>in</strong>g. F<strong>or</strong> clusters outside of as<strong>in</strong>gle facility, <strong>in</strong>f<strong>or</strong>mation sources might <strong>in</strong>clude police, ambulance, hospital emergency departments,c<strong>or</strong>oner’s offices, Ab<strong>or</strong>ig<strong>in</strong>al health w<strong>or</strong>kers and cl<strong>in</strong>ics, and community health w<strong>or</strong>kers.It is imp<strong>or</strong>tant f<strong>or</strong> details <strong>to</strong> be confirmed as soon as possible <strong>to</strong> enable tail<strong>or</strong><strong>in</strong>g of the response, and<strong>to</strong> ensure responsible, accurate public statements (if any) are made.The community plan should <strong>in</strong>clude identification of a designated media contact person <strong>to</strong> co<strong>or</strong>d<strong>in</strong>ateprovision of a s<strong>in</strong>gle, factual account of the situation and the response. Proactive engagement with themedia may help ensure sensitive media rep<strong>or</strong>t<strong>in</strong>g that encourages help seek<strong>in</strong>g and doesn’t <strong>in</strong>creasethe risk of further suicidal acts.Assess<strong>in</strong>g the risk of a cluster f<strong>or</strong>m<strong>in</strong>g requires expl<strong>or</strong>ation of community, social, and environmentaldoma<strong>in</strong>s as well as <strong>in</strong>dividual circumstances.Mapp<strong>in</strong>g and screen<strong>in</strong>g processes can be used <strong>to</strong> identify <strong>in</strong>dividuals, groups, and areas of potentiallyelevated <strong>suicide</strong> risk. Inf<strong>or</strong>mal processes of observation and the use of safe spaces f<strong>or</strong> debrief<strong>in</strong>g andprovid<strong>in</strong>g <strong>in</strong>f<strong>or</strong>mation should also be considered.The community plan will need <strong>to</strong> identify what services and supp<strong>or</strong>t can be made available <strong>to</strong> supp<strong>or</strong>tthose affected <strong>by</strong> the suicidal act(s). The community should identify how <strong>to</strong>:• provide immediate supp<strong>or</strong>t <strong>to</strong> the bereaved, both f<strong>or</strong> day-<strong>to</strong>-day practical needs and <strong>to</strong> <strong>assist</strong> them <strong>to</strong>cope with their grief• provide <strong>in</strong>f<strong>or</strong>mation, <strong>in</strong>clud<strong>in</strong>g about <strong>suicide</strong> risk, how <strong>to</strong> talk about <strong>suicide</strong>, and about availableservices• <strong>in</strong>crease access <strong>to</strong> debrief<strong>in</strong>g and counsell<strong>in</strong>g f<strong>or</strong> those affected <strong>by</strong>, <strong>or</strong> <strong>in</strong>volved <strong>in</strong>, respond<strong>in</strong>g <strong>to</strong> thecrisis• establish supp<strong>or</strong>t netw<strong>or</strong>ks (e.g., people who can listen <strong>to</strong> others’ concerns and moni<strong>to</strong>r their level ofrisk), and ensure that people at risk are not left alone at critical times• <strong>or</strong>ganise group events <strong>to</strong> encourage a sense of identity and hope and <strong>to</strong> reduce <strong>in</strong>dividuals’ isolation• reduce access <strong>to</strong> means of <strong>suicide</strong>, such as <strong>by</strong> plac<strong>in</strong>g barriers at sites used f<strong>or</strong> jump<strong>in</strong>g.Phase 3 - Follow-up:Actions <strong>in</strong> this phase relate <strong>to</strong> the longer term heal<strong>in</strong>g and risk reduction needs of a community.Key stepsL<strong>in</strong>k <strong>to</strong> longerterm <strong>suicide</strong>prevention w<strong>or</strong>kRevise andupdate thecommunity planConsiderationsThere is considerable value <strong>in</strong> l<strong>in</strong>k<strong>in</strong>g the crisis response <strong>to</strong> a longer term program of <strong>suicide</strong> riskreduction and community recovery. The anniversaries of <strong>suicide</strong> deaths can br<strong>in</strong>g <strong>to</strong> the surface a rangeof difficult emotions f<strong>or</strong> family and friends. The community plan should consider promot<strong>in</strong>g helpseek<strong>in</strong>gand mak<strong>in</strong>g additional services available at this time.The experience of respond<strong>in</strong>g <strong>to</strong> a cluster will provide an opp<strong>or</strong>tunity <strong>to</strong> update and expand thecontents of the community plan. Updat<strong>in</strong>g the plan may also allow the cluster response team <strong>to</strong> reflec<strong>to</strong>n and debrief about the experience.The lead agency <strong>or</strong> steer<strong>in</strong>g committee can also consider establish<strong>in</strong>g and ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g systems f<strong>or</strong> theongo<strong>in</strong>g moni<strong>to</strong>r<strong>in</strong>g of suicidal acts, and document<strong>in</strong>g and shar<strong>in</strong>g the experience of respond<strong>in</strong>g <strong>to</strong> thecluster with others.64


Section identification f<strong>or</strong> referenc<strong>in</strong>g guidel<strong>in</strong>esSchool response checklist:Respond<strong>in</strong>g <strong>to</strong> a <strong>suicide</strong> <strong>by</strong>a studentThis school response checklist highlights the sh<strong>or</strong>t term and longer term responses <strong>to</strong> a student’s <strong>suicide</strong>. Schools followclear pro<strong>to</strong>cols when manag<strong>in</strong>g emergency and critical <strong>in</strong>cidents; this checklist is a supp<strong>or</strong>t<strong>in</strong>g document.A copy of the <strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> suicidal ideation, <strong>attempted</strong> <strong>suicide</strong>, <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student is availableat http://www.education.vic.gov.au/school/pr<strong>in</strong>cipals/health/Pages/studenthealth.aspxIF THE INCIDENT HAPPENS AT SCHOOL:ensure no one is <strong>in</strong> immediate dangeradm<strong>in</strong>ister First Aidphone 000supervise affected students and move them away fromthe areaquarant<strong>in</strong>e the site until police arriveIF THE INCIDENT HAPPENS OUTSIDE SCHOOL:establish the facts with the parents/carers and the localpolicePRINCIPAL TO:contact parents/carers <strong>to</strong> ask if they need <strong>assist</strong>anceconvene an Incident Management Team (IMT)<strong>in</strong>f<strong>or</strong>m staff of the <strong>suicide</strong> <strong>or</strong> <strong>attempted</strong> <strong>suicide</strong> and thesupp<strong>or</strong>t available <strong>to</strong> them, <strong>in</strong>clud<strong>in</strong>g free counsell<strong>in</strong>gfrom Employee Assistance Program (EAP)expla<strong>in</strong> the immediate plans f<strong>or</strong> the school <strong>to</strong> managethe situationprovide staff (<strong>in</strong>clud<strong>in</strong>g bus drivers, sp<strong>or</strong>ts coaches,canteen staff) with <strong>in</strong>f<strong>or</strong>mation on how <strong>to</strong> managediscussions with, <strong>or</strong> offer supp<strong>or</strong>t <strong>to</strong>, students<strong>in</strong>f<strong>or</strong>m students of the <strong>suicide</strong><strong>in</strong>f<strong>or</strong>m the wider school community of the <strong>suicide</strong> asappropriateconsider flexible timetable schedul<strong>in</strong>g of classes andmeet<strong>in</strong>gsconsider the <strong>in</strong>fluence of social media sitesSection A: Immediate responseIN ALL CASES:never leave affected students <strong>or</strong> staff alone, providesupp<strong>or</strong>trep<strong>or</strong>t the <strong>in</strong>cident <strong>to</strong> DEECD Security Services Unit on(03) 9589 6266contact your Regional Office Emergency ManagementCo<strong>or</strong>d<strong>in</strong>a<strong>to</strong>rensure parents, guardians, next of k<strong>in</strong>, staff, studentsand the broader school community have immediate<strong>assist</strong>ance f<strong>or</strong> emotional distressdocument the <strong>in</strong>cident and all actions undertakenSection B: In the first 24 hoursINCIDENT MANAGEMENT TEAM TO:appo<strong>in</strong>t person/s <strong>to</strong> be responsible f<strong>or</strong> liais<strong>in</strong>g withstudents, school community, parents/carers, police,mental health professions and other third partiesappo<strong>in</strong>t person/s <strong>to</strong> be responsible f<strong>or</strong> <strong>in</strong>-and-outgo<strong>in</strong>gcommunication (e.g. sympathy cards, media <strong>in</strong>terest)identify and plan supp<strong>or</strong>t f<strong>or</strong> students (<strong>or</strong> staff) who areat risk <strong>or</strong> vulnerabledraft <strong>in</strong>f<strong>or</strong>mation <strong>to</strong> be provided <strong>to</strong> students, staff andthe school communityidentify school staff f<strong>or</strong> students <strong>to</strong> approach f<strong>or</strong>additional <strong>assist</strong>ance and supp<strong>or</strong>t if necessarydisplay imp<strong>or</strong>tant <strong>in</strong>f<strong>or</strong>mation about roles and pro<strong>to</strong>cols<strong>in</strong> the staff roomAppendicies<strong>Guidel<strong>in</strong>es</strong> <strong>to</strong> <strong>assist</strong> <strong>in</strong> respond<strong>in</strong>g <strong>to</strong> <strong>attempted</strong> <strong>suicide</strong> <strong>or</strong> <strong>suicide</strong> <strong>by</strong> a student65


ensure the school returns <strong>to</strong> its regular rout<strong>in</strong>econtact parents/carers <strong>to</strong> ask if they need <strong>assist</strong>anceplan the school’s <strong>in</strong>volvement <strong>in</strong> the funeral if approval isgiven <strong>by</strong> the familyarrange regular staff meet<strong>in</strong>gs <strong>to</strong> ensure staff areprovided with up <strong>to</strong> date <strong>in</strong>f<strong>or</strong>mation, allow f<strong>or</strong> stafffeedback/observationsSection C: In the first 48-72 hours school leadership <strong>to</strong>moni<strong>to</strong>r staff wellbe<strong>in</strong>gmoni<strong>to</strong>r student wellbe<strong>in</strong>g and determ<strong>in</strong>e whether studentIndividual Management Plans need <strong>to</strong> be reviewedma<strong>in</strong>ta<strong>in</strong> open communication with<strong>in</strong> the school tak<strong>in</strong>g <strong>in</strong><strong>to</strong>account the wishes of the student’s parents/carers and therequirements of others such as the Policemoni<strong>to</strong>r and assess students who are at risk <strong>or</strong> vulnerable <strong>in</strong>collab<strong>or</strong>ation with Student Supp<strong>or</strong>t Service Officers (SSSOs)and mental health expertsconsider host<strong>in</strong>g an <strong>in</strong>f<strong>or</strong>mation session f<strong>or</strong> parents with anappropriate mental health agencycollect the deceased student’s belong<strong>in</strong>gscont<strong>in</strong>ue <strong>to</strong> document all <strong>in</strong>f<strong>or</strong>mation received and all actionsundertakenensure the IMT meets dailySection D: Dur<strong>in</strong>g the first month school leadership <strong>to</strong>plan f<strong>or</strong> any f<strong>or</strong>thcom<strong>in</strong>g school events that might beaffected <strong>by</strong> the <strong>in</strong>cident (award nights, graduation)conduct an operational debriefcont<strong>in</strong>ue <strong>to</strong> document all <strong>in</strong>f<strong>or</strong>mation received and all actionsundertakenmoni<strong>to</strong>r the staff and student wellbe<strong>in</strong>g and providesupp<strong>or</strong>t <strong>to</strong> <strong>in</strong>dividual students and staff as requiredma<strong>in</strong>ta<strong>in</strong> open communication with staff, students andthe school community regard<strong>in</strong>g the <strong>in</strong>cident and new<strong>in</strong>f<strong>or</strong>mationplan f<strong>or</strong> anniversaries, birthdays and significant eventsreview curriculum <strong>to</strong> ensure students are receiv<strong>in</strong>gpositive mental health and wellbe<strong>in</strong>g messagesSection F: In the longer term school leadership <strong>to</strong>assess staff understand of the impact of good mental healthand wellbe<strong>in</strong>g on student learn<strong>in</strong>g and whether staff requireprofessional learn<strong>in</strong>g opp<strong>or</strong>tunitiesconsider host<strong>in</strong>g events f<strong>or</strong> the school community that fosteroptimistic th<strong>in</strong>k<strong>in</strong>g, <strong>in</strong>clusion and a sense of connectednesswith the broader school communityadvise new staff of postvention strategies implemented <strong>by</strong>the schoolImp<strong>or</strong>tant services and contacts:Ambulance: 000 Beyondblue: 1300 22 4636Drug and Alcohol <strong>in</strong>f<strong>or</strong>mation:1800 888 236Safe retrieval and disposal of needles and syr<strong>in</strong>ges:1300 365 482Vic<strong>to</strong>rian Poisons Inf<strong>or</strong>mation Centre: 13 11 26DEECD Employee Assistance Program (EAP): 1800 337 068DEECD Media Unit, Communications Division: 9637 2871DEECD Security Services Unit (SSU): 9589 6266CAMHS/CYMHS:http://www.health.vic.gov.au/mentalhealth/services/<strong>in</strong>dexGrief and bereavement <strong>in</strong>f<strong>or</strong>mation and referral service:1300 664 786Headspace: 1800 688 248 http://www.headspace.<strong>or</strong>g.au/Suicide prevention <strong>in</strong> Australia: http://<strong>suicide</strong>preventionaust.<strong>or</strong>g/Reachout: http://au.reachout.com/66

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