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

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Information to assist staff in talking with studentsfollowing an attempted or completed suicideStudent reactions will range from confusion, anger, aggression, withdrawal,fear, guilt, denial, blame, betrayal, abandonment, hurt, sadness, curiosity andindifference. Teachers can expect tears or silence from some and excitementfrom others. Any students who appear to be in real distress should beaccompanied to the support room or offered the opportunity to contact theirparents to be collected.Discussing suicide should not be made into a prohibited topic. Students must beallowed to talk about the incident.The first classes following the news should be conducted flexibly. Whereverpossible, be guided by the students’ need to talk, particularly if they are in theyear level of the student concerned. The best way to do this is to set work forthose who wish to resume normal lessons but allow others to speak quietly witheach other or write in a journal, or simply sit and think.Where appropriate, provide students with the following ideas during anydiscussions in the days that follow:• there are always solutions to problems; there are always people to help andoptions to seek helpBeyondblue: 1300 22 4636 www.beyondblue.org.aueheadspace: 1800 650 890 www.eheadspace.org.auYbblue: www.youthbeyondblue.com• suicide takes away your chance to find solutions to problems• problems are temporary, death is permanent• people will help for as long as it takes to feel better• no one is ever to blame when people attempt suicide or suicide• suicide is never about just one thing• tell an adult if you’re worried about yourself or a friend.These messages are important to get out as early as possible as some studentsare likely to feel inappropriately guilty or responsible for their friend’s actions.44Section G: Sample documents and advice for staff
Discussing suicideshould not be madeinto a prohibited topic.Students must beallowed to talk about theincident.What if they want to talk about the method of suicide?It is natural for this area of interest to be in students’ minds and it is highlylikely the information will eventually get out via young people’s networks.However, always gently stop discussion about this when it occurs. If studentsfind this difficult to accept, try to help them understand through the followingideas:• discussing this very personal and upsetting aspect of a death is disrespectfulto the feelings of the family and close friends• discussion is likely to spread inaccuracies that may be harmful to others• relatives and friends will want people to remember the good things about ayoung person’s life• discussing these details can be very distressing and harmful to other youngpeople even if they do not know the student.If appropriate, remind students that Student Support Service Officers (SSSOs)are available to talk with them in more detail and that some discussions arebetter held in a more private environment.Provide:• non-judgemental support• an opportunity to tell the story, sometimes over and over again• a safe and supportive environment• opportunities for students to be listened to and heard• opportunities for students to express their grief in their own way.If a student turns to you for 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 being a counsellor, make assessments ordiagnose.Don’t do anything that makes you feel uncomfortable and if you feel out of yourdepth, don’t deal with the situation alone.Don’t guarantee confidentiality to a student if you are concerned about theirsafety; instead tell them that you are concerned about them and that you willbe referring them to wellbeing staff. If a student asks you not to disclose anyinformation relating to their safety or another student’s safety, you need totell them that part of your job is to keep them safe and that you are thereforerequired to pass on your concerns to the appropriate people.Guidelines to assist in responding to attempted suicide or suicide by a student45
Page 1: Guidelines to assist in respondingt
Page 4 and 5: IntroductionDealing with the tragic
Page 6 and 7: Privacy: Personal and health inform
Page 8 and 9: A: Immediate responseif the attempt
Page 10 and 11: The loss of a young life is alwayst
Page 12 and 13: B: In the first 24 Hourscontact the
Page 14 and 15: The school’s response,recovery an
Page 16 and 17: Do not provide details ofthe method
Page 18 and 19: The availability of instantsocial n
Page 20 and 21: C: In the first 48-72 HoursSchool l
Page 22 and 23: Coroners Court of Victoria: Family
Page 24 and 25: Monitor studentsIn the first 24 hou
Page 26 and 27: Protecting a deceased student’s b
Page 28 and 29: D: In the first monthSchool leaders
Page 31 and 32: Section E: Suicide cluster
Page 34 and 35: F: In the longer termcontinue to mo
Page 36 and 37: School staff cannot take solerespon
Page 38 and 39: G: Sample documentsletters for pare
Page 42 and 43: Parent letter: for use following th
Page 44 and 45: Parent letter attachment No. 2Where
Page 46 and 47: Section H: DefinitionsAttempted sui
Page 48 and 49: Appendicies
Page 50 and 51: Short term: Student focused safety
Page 52 and 53: Restoring wellbeing of parents and
Page 54 and 55: Restoring wellbeing in the schoolco
Page 57: Appendix E: Operationaldebrief refl
Page 60 and 61: Phase 2 - Intervention/postvention:
Page 62: ensure the school returns to its re

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