Watch for changes

It’s not possible to prevent every sudden death, but we can notice changes in behaviour.

We can also recognise a crisis that might bring about suicidal behaviour.

If staff know the warning signs and risk factors it can help. Staff can step in if something looks to be destructive. They can take action and refer on.

Your duty is to take whatever reasonable steps you can to minimise how often destructive behaviour happens. By doing this you can reduce the risk of injury or harm.

Government schools can refer to the self-harm and suicidal behaviour response guideline for schools (PDF 872 KB)

Catholic and Independent schools can refer to Be You’s resources on suicide prevention.

Work with supports that can liaise with mental health professionals

Government schools can contact SWISS who are able to assist with mental health advice, as well as help schools liaise with mental health professionals if needed.

Catholic and Independent schools are able to contact Be You – headspace for advice on referring students to mental health professionals.

Student wellbeing leaders (in Government Schools) or school counsellors (Catholic and Independent Schools) should also be involved.

Check back in on:

• close friends of the student
• any students who saw what happened
• students in a state of distress.

The next steps are to identify other students of concern. You can then develop safety and support plans.

Steps to take

1. Identify students who are immediately or already at risk

• Siblings of the deceased student.
• Students who:
  • have a history of deliberate self-harm
  • experience depression or suicidal ideation
  • show risky behaviours
  • use mental health services
  • have grief or trauma (because of other deaths, accidents, catastrophes, family breakdown or emotional, physical or sexual abuse).

2. Identify other students who might be deeply affected by the death

Think about who might have strong feelings about the student’s death.

Friends and romantic interests

• Friends and romantic partners.
• Students with a romantic interest in the deceased student.
• Friends or partners who go to other schools.

Student wellbeing leaders (Government schools) or school counsellors (Catholic and Independent Schools) can have a confidential conversation with their wellbeing colleagues at other schools. Follow the information sharing guidelines for this.

Other students and friends

This could be someone who:

• chatted with the student in their last hours
• had negative communication with the deceased student
• expresses guilt about messages sent or received
• feels like they should have acted on a message, or shared it with an adult
• did activities with them, for example peer groups, sporting teams, chess club or student leadership
• feels close to them, even if they don’t appear to have had any relationship
• has a shared cultural background.

3. Students who belong to higher risk groups

Give extra thought to students who belong to an identified high-risk group. This includes:

• children in care
• Aboriginal students
• students from culturally and linguistically diverse backgrounds
• students who identify as gender diverse or LGBTIQ+.

It is important to:

• create a supportive environment
• encourage and support help-seeking.

4. Identify other students of concern via referrals from staff, students, parents or carers

Use your school’s communications to families to encourage them to contact you with any concerns about a specific student.

Staff can refer students to you, as the site leader. Read about the guidance given at debrief meetings for more information.

5. Develop safety and support plans for all vulnerable students

Create a support plan with the student, school, family and mental health professionals. To do this:

• work with mental health professionals – they can provide suicide risk screening, if appropriate
• contact the parents or carers
• refer to education support services – or contact Be You – headspace.