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Definitions
\n
\nMental health professional means an individual licensed or registered, or an intern or associate working towards licensure, by the Board of Behavioral Sciences or the Board of Psychology in the Department of Consumer Affairs.  (Education Code 215)
\n
\nStudent suicide crisis means any of the following:  (Education Code 215)

\n\n
    \n\t
  1. A student who is exhibiting suicidal thoughts or behaviors
    2. \n\t
  2. A student who has completed a suicide risk assessment and is determined to be at risk of suicide
    3. \n\t
  3. A student who is attempting to physically harm themselves or others
    4. \n
\n\n

School mental health professional means a school employee with a clear or preliminary pupil personnel services credential with a specialization in school counseling, school social work, or school psychology, a credentialed school nurse, or a licensed, registered, or associate marriage and family therapist, professional clinical counselor, clinical social worker, educational psychologist, or psychologist under the supervision of a school employee with a pupil personnel services or administrative services credential.  (Education Code 215)
\n
\nStaff Development
\n
\nSuicide prevention training shall be provided to teachers, interns, counselors, and others who interact with students, including, as appropriate, substitute teachers, coaches, expanded day learning staff, crossing guards, tutors, and volunteers. The training shall be offered under the direction of a district counselor, psychologist, and/or social worker who has received advanced training specific to suicide and who may collaborate with one or more county or community mental health agencies.
\n
\nMaterials for training shall include how to identify appropriate mental health services at the school site and within the community, and when and how to refer youth and families to those services. Training materials may also include programs that can be completed through self-review of suitable suicide prevention materials.  (Education Code 215)
\n
\nAdditionally, staff development shall include research and information related to the following topics:

\n\n
    \n\t
  1. The higher risk of suicide among certain groups, including, but not limited to, students who are impacted by suicide; students with exceptional needs, mental illness, or substance use disorders; students who are experiencing homelessness or who are in out-of-home settings such as foster care; and students who are lesbian, gay, bisexual, transgender, or questioning
    2. \n\t
  2. Individual risk factors such as previous suicide attempt(s) or self-harm, history of depression or mental illness, family history of suicide or violence, feelings of isolation, interpersonal conflicts, a recent severe or traumatic stressor or loss, family instability, impulsivity, and other factors
    3. \n\t
  3. Identification of students who may be at risk of suicide, including, but not limited to, warning signs that may indicate depression, emotional distress, or suicidal intentions, such as changes in students' personality or behavior and verbalizations of hopelessness or suicidal intent
    4. \n\t
  4. Protective factors that may help to decrease a student's suicide risk, such as resiliency, problem-solving ability, access to mental health care, and positive connections to family, peers, school, and community
    5. \n\t
  5. Instructional strategies for teaching the suicide prevention curriculum, promoting mental and emotional health, reducing the stigma associated with mental illness, and using safe and effective messaging about suicide
    6. \n\t
  6. The importance of early prevention and intervention in reducing the risk of suicide
    7. \n\t
  7. School and community resources and services, including resources and services that meet the specific needs of high-risk groups
    8. \n\t
  8. Appropriate ways to interact with a student who is demonstrating emotional distress or is suicidal and procedures for intervening when a student attempts, threatens, or discloses the desire to die by suicide, including, but not limited to, appropriate protocols for constant monitoring and supervision of the student, during the time the student is in the school's physical custody, while the immediate referral of the student to medical or mental health services is being processed
    9. \n\t
  9. District procedures for responding after a suicide has occurred
    10. \n\t
  10. Common misconceptions about suicide
    11. \n
\n\n

The district may provide additional professional development in suicide risk assessment and crisis intervention to district mental health professionals, including, but not limited to, school counselors, psychologists, social workers, and nurses.
\n
\nInstruction
\n
\nThe district's comprehensive health education program shall promote the healthy mental, emotional, and social development of students and shall be aligned with the state content standards and curriculum framework. Suicide prevention instruction shall be incorporated into the health education curriculum in an age and developmentally appropriate manner and shall be designed to help students:

\n\n
    \n\t
  1. Identify and analyze warning signs and risk factors associated with suicide, including, but not limited to, understanding how mental health challenges and emotional distress, such as feelings of depression, loss, isolation, inadequacy, and anxiety, can lead to thoughts of suicide
    2. \n\t
  2. Develop coping and resiliency skills for dealing with stress and trauma, and building self-esteem
    3. \n\t
  3. Learn to listen, be honest, share feelings, and get help when communicating with friends who show signs of suicidal intent
    4. \n\t
  4. Identify trusted adults; school resources, including the district's suicide prevention, intervention, and referral procedures; and/or community crisis intervention resources where youth can get help
    5. \n\t
  5. Develop help-seeking strategies and recognize that there is no stigma associated with seeking services for mental health, substance abuse, and/or suicide prevention
    6. \n\t
  6. Recognize that early prevention and intervention can drastically reduce the risk of suicide
    7. \n
\n\n

The Superintendent or designee may develop and implement school activities that raise awareness about mental health wellness and suicide prevention.
\n
\nStudent Identification Cards
\n
\nStudent identification cards for students in grades 7-12 shall include the 988 Suicide and Crisis Lifeline and National Suicide Prevention Lifeline telephone number and may also include the Crisis Text Line, campus police or security, a local suicide prevention hotline telephone number, and/or a quick response (QR) code for the county's mental health resources website.  (Education Code 215.5)
\n
\nIntervention
\n
\nThe Superintendent or designee shall provide the name, title, and contact information of the members of the district and/or school crisis intervention team(s) to students, staff, parents/guardians, and caregivers and post on school and district websites. Such notifications shall identify the mental health professional who serves as the crisis intervention team's designated reporter to receive and act upon reports of a student's suicidal intention.
\n
\nStudents shall be encouraged to notify a teacher, principal, counselor, designated reporter, or other adult when they are experiencing thoughts of suicide or when they suspect or have knowledge of another student's suicidal intentions.
\n
\nEvery statement regarding suicidal intent shall be taken seriously. Whenever a staff member suspects or has knowledge of a student's suicidal intentions based on the student's verbalizations or act of self-harm, the staff member shall promptly notify the principal, school counselor, or designated reporter, who shall implement district intervention protocols as appropriate.
\n
\nAlthough any personal information that a student discloses to a school counselor shall generally not be revealed, released, discussed, or referred to with third parties, the counselor may report to the principal or student's parents/guardians when there is reasonable cause to believe that disclosure is necessary to avert a clear and present danger to the health, safety, or welfare of the student or others within the school community.  In addition, the counselor may disclose information of a personal nature to psychotherapists, other health care providers, or the school nurse for the sole purpose of referring the student for treatment, or to report child abuse and neglect as required by Penal Code 11164-11174.3.  (Education Code 49602)
\n
\nWhenever schools establish a peer counseling system to provide support for students, peer counselors shall receive training that includes identification of the warning signs of suicidal behavior and referral of a suicidal student to appropriate adults.
\n
\nWhen the district determines that a student is in need of mental or behavioral health services, the services shall be provided in accordance with protocols specified in Board Policy 5141.5 - Mental Health.
\n
\nWhen a suicide attempt or threat is reported, the principal or designee shall ensure student safety by taking the following actions:

\n\n
    \n\t
  1. Immediately securing medical treatment and/or mental health services as necessary
    2. \n\t
  2. Notifying law enforcement and/or other emergency assistance if a suicidal act is being actively threatened
    3. \n\t
  3. Keeping the student under continuous adult supervision and providing comfort to the student until the parent/guardian and/or appropriate support agent or agency can be contacted and has the opportunity to intervene
    4. \n\t
  4. Removing other students from the immediate area as soon as possible
    5. \n
\n\n

The principal or designee shall document the incident in writing, including the steps that the school took in response to the suicide attempt or threat.
\n
\nThe Superintendent or designee shall follow up with the parent/guardian and student in a timely manner to provide referrals to appropriate services as needed. If the parent/guardian does not access treatment for the student, the Superintendent or designee may meet with the parent/guardian to identify barriers to treatment and assist the family in providing follow-up care for the student. If follow-up care is still not provided, the Superintendent or designee shall consider whether it is necessary, pursuant to laws for mandated reporters of child neglect, to refer the matter to the local child protective services agency.
\n
\nFor any student returning to school after a mental health crisis, the principal or designee and/or school counselor may meet with the parents/guardians and, if appropriate, with the student to discuss re-entry and appropriate steps to ensure the student's readiness for return to school and determine the need for ongoing support.
\n
\nPostvention
\n
\nIn the event that a student dies by suicide, the Superintendent or designee shall communicate with the student's parents/guardians to offer condolences, assistance, and resources. In accordance with the laws governing confidentiality of student record information, the Superintendent or designee shall consult with the parents/guardians regarding facts that may be divulged to other students, parents/guardians, and staff.
\n
\nThe Superintendent or designee shall implement procedures to address students' and staff's grief and to minimize the risk of imitative suicide or suicide contagion. The Superintendent or designee shall provide students, parents/guardians, and staff with information, counseling, and/or referrals to community agencies as needed. Students significantly affected by suicide death and those at risk of imitative behavior should be identified and closely monitored. School staff may receive assistance from school counselors or other mental health professionals in determining how to best discuss the suicide or attempted suicide with students.
\n
\nAny response to media inquiries shall be handled by the district-designated spokesperson who shall not divulge confidential information. The district's response shall not sensationalize suicide and shall focus on the district's postvention plan and available resources.
\n
\nAfter any suicide or attempted suicide by a student, the Superintendent or designee shall provide an opportunity for all staff who responded to the incident to debrief, evaluate the effectiveness of the strategies used, and make recommendations for future actions.

\n\n\n", "contentText": "Definitions\n\nMental health professional means an individual licensed or registered, or an intern or associate working towards licensure, by the Board of Behavioral Sciences or the Board of Psychology in the Department of Consumer Affairs. (Education Code 215)\n\nStudent suicide crisis means any of the following: (Education Code 215)\n\n- A student who is exhibiting suicidal thoughts or behaviors\n\n- A student who has completed a suicide risk assessment and is determined to be at risk of suicide\n\n- A student who is attempting to physically harm themselves or others\n\nSchool mental health professional means a school employee with a clear or preliminary pupil personnel services credential with a specialization in school counseling, school social work, or school psychology, a credentialed school nurse, or a licensed, registered, or associate marriage and family therapist, professional clinical counselor, clinical social worker, educational psychologist, or psychologist under the supervision of a school employee with a pupil personnel services or administrative services credential. (Education Code 215)\n\nStaff Development\n\nSuicide prevention training shall be provided to teachers, interns, counselors, and others who interact with students, including, as appropriate, substitute teachers, coaches, expanded day learning staff, crossing guards, tutors, and volunteers. The training shall be offered under the direction of a district counselor, psychologist, and/or social worker who has received advanced training specific to suicide and who may collaborate with one or more county or community mental health agencies.\n\nMaterials for training shall include how to identify appropriate mental health services at the school site and within the community, and when and how to refer youth and families to those services. Training materials may also include programs that can be completed through self-review of suitable suicide prevention materials. (Education Code 215)\n\nAdditionally, staff development shall include research and information related to the following topics:\n\n- The higher risk of suicide among certain groups, including, but not limited to, students who are impacted by suicide; students with exceptional needs, mental illness, or substance use disorders; students who are experiencing homelessness or who are in out-of-home settings such as foster care; and students who are lesbian, gay, bisexual, transgender, or questioning\n\n- Individual risk factors such as previous suicide attempt(s) or self-harm, history of depression or mental illness, family history of suicide or violence, feelings of isolation, interpersonal conflicts, a recent severe or traumatic stressor or loss, family instability, impulsivity, and other factors\n\n- Identification of students who may be at risk of suicide, including, but not limited to, warning signs that may indicate depression, emotional distress, or suicidal intentions, such as changes in students' personality or behavior and verbalizations of hopelessness or suicidal intent\n\n- Protective factors that may help to decrease a student's suicide risk, such as resiliency, problem-solving ability, access to mental health care, and positive connections to family, peers, school, and community\n\n- Instructional strategies for teaching the suicide prevention curriculum, promoting mental and emotional health, reducing the stigma associated with mental illness, and using safe and effective messaging about suicide\n\n- The importance of early prevention and intervention in reducing the risk of suicide\n\n- School and community resources and services, including resources and services that meet the specific needs of high-risk groups\n\n- Appropriate ways to interact with a student who is demonstrating emotional distress or is suicidal and procedures for intervening when a student attempts, threatens, or discloses the desire to die by suicide, including, but not limited to, appropriate protocols for constant monitoring and supervision of the student, during the time the student is in the school's physical custody, while the immediate referral of the student to medical or mental health services is being processed\n\n- District procedures for responding after a suicide has occurred\n\n- Common misconceptions about suicide\n\nThe district may provide additional professional development in suicide risk assessment and crisis intervention to district mental health professionals, including, but not limited to, school counselors, psychologists, social workers, and nurses.\n\nInstruction\n\nThe district's comprehensive health education program shall promote the healthy mental, emotional, and social development of students and shall be aligned with the state content standards and curriculum framework. Suicide prevention instruction shall be incorporated into the health education curriculum in an age and developmentally appropriate manner and shall be designed to help students:\n\n- Identify and analyze warning signs and risk factors associated with suicide, including, but not limited to, understanding how mental health challenges and emotional distress, such as feelings of depression, loss, isolation, inadequacy, and anxiety, can lead to thoughts of suicide\n\n- Develop coping and resiliency skills for dealing with stress and trauma, and building self-esteem\n\n- Learn to listen, be honest, share feelings, and get help when communicating with friends who show signs of suicidal intent\n\n- Identify trusted adults; school resources, including the district's suicide prevention, intervention, and referral procedures; and/or community crisis intervention resources where youth can get help\n\n- Develop help-seeking strategies and recognize that there is no stigma associated with seeking services for mental health, substance abuse, and/or suicide prevention\n\n- Recognize that early prevention and intervention can drastically reduce the risk of suicide\n\nThe Superintendent or designee may develop and implement school activities that raise awareness about mental health wellness and suicide prevention.\n\nStudent Identification Cards\n\nStudent identification cards for students in grades 7-12 shall include the 988 Suicide and Crisis Lifeline and National Suicide Prevention Lifeline telephone number and may also include the Crisis Text Line, campus police or security, a local suicide prevention hotline telephone number, and/or a quick response (QR) code for the county's mental health resources website. (Education Code 215.5)\n\nIntervention\n\nThe Superintendent or designee shall provide the name, title, and contact information of the members of the district and/or school crisis intervention team(s) to students, staff, parents/guardians, and caregivers and post on school and district websites. Such notifications shall identify the mental health professional who serves as the crisis intervention team's designated reporter to receive and act upon reports of a student's suicidal intention.\n\nStudents shall be encouraged to notify a teacher, principal, counselor, designated reporter, or other adult when they are experiencing thoughts of suicide or when they suspect or have knowledge of another student's suicidal intentions.\n\nEvery statement regarding suicidal intent shall be taken seriously. Whenever a staff member suspects or has knowledge of a student's suicidal intentions based on the student's verbalizations or act of self-harm, the staff member shall promptly notify the principal, school counselor, or designated reporter, who shall implement district intervention protocols as appropriate.\n\nAlthough any personal information that a student discloses to a school counselor shall generally not be revealed, released, discussed, or referred to with third parties, the counselor may report to the principal or student's parents/guardians when there is reasonable cause to believe that disclosure is necessary to avert a clear and present danger to the health, safety, or welfare of the student or others within the school community. In addition, the counselor may disclose information of a personal nature to psychotherapists, other health care providers, or the school nurse for the sole purpose of referring the student for treatment, or to report child abuse and neglect as required by Penal Code 11164-11174.3. (Education Code 49602)\n\nWhenever schools establish a peer counseling system to provide support for students, peer counselors shall receive training that includes identification of the warning signs of suicidal behavior and referral of a suicidal student to appropriate adults.\n\nWhen the district determines that a student is in need of mental or behavioral health services, the services shall be provided in accordance with protocols specified in Board Policy 5141.5 - Mental Health.\n\nWhen a suicide attempt or threat is reported, the principal or designee shall ensure student safety by taking the following actions:\n\n- Immediately securing medical treatment and/or mental health services as necessary\n\n- Notifying law enforcement and/or other emergency assistance if a suicidal act is being actively threatened\n\n- Keeping the student under continuous adult supervision and providing comfort to the student until the parent/guardian and/or appropriate support agent or agency can be contacted and has the opportunity to intervene\n\n- Removing other students from the immediate area as soon as possible\n\nThe principal or designee shall document the incident in writing, including the steps that the school took in response to the suicide attempt or threat.\n\nThe Superintendent or designee shall follow up with the parent/guardian and student in a timely manner to provide referrals to appropriate services as needed. If the parent/guardian does not access treatment for the student, the Superintendent or designee may meet with the parent/guardian to identify barriers to treatment and assist the family in providing follow-up care for the student. If follow-up care is still not provided, the Superintendent or designee shall consider whether it is necessary, pursuant to laws for mandated reporters of child neglect, to refer the matter to the local child protective services agency.\n\nFor any student returning to school after a mental health crisis, the principal or designee and/or school counselor may meet with the parents/guardians and, if appropriate, with the student to discuss re-entry and appropriate steps to ensure the student's readiness for return to school and determine the need for ongoing support.\n\nPostvention\n\nIn the event that a student dies by suicide, the Superintendent or designee shall communicate with the student's parents/guardians to offer condolences, assistance, and resources. In accordance with the laws governing confidentiality of student record information, the Superintendent or designee shall consult with the parents/guardians regarding facts that may be divulged to other students, parents/guardians, and staff.\n\nThe Superintendent or designee shall implement procedures to address students' and staff's grief and to minimize the risk of imitative suicide or suicide contagion. The Superintendent or designee shall provide students, parents/guardians, and staff with information, counseling, and/or referrals to community agencies as needed. Students significantly affected by suicide death and those at risk of imitative behavior should be identified and closely monitored. School staff may receive assistance from school counselors or other mental health professionals in determining how to best discuss the suicide or attempted suicide with students.\n\nAny response to media inquiries shall be handled by the district-designated spokesperson who shall not divulge confidential information. The district's response shall not sensationalize suicide and shall focus on the district's postvention plan and available resources.\n\nAfter any suicide or attempted suicide by a student, the Superintendent or designee shall provide an opportunity for all staff who responded to the incident to debrief, evaluate the effectiveness of the strategies used, and make recommendations for future actions.", "footnotes": [ { "type": "State", "references": [ { "code": "Ed. Code 215", "description": "Suicide prevention policies", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=215." }, { "code": "Ed. Code 215.5", "description": "Student identification cards; inclusion of safety hotlines", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=215.5." }, { "code": "Ed. Code 216", "description": "Suicide prevention online training programs", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=216." }, { "code": "Ed. Code 218.3", "description": "Training curriculum to support lesbian, gay, bisexual, queer, and questioning students", "url": "" }, { "code": "Ed. Code 234.6", "description": "Bullying and harassment prevention information", "url": "https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=1.&title=1.&part=1.&chapter=2.&article=5.6." }, { "code": "Ed. Code 32280-32289.5", "description": "School safety plans", "url": "https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=1.&title=1.&part=19.&chapter=2.5.&article=5." }, { "code": "Ed. Code 49060-49079", "description": "Student records", "url": "https://leginfo.legislature.ca.gov/faces/codes_displayexpandedbranch.xhtml?tocCode=EDC&division=4.&title=2.&part=27.&chapter=6.5.&article=" }, { "code": "Ed. Code 49428.15", "description": "Identification of evidence-based and evidence-informed training programs for schools to address youth behavioral health", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49428.15." }, { "code": "Ed. Code 49428.2", "description": "Referral protocols for addressing student behavioral health concerns in grades 7-12; certification of youth behavioral health training for employees", "url": "" }, { "code": "Ed. Code 49428.5", "description": "Student mental health poster", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49428.5." }, { "code": "Ed. Code 49429", "description": "Telehealth technology in schools", "url": "" }, { "code": "Ed. Code 49602", "description": "Counseling and confidentiality of student information", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49602." }, { "code": "Ed. Code 49604", "description": "Suicide prevention training for school counselors", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49604." }, { "code": "Gov. Code 810-996.6", "description": "Government Claims Act", "url": "https://leginfo.legislature.ca.gov/faces/codes_displayexpandedbranch.xhtml?tocCode=GOV&division=3.6.&title=1.&part=&chapter=&article=" }, { "code": "Pen. Code 11164-11174.3", "description": "Child Abuse and Neglect Reporting Act", "url": "https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=PEN&division=&title=1.&part=4.&chapter=2.&article=2.5." }, { "code": "W&I Code 5698", "description": "System of care for children and youth with serious emotional disturbance", "url": "https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=WIC§ionNum=5698." }, { "code": "W&I Code 5850-5886", "description": "Children's Mental Health Services Act", "url": "https://leginfo.legislature.ca.gov/faces/codes_displayexpandedbranch.xhtml?tocCode=WIC&division=5.&title=&part=4.&chapter=&article=" } ] }, { "type": "Federal", "references": [ { "code": "42 USC 290bb-33", "description": "Suicide Training and Awareness Nationally Delivered for Universal Prevention Act of 2021", "url": "" } ] }, { "type": "Management Resources", "references": [ { "code": "California Department of Education Publication", "description": "Model Youth Suicide Prevention Policy for Local Educational Agencies that Serve Kindergarten through Twelfth Grade Students, February 2023", "url": "https://www.cde.ca.gov/ls/mh/documents/modelpolicy.docx" }, { "code": "California Department of Education Publication", "description": "Health Education Framework for California Public Schools, Kindergarten Through Grade Twelve, May 2019", "url": "https://www.cde.ca.gov/" }, { "code": "California Department of Education Publication", "description": "Health Education Content Standards for California Public Schools: Kindergarten Through Grade Twelve, 2008 ", "url": "https://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf" }, { "code": "CALSCHLS Publication", "description": "California School Staff Survey (CSSS)", "url": "https://calschls.org/reports-data/" }, { "code": "CALSCHLS Publication", "description": "California School Parent Survey (CSPS)", "url": "https://calschls.org/reports-data/" }, { "code": "CALSCHLS Publication", "description": "California Healthy Kids Survey (CHKS)", "url": "https://calschls.org/about/the-surveys/" }, { "code": "CDC and Prevention Publication", "description": "School Connectedness: Strategies for Increasing Protective Factors Among Youth, 2009", "url": "https://stacks.cdc.gov/view/cdc/5767" }, { "code": "Court Decision", "description": "Corales v. Bennett (Ontario-Montclair School District) (2009) 567 F.3d 554", "url": "https://www.govinfo.gov/#advanced" }, { "code": "Each Mind Matters Publication", "description": "Making Headlines: Guide to Engaging the Media in Suicide Prevention in California, 2012", "url": "https://sprc.org/online-library/making-headlines-a-guide-to-engaging-the-media-in-suicide-prevention-in-california/" }, { "code": "Heard Alliance Publication", "description": "K-12 Toolkit for Mental Health Promotion and Suicide Prevention, 2017", "url": "https://www.heardalliance.org/help-toolkit/" }, { "code": "Mental Health Svcs Oversight & Accountability Pub", "description": "Accelerating Transformational Change: Strategic Plan for 2024-2027", "url": "https://bhsoac.ca.gov/wp-content/uploads/MHSOAC-Strategic-Plan-2024-2027.pdf" }, { "code": "Mental Health Svcs Oversight & Accountability Pub", "description": "Striving for Zero: California's Strategic Plan for Suicide Prevention 2020-2025", "url": "https://sprc.org/wp-content/uploads/2022/11/CA-Suicide-Prevention-Plan_2020_2025.pdf" }, { "code": "Nat'l Assoc. of School Psychologists Publication", "description": "Preventing Suicide: Guidelines for Administrators and Crisis Teams, 2015", "url": "https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/mental-health-resources/preventing-youth-suicide/preventing-suicide-guidelines-for-administrators-and-crisis-teams" }, { "code": "Nat’s Assoc. of School Psychologists Publication", "description": "Conducting a Virtual Suicide Assessment Checklist", "url": "https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/crisis-and-mental-health-resources/conducting-virtual-suicide-assessment-checklist" }, { "code": "Nat’s Assoc. of School Psychologists Publication", "description": "Comprehensive School Suicide Prevention in a Time of Distance Learning, 2020", "url": "https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/crisis-and-mental-health-resources/comprehensive-school-suicide-prevention-in-a-time-of-distance-learning" }, { "code": "Suicide Prevention Resource Center Publication", "description": "After a Suicide: A Toolkit for Schools, 2nd Edition, 2018", "url": "https://afsp.org/after-a-suicide-a-toolkit-for-schools/" }, { "code": "U.S. Dept. of Health & Human Services Publication", "description": "Preventing Suicide: A Toolkit for High Schools, 2012", "url": "https://v2021a.peaceguam.org/sites/default/files/SAMHSA_SMA12-4669.pdf" }, { "code": "U.S. Dept. of Health & Human Services Publication", "description": "National Strategy for Suicide Prevention: Goals and Objectives for Action, rev. 2012", "url": "https://pubmed.ncbi.nlm.nih.gov/23136686/" }, { "code": "USDOE Ofc for Civil Rights, USDOJ Civil Rights Pub", "description": "Supporting and Protecting the Rights of Students at Risk of Self-Harm in the Era of COVID-19, October 2021", "url": "https://archive.ada.gov/students_self-harm_fact_sheet.pdf" }, { "code": "Website", "description": "California Department of Public Health, Office of Suicide Prevention", "url": "https://www.cdph.ca.gov/Programs/CCDPHP/DCDIC/SACB/Pages/Office-of-Suicide-Prevention-(OSP).aspx" }, { "code": "Website", "description": "Mental Health Evaluation, Training, Research, and Innovation Center for Schools (METRICS)", "url": "https://www.metricscenter.org/" }, { "code": "Website", "description": "CalHOPE Schools Initiative", "url": "https://www.calhopeschools.org/" }, { "code": "Website", "description": "California Surgeon General, Safe Spaces: Trauma-Informed Training", "url": "https://osg.ca.gov/safespaces/" }, { "code": "Website", "description": "Schoolsafety.gov", "url": "https://www.schoolsafety.gov/about" }, { "code": "Website", "description": "CSBA District and County Office of Education Legal Services", "url": 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