By Dr. Kimberlee Ratliff, Program Director for M.Ed. School Counseling at American Public University
Suicide remains one of the leading causes of death among young people. According to the American Association of Suicidology, it is the third leading cause of death for individuals aged 15–24. For those of us in counselor education, this statistic underscores an urgent need for comprehensive prevention strategies. When schools, families, and communities collaborate on prevention, they create stronger protective environments for young people.
A common concern that slows implementation of school-based suicide prevention is the misconception that talking about suicide will increase suicidal thinking or attempts. However, research dispels this myth. A randomized controlled trial by Gould et al. (2005) found that opening constructive dialogue about suicide and related feelings actually reduced suicidal ideation among youth. Meaningful conversations, paired with appropriate support, can decrease risk rather than increase it.
Schools are ideal settings for prevention efforts. Effective programs begin with staff training so educators can recognize warning signs, respond safely, and follow established referral procedures. Currently, a number of states require suicide-prevention training for educators, including Tennessee, Louisiana, California, Mississippi, Illinois, Arkansas, West Virginia, Utah, Alaska, South Carolina, Ohio, and North Dakota. Expanding such training can ensure consistent early identification and intervention across districts.
Peers play a central role in preventing youth suicide. Teenagers often confide in friends rather than adults, so teaching students how to recognize warning signs, respond with empathy, and seek adult help is critical. The American Association of Suicidology recommends equipping students with the skills to notice signs, offer support, and connect peers to trusted adults. When peers take signs seriously and act, tragedies can be averted.
As a former middle school counselor, I routinely asked language arts teachers to be attentive to students’ journal entries and artwork. Several assessments resulted from those reviews—evidence that creative work and personal writing can signal distress. At a 2013 presentation to the Association for Counselor Education and Supervision, D. Granello and P. Granello highlighted common warning signs that may suggest a student is at risk:
- Persistent hopelessness
- Statements such as “I won’t be here much longer,” “Everyone would be better off if I wasn’t here,” “I can’t do this anymore,” or “I wish I were dead”
- Symptoms of depression, including changes in sleep or appetite
- Withdrawal from friends, activities, or previously enjoyed interests
- Lack of interest in future plans
- Engaging in risky or self-destructive behaviors
- Giving away prized possessions
- Decline in academic performance
- Noticeable changes in personality or behavior
- Preoccupation with death or dying
To help memory, the American Association of Suicidology offers the mnemonic IS PATH WARM: Ideation, Substance abuse, Purposelessness, Anxiety, Trapped, Hopelessness, Withdrawal, Anger, Recklessness, and Mood changes. This concise tool can assist educators, counselors, and peers in spotting clusters of warning signs that warrant further evaluation.
Granello and Granello also outlined protective factors that reduce suicide risk. These include strong family support, academic success, positive peer relationships, a sense of connection to school, active social involvement, impulse control, effective coping and problem-solving skills, conflict-resolution abilities, self-confidence, and access to mental health services. Building these strengths in school settings reinforces resilience and reduces vulnerability.
School counselors are well-positioned to lead prevention efforts. They can design peer-training programs that teach students to recognize warning signs, respond with empathy, and promptly notify a trusted adult. Given that about 90 percent of individuals considering suicide tell someone, empowering peers and staff to act can have a substantial impact.
Counselors also provide group and individual interventions that address personal and social concerns. Integrating instruction in problem solving, conflict resolution, coping strategies, and impulse control into counseling and the curriculum strengthens students’ lifelong skills and increases their capacity to manage crises.
Targeted support for students at greater risk is essential. Research shows that students identifying as LGBTQQIA and those who experience bullying face higher suicide risk. Studies, including work by Walls, Wisneski, and Kane, indicate that school-based Gay–Straight Alliance groups and similar supports can reduce risk by improving school climate and offering social and emotional resources.
Youth suicide is both a leading cause of death and a preventable tragedy. Schools can create meaningful protective factors through staff training, student education, counseling services, and fostering a positive, inclusive school climate. By recognizing warning signs early and ensuring access to mental health support, educators, families, and peers can help save lives.
References
- Gould, M. S., Marrocco, F. A., Kleinman, M., Thomas, J. G., Mostkoff, K., Cote, J., & Davies, M. (2005). Evaluation of iatrogenic risk of youth suicide screening programs: A randomized controlled trial. Journal of the American Medical Association, 293(13), 1635–1643.
- Granello, D. H., & Granello, P. G. (2013). Training school counselors to conduct suicide prevention gatekeeper trainings in their schools. Association for Counselor Education and Supervision Conference, Denver, CO.
- Walls, N. E., Wisneski, H., & Kane, S. (2013). School climate, individual support, or both? Gay–Straight Alliances and the mental health of sexual minority youth. School Social Work Journal, 37(2), 88–111.
About the Author
Dr. Kimberlee Ratliff is a National Certified Counselor (NCC), National Certified School Counselor (NCSC), and Trauma and Loss School Specialist (TLC Institute). She serves as Program Director and Associate Professor for the M.Ed. School Counseling Program at American Public University System (APUS). Before joining APUS, Dr. Ratliff worked as an elementary and middle school counselor in North Carolina and Northern Virginia and taught at George Mason University. Her awards include the Virginia Counselors Association Counselor of the Year, Prince William County Schools Above and Beyond Award, Prince William County Education Foundation Hero in Education Award, and the APUS Teaching Excellence Award for the School of Education. She has held leadership roles in the Prince William County Regional Counselors Association, Virginia Counselors Association, and Virginia School Counselor Association, and is a member of the American School Counselor Association and the American Counseling Association. Dr. Ratliff presents nationally on topics such as bullying prevention and counseling multiracial children.