Addressing Suicidal Ideation: A Practical Guide for School Counselors

Suicidal ideation and self-harm are urgent issues facing students today. Alarming data shows that suicide is the third leading cause of death among youth aged 10–24, according to the CDC. School counselors are essential in identifying and addressing these concerns, yet gathering information and initiating meaningful conversations with students and their families can be daunting. The American School Counselor Association (ASCA) acknowledges the difficulty of accurately quantifying suicide risk. The ASCA Ethical Standards emphasize that when reporting risk to parents/guardians, school counselors’ primary goal is to underscore the need for action rather than to provide a definitive assessment (A.9.b).

Many school counselors report that they're required to follow complex, paperwork-heavy protocols and formal risk assessments, even without proper training. Research reveals that no risk assessment can accurately predict suicide, and extensive protocols can be difficult to implement consistently, increasing the risk of legal issues for counselors and districts. To help address these challenges, ASCA developed the Information Gathering Tool: Suicide Concern. This tool provides school counselors with a structured yet flexible approach to navigate conversations with at-risk students. Unlike traditional risk assessments, this tool is student centered and trust building, aligning with ASCA's ethical standards, which discourage using terms like “low” or “high” risk. Instead, the tool focuses on facilitating conversations and providing appropriate support. The Information Gathering Tool follows four key steps: student conversation, parent/guardian conversation, developing a student support plan and completing a final checklist. Each step offers flexibility, allowing counselors to adapt the process to their district’s specific protocols.

Building Trust Through Conversation

The first step of the Information Gathering Tool: Suicide Concern encourages open-ended, student-focused conversations. Rather than feeling like an interrogation, these discussions aim to help students feel understood and supported. School counselors are encouraged to ask about the student's emotional state, access to lethal means and available support systems. Transparency is key – students should be aware of the limits of confidentiality, especially regarding their safety. This approach also involves the student in the safety planning process, helping them develop a sense of control. Core concepts include fostering hope, emphasizing protective factors like supportive relationships, and ensuring the student’s concerns are taken seriously, both in private conversations and in discussions with their families.

Partnering with Parents/Guardians

Once a student's immediate safety has been addressed, school counselors should collaborate with parents or guardians. In line with ASCA’s ethical standards, school counselors are reminded to partner with parents or guardians to ensure comprehensive support, using the gathered information to collaborate on safety plans​. The tool advises against labeling the student’s risk level (e.g., low, medium, high) when speaking with families, as this can create a false sense of security. Instead, the focus should be on outlining concerns, sharing resources and planning next steps. Safety planning, which includes identifying protective factors such as trusted adults and safe spaces, is essential in reducing the student’s risk and fostering hope during times of crisis.

The Importance of Safety Planning

Safety planning is critical when supporting a student in crisis. Although the Information Gathering Tool: Suicide Concern provides a foundation for conversations, it is important to pair it with a robust safety plan, which helps both students and counselors develop practical steps to manage future crises. These steps include identifying warning signs, outlining internal coping strategies and listing trusted individuals for support. Comprehensive safety plans should address both immediate concerns, such as removing access to lethal means, and long-term strategies for reducing suicide risk. By using the Information Gathering Tool alongside detailed safety planning tools, school counselors can offer a more complete response to students at risk of suicide. This layered approach ensures that school counselors are not just reacting to the crisis but also equipping students with long-term support systems to manage future crises.

Ethical Responsibility and Collaboration

School counselors have an ethical responsibility to act when a student is at risk. The Information Gathering Tool serves as a guide, but its success depends on the school counselor’s ability to build rapport with the student, consult with colleagues and involve the student’s family. Although this tool is a valuable resource, it does not replace evidence-based suicide intervention strategies that schools may already have in place. Adhering to ASCA’s ethical standards ensures that school counselors prioritize student safety while acknowledging the complexities of each situation. School counselors must be diligent in their efforts to both protect students and maintain transparency with families, providing clear, actionable steps rather than trying to quantify the student’s risk level. It’s essential to remember that the Information Gathering Tool is designed for addressing immediate risks when a student expresses suicidal ideation; it is not a comprehensive prevention strategy. Every school should implement best practices or evidence-based suicide prevention programs that promote a supportive school climate, encourage help-seeking behaviors and educate staff and students about warning signs. Gatekeeper training, universal screening and other preventive programs complement this tool by fostering an environment where students feel supported and are more likely to seek help before a crisis arises. The Information Gathering Tool offers a structured yet flexible approach to helping students at risk for suicide. When combined with safety planning and collaborative efforts with families and colleagues, school counselors can effectively support students in crisis, ultimately saving lives.

Haley D. Wikoff, Ph.D., is an assistant professor at Western Illinois University and Wendy D. Rock, Ph.D., is an associate professor at Southeastern Louisiana University. Please contact the authors for complete references.