The School Counselor and Suicide Risk Assessment

ASCA Position

When a student is identified as at risk for suicide, school counselors have both an ethical and legal responsibility to take appropriate action. School counselors understand that suicide risk is difficult to quantify, and the use of suicide risk assessments is only one part of the evaluation process. Thus, risk assessments should be used to gather information to assist parents/guardians in taking action rather than determining a student’s level of risk. 

The Rationale

Suicide is the second-leading cause of death for young people ages 10 to 24. Between 2000–2021, suicide rates for this age group increased 52.2% (Garnett & Curtis, 2023). Deaths are only a portion of the burden of suicidal behavior; suicide attempts and suicidal thoughts among youths exceed deaths among this group. In 2021, 9% of students in high school reported attempting suicide over the previous 12-month period (Jones, et. al., 2022). School counselors are in an optimal position to support students who are at risk for suicide. However, human behavior is often spontaneous and unpredictable, and research shows that risk assessments are not always reliable when determining one’s level of risk. Additionally, the nature of the school environment makes it extremely difficult to conduct extensive assessments and students’ responses may yield inaccurate information (ASCA, 2023). 
 
The ASCA Information Gathering Tool is a valuable resource designed to help school counselors systematically collect essential information when assessing suicide ideation, ensuring informed and effective support for students in crisis. School counselors recognize that these conversations are not clinical interviews and always consult with knowledgeable colleagues when determining appropriate next steps. As part of a comprehensive approach to student safety, school counselors understand the importance of directly asking students about suicidal thoughts, access to means and safety planning. Collaboration with the student’s support network, including caregivers and school-based mental health professionals, is essential in developing a plan prioritizing student safety and well-being. (ASCA, 2023).

The School Counselor's Role

School counselors recognize that the level of suicide risk is difficult to quantify (ASCA, 2022; Stone, 2022). If school counselors are required to use assessments, screenings, or any type of instrument to determine suicide risk, they should advocate that they are never required to negate any level of risk of harm (Stone, 2022). In addition, school counselors should communicate concerns accurately and ensure appropriate action is taken.  
 
School counselors support the development of district policy based on best practices in suicide prevention (American Foundation for Suicide Prevention, American School Counselor Association, National Association of School Psychologists, & The Trevor Project, 2019). When district protocols are in place, school counselors must follow them while advocating for change when the protocols do not comply with ethical standards. When the school district does not have a written suicide-risk protocol for school personnel, school counselors advocate for the team-based creation of suicide-risk policies and procedures that support students’ mental health needs and align with team members’ competencies.   It is also imperative that suicide risk assessments are culturally sensitive to meet the needs of a diverse student population (Gallo & Wachter Morris, 2022). 
 
If state legislation or school board policy requires a schoolwide screening program, school counselors advocate for the ethical use of valid and reliable instruments with concerns for cultural sensitivity and bias (ASCA, 2022). School counselors maintain that notifying parents/guardians of a student’s suicidal ideation is non-negotiable, even if the student is 18 years of age or older. The exception is when the parent/guardian’s abuse or neglect is the expressed reason for the student’s suicidal ideation. In these cases, the school counselor must contact child protective services.  
 
When a student is suicidal and in crisis in school, the school counselor’s primary role is to keep the student safe until the student can be transferred to the parents/guardians. Before releasing the student to the parents/guardians, school counselors:

• Ensure the conversation is in the parents/guardians’ primary language if possible, and do not use the student as a translator (ASCA Information-Gathering Tool, 2023)
• Provide clear information to the parents/guardians about what is known regarding the student’s suicidal ideation
• Do not negate the risk of harm based on a student’s self-report
• Avoid using words or phrases such as “this is the cause of impulse control” or “low risk” in an effort to soften the message to the parents/guardians
• Reflect on the cultural background of students and their parents/guardians
• Strongly encourage parents/guardians to seek a medical or mental health provider for a comprehensive assessment of their child
• Help the family find resources if needed or requested; mobile crisis outreach programs can be an easily accessible resource. School counselors should be able to provide a list of outside agencies and resources in their community to students and parents/guardians (A.6.b.) 
• Clearly inform parents/guardians about the limitations of the school counselor’s role in regard to clinical assessments. (Stone, 2022)
• Create a plan to follow up with the student and family

 
As parents/guardians are the people most invested long-term in a child’s life, they must be able to exercise custody and control over their child’s well-being. However, in the event the parents/guardians are neglecting the child’s mental health needs, school counselors make a report to the proper authorities. It is helpful for school counselors to document these interactions with the parents/guardians and the student to ensure all parties understand the plan that has been established (Stone, 2022).

Summary

School counselors have an ethical and legal obligation to prioritize student safety, particularly in suicide prevention. They play a critical role in identifying students who may be at risk, notifying parents/guardians and collaborating with school staff and mental health professionals to ensure appropriate intervention. While suicide risk assessments serve as information-gathering tools, they are not predictive instruments, and school counselors advocate for ethical practices in their use. School counselors recognize the level of suicide risk (e.g., low, medium, high) is difficult to accurately quantify.  If required to use a risk assessment, it must be completed with the understanding that it is an information-gathering tool and just one part of the risk assessment process.