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Suicide Awareness and Prevention Guide for Michigan Schools

Date:

September 16, 2026

Topics

Mental Health

Crisis Timeline

Prevention Planning

Audience

School Personnel, Michigan Schools

A group of students and an adult facilitator sit in a circle during a classroom discussion.
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About This Guide

This guide equips Michigan school staff with the tools and knowledge needed to support student wellness and help prevent suicide. It highlights the critical role schools play in creating positive, supportive environments and connecting students to appropriate care. The guide outlines key strategies for staff, including building trusting relationships, practicing active listening, and modeling healthy emotional regulation. It also provides guidance on implementing effective suicide prevention policies, responding after a suicide loss through a postvention plan, and collaborating with the school community to reduce access to lethal means.

Related Resources

Introduction

Youth suicide is a serious concern in Michigan. In 2023, suicide was the second leading cause of death for people aged 10-24.1 It not only affects families but also entire schools and communities, leaving lasting effects on those left behind. Understanding the scope of the problem through data highlights the urgency of prevention efforts to keep students safe. The Youth Risk Behavior Surveillance Survey demonstrates that several suicide-related statistics have been on the rise for high school students in recent years. According to the 2023 survey:

  • 42.5% of high school students in Michigan stated that they felt sad or hopeless every day for 2 or more weeks in a row
  • 21.7% of high school students in Michigan stated that they seriously considered attempting suicide
  • 17% of Michigan high school students made a plan about how they would attempt suicide in 2023
  • 9.5% stated that they attempted suicide one or more times
  • 2.3% had a suicide attempt that needed to be treated by a doctor or nurse2

Schools are uniquely positioned to support students’ wellness by fostering positive environments that prevent distress and strengthen mental health. Students often exhibit behavioral changes when they are in distress, and school staff are frequently among the first to notice these signs and connect students and their families to appropriate care. This guide is designed to help school staff identify steps they can take to enhance student wellness and prevent suicide. Staff will learn strategies to improve school climate, build trusting relationships, practice active listening, and model healthy emotional regulation and appropriate vulnerability.

For additional facts on youth suicide and tips for prevention, visit the Preventing Youth Suicide resource from the National Association of School Psychologists.

The Role of School Personnel in Suicide Prevention

All adults working in a school setting play an important role in supporting student well-being. Through their roles and daily interactions, they help students feel safe, welcomed, and connected. The strategies below offer ways staff can foster wellness and, in turn, help prevent suicide.

Creating a Positive School Climate

School climate refers to the overall atmosphere of school life. Building a positive school climate is a key foundation for student wellness. Research shows that a supportive school climate can result in lower absenteeism3, improved mental health outcomes,4 and higher self-esteem5 for students. A positive school climate values family participation and community engagement, fostering collaboration and connection between schools, families, and the broader community. These partnerships are essential in supporting student mental health.

To explore ways to strengthen school climate and incorporate student, family, and community voices, visit Cultivating a Supportive School Climate: A How-to Guide.

Building Trusted Adult-Student Relationships

In addition to cultivating a positive school climate, school staff can build supportive, meaningful relationships with youth. Simple actions, such as greeting students in the hall between classes or attending school events, help foster ongoing rapport.6 Every student should have at least one trusted adult in the building, and this role can be filled not only by teachers, but also by coaches, administrators, cafeteria staff, receptionists, social workers, or other school staff.

“Trusted adults are key to social-emotional learning and build the foundation for safer, kinder communities. Further, they model positive student-adult relationship skills and teach responsible decision-making.” – Sandy Hook Promise7

Trusted adults support positive youth development by serving as dependable, go-to people during times of stress, crisis, or concern. School staff are well-positioned to fill this role because they interact with students regularly, build ongoing relationships, and provide consistent support within a safe, structured environment. As staff get to know students, they are also more likely to notice changes in behavior or wellness that may signal a need for support.

For training on how to be a trusted adult, visit Sandy Hook’s Promise resource, Say Something: Trusted Adult Workshop.

Demonstrating Care by Listening, Modeling, and Sharing Supportive Messaging

Trusted adults and school staff can support youth by practicing active listening. Promoting Community Conversations About Research for Effective Solutions (PC CARES), a community health intervention created and tested in remote tribal communities and schools in Alaska, surveyed youth and adults in Northwest Alaska to better understand how adults can help prevent suicide. Results indicate that youth think adults can make a meaningful difference simply by talking with them. This approach, known as “listening for wellness”, emphasizes listening without interruption or giving advice, reflecting back what is heard, and asking open-ended questions. By using active listening, adults can help youth feel understood and supported.

School staff can further support wellness by modeling healthy emotional regulation and appropriate vulnerability. For example, a teacher could share that they are feeling overwhelmed after teaching challenging course content and demonstrate coping strategies, such as deep breathing. Modeling accountability and vulnerability, like apologizing for mistakes, can also strengthen rapport and trust with students.

Another way to help someone feel seen and heard is by sharing brief, supportive, and non-demanding messages. Research shows that these messages or acts of kindness, offered after someone experiences anxiety, depression, or thoughts of suicide, can increase the likelihood that they seek help and reduce the risk of attempts or death by suicide.8 Simple statements such as “I am thinking of you, and I want you to know I care” can make a student feel supported and more willing to reach out for help. This behavior also models care and connection for students to practice with others.

To learn more about Listening, Modeling, and Sharing Supportive Messaging, visit PC CARES.

Strategies such as active listening, sharing supportive messages, and modeling healthy coping play an important role in suicide prevention by helping students feel heard and valued. However, they are not a substitute for appropriate mental health support. Although promoting overall student wellness can support suicide prevention, some circumstances require more tailored, intensive support. School staff play a critical role in identifying students who may need additional help and referring them to appropriate interventions. Trusted adults and school staff can also create conditions that encourage students to seek help, making it easier to connect at-risk youth with appropriate mental health services.

Connecting Students to Support

A prerequisite for connecting students to mental health support is familiarity with the school’s referral process, the roles of the mental health and crisis team, and relevant school policies. When school staff notice concerning changes in a student, they should follow the school’s protocol to connect the student to appropriate care. This process may vary depending on the resources available at each school. Support may come from the school social worker or counselor, a local community mental health agency, or mobile crisis care. Staff who are unsure of the school’s mental health provider should consult the administration and refer to school policies.

Visit the Michigan State Police Office of School Safety’s video training series, Detect & Connect, to help school staff recognize and respond to student concerns.


Key Considerations

Research suggests that emergency departments can be sources of stress for people experiencing suicidal thoughts and behaviors. Potential stressors identified include:

  • Negative or biased reactions from clinicians
  • Fear of being a burden to others
  • Rushed interactions with personnel, longer wait times compared to nonpsychiatric patients
  • A lack of standardized care for individuals experiencing suicidal thoughts and behaviors
  • Physical features of the emergency department environment, including continuous lighting, loud or unpredictable sounds, and close proximity to other patients9

When drafting policies, schools should consider these potential stressors and, when appropriate, review alternatives to referring students directly to the emergency department.

Schoolwide Suicide Prevention Policies and Procedures

While the goal is to prevent students from experiencing distress, schools must also have clear policies in place to support students when challenges arise. Effective policies should be developed through a multidisciplinary approach that reflects the range of roles and responsibilities within the school community.

Prevention Policies and Protocols

As schools work to prevent youth suicide, reviewing existing policies is essential. In Michigan, state law requires the 988 Suicide and Crisis Lifeline to be printed on student identification cards.10 Schools must also designate a contact person for the state’s safety reporting system, OK2SAY. Keeping this information accurate and up to date helps ensure that concerns are reported and addressed quickly. Schools can update their designated contact person by completing the Register School Contacts form.

For guidance on developing suicide prevention policies at the school or district level, schools can visit the American Foundation for Suicide Prevention’s Model School District Policy on Suicide Prevention.

For an overview of the state’s public health approach to addressing suicide, visit the Michigan Suicide Prevention Plan for 2024-2027: A Systems Level Approach to Preventing Suicide.

Firearm Policies

Firearms are one of the most lethal means for suicide, with over half of all Michigan suicide deaths involving a firearm, and the proportion of firearm suicides has been increasing continually since 2017.1 Research has shown that limiting access to lethal means such as firearms can prevent suicide.11 Michigan Public Act 258 of 2024 requires every public and private school to annually inform parents and legal guardians about secure firearm storage practices. Schools should include plans for these communications in their suicide prevention policies. These required communications are available on the Michigan Department of Education’s Website under the Safe Storage Law.

The School Communication Toolkit for Secure Firearm Storage provides more information on this requirement and offers sample communications that schools can use with their communities.

Postvention: Supporting the Community After a Suicide

When a school community loses someone to suicide, it’s important to have a compassionate response plan in place. This response is called postvention. Postvention focuses on supporting students, staff, and families after a suicide loss by helping to:

  • Facilitate the healing of individuals experiencing grief and distress
  • Reduce the potential negative effects of exposure to suicide
  • Support and protect individuals who may be at increased risk following the loss

A strong postvention plan should be grounded in trauma-informed practices and harm reduction. Key elements include safe and thoughtful communication strategies, clearly defined staff roles, and accessible supports for members of the school community.12 Some counties may also offer resources such as mobile crisis units or psychological first aid teams that can assist with postvention efforts.

For additional guidance on Postvention planning, explore the following resources:

Integrating Suicide Prevention and Postvention into Emergency Operations Plans (EOPs)

Suicide prevention and postvention efforts should be integrated into a school’s Emergency Operations Plan (EOP) as part of a comprehensive approach to school safety. The EOP should:

  • Specify procedures for conducting risk assessments, including suicide risk assessments13
  • Define communication procedures for reporting concerns that a student may be experiencing suicidal thoughts or ideation13
  • Outline procedures for notifying parents or guardians13
  • Establish response protocols for suicide threats, attempts, and deaths14
  • List emergency responders, local mental health services, and community resources to contact during a crisis15

Available trainings on postvention response should also be included in your EOP to support staff readiness. All Michigan schools are required to maintain EOPs. To locate a building’s plan, school staff can check with the building or district administrator.

For support in developing EOPs, schools may refer to the following resources:

Capacity Building Through Training

Although trained mental health professionals should take the lead in responding to concerns that a student may be contemplating suicide, all school staff play an essential role in prevention. Every staff member should know how to recognize signs of distress and connect students to appropriate support. Effective training equips staff to identify students in need of help, follow school policies and referral procedures, connect students to care, and dispel common myths about suicide, including the misconception that talking about suicide increases risk.

Training for School Personnel

Daily interactions with students position educators and other school staff to recognize early changes in behavior or signs of distress. Staff who are prepared to respond appropriately can help connect a student to needed support. For this reason, all school staff should be familiar with their school’s referral protocols and know whom to contact when concerns arise.

Schools should select suicide prevention training carefully. Some approaches may lead to unintended consequences, such as over-referrals. Positive screenings may be more common following a suicide or traumatic event in a school or community, and local community supports may not be equipped to manage a sudden influx of referrals. Schools should prioritize evidence-based trainings that take a holistic approach to student well-being and align with the school’s capacity, policies, and available supports.

With One Voice offers an online catalog of Suicide Prevention Trainings and Trainers in Michigan. Schools can visit the catalog to find a program and trainer in their area. Local intermediate school districts (ISDs), community mental health agencies (CMHs), and county offices may also provide free training opportunities. The Michigan Department of Health and Human Services maintains a list of county suicide prevention coalitions and crisis lines that may be able to support training efforts. In addition, the Suicide Prevention Resource Center (SPRC) maintains a best practice registry.

Examples of suicide prevention, protocol, and response trainings include:

For assistance on selecting a program that fits a school’s needs and local context, schools can contact the Michigan School Safety Initiative for technical assistance.

Training for Students

Schools may also implement student-focused programs that align with their local context and student needs. These programs should emphasize where and how students can access support, including:

  • School-based and community mental health services
  • 988 Suicide & Crisis Lifeline information printed on student ID cards
  • OK2SAY student presentations

Student-led clubs can further strengthen suicide prevention efforts by empowering students to help create supportive school environments. Examples include:

Connecting with Families and the Community

Youth suicide prevention cannot be done in isolation—it requires support from the whole community. School personnel play a vital role in engaging families and caregivers, helping them understand their role in prevention, and connecting them with school and community resources. Families and caregivers are central to shaping mental health norms, recognizing signs of distress, and reducing access to lethal means.

Research highlights the importance of family involvement: Among firearm suicides by children, 79% involved a firearm belonging to a family member.16 Nearly half (48%) of suicide attempts occur within 10 minutes of the first thought of suicide, and suicide attempts involving firearms are the most likely to be fatal.17 18Limiting access to firearms, ammunition, and other lethal means during a crisis can create critical time for intervention and support.

Schools can support prevention efforts by sharing information about secure firearm storage and promoting open, nonjudgmental conversations about lethal means reduction as a part of a broader suicide prevention strategy.

To learn more about a school’s role in promoting secure firearm storage and access brief resources for families and caregivers, schools can visit the Michigan School Safety Initiative’s School Communication Toolkit for Secure Firearm Storage and the University of Michigan Institute for Firearm Injury Prevention’s Secure Firearm Storage Toolkit. These toolkits contain customizable letters, emails, social media posts, and other materials schools can share with families and caregivers.

For information on preventing access to firearms and other lethal means at home, schools and families can visit Project Child Safe’s Tip Sheet for Parents: Mental Health, Suicide Prevention and Firearm Safety.

Community partnerships also play an important role in youth wellness and suicide prevention. Schools should consider local community mental health agencies as partners in school prevention, response, and recovery planning. Local mental health providers can often provide in-school evidence-based prevention curricula to youth, provide training for school staff, or support crisis response efforts. Some communities also have mobile crisis response units that can provide assessment and care for students and families, a resource to consider when creating school safety plans.

Establishing a Memorandum of Understanding during EOP development can help clarify roles and responsibilities among schools and community partners. This supports a comprehensive, layered approach to suicide prevention and response, while expanding school capacity.

Local youth-serving agencies can provide spaces for students to build belonging and connection and also serve as partners in promoting student wellness initiatives and campaigns. For example, a local after-school program could promote OK2SAY and the 988 Suicide & Crisis Lifeline so students know where to go for support.

Supporting Students at Increased Risk

Students’ backgrounds, experiences, and identities can shape both their suicide risk factors and the types of support that are most effective. Some marginalized student populations experience disproportionately high rates of suicidal thoughts and behaviors. From 2019 to 2021, the suicide rate among Black youth in Michigan was higher than that of Asian, Hispanic, and White youth. Michigan students who identified as gay, lesbian, or bisexual reported suicide-related thoughts and behaviors more than twice the rate of their heterosexual or straight peers.1

Broader research underscores the extent of this disparity. LGBTQ+ youth are five to eight times more likely to contemplate or attempt suicide than their heterosexual and cisgender peers.19 Bullying, stigma, discrimination, family rejection, and lack of social support can further heighten these risks.

Schools should therefore consider prevention strategies that are culturally responsive, identity-affirming, and tailored to students’ lived experiences. School-based strategies can help reduce risk and promote a sense of safety and belonging. Evidence suggests that inclusive anti-bullying policies, professional development on supportive practices, LGBTQ+ inclusive curricula, and peer support networks such as gender and sexuality alliances (GSAs) can help reduce suicidal thoughts and behaviors among LGBTQ+ students.20

Conclusion

Preventing youth suicide requires schools, families, and communities to work together to create safe, supportive environments where every student feels valued, connected, and supported. Schools play a powerful role in prevention by fostering positive school climates, building trusted relationships, engaging families, promoting secure environments, and ensuring staff and students have appropriate training and resources.

No single strategy is sufficient on its own. A comprehensive approach grounded in evidence-based practices and community collaboration can make a meaningful difference. Every conversation, act of care, and connection to support has the potential to save a life.

For support with prevention, response, and recovery planning, contact the Michigan School Safety Initiative.

References

  1. Michigan Department of Health and Human Services. (n.d.). Michigan Suicide Prevention Plan: A System Level Approach to Preventing Suicide 2024-2027. Retrieved April 17, 2026, from https://www.michigan.gov/mdhhs/-/media/Project/Websites/mdhhs/Safety-and-Injury-Prevention/Injury-and-Violence-Prevention/Suicide-Prevention/Michigan_Suicide_Prevention_Plan_2024-2027.pdf?rev=86a375ff709443eb868ad65be7bd2a72 ↩︎
  2. Injurious suicide attempt | YRBS-Graph | CDC. (n.d.). Retrieved December 16, 2024, from https://yrbs-explorer.services.cdc.gov/#/graphs?questionCode=H30&topicCode=C01&location=XX&year=2023 ↩︎
  3. Gottfredson, G. D., & Gottfredson, D. C. (1989). School Climate, Academic Performance, Attendance, and Dropout. https://eric.ed.gov/?id=ED308225 
    ↩︎
  4. Way, N., Reddy, R., & Rhodes, J. (2007). Students’ Perceptions of School Climate During the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment. American Journal of Community Psychology, 40(3–4), 194–213. https://doi.org/10.1007/s10464-007-9143-y ↩︎
  5. Hoge, D. R., Smit, E. K., & Hanson, S. L. (1990). School experiences predicting changes in self-esteem of sixth- and seventh-grade students. Journal of Educational Psychology, 82(1), 117–127. https://doi.org/10.1037/0022-0663.82.1.117 ↩︎
  6. Boyd, H. (n.d.). 6 Ways to Build a Rapport With Students. Edutopia. Retrieved September 23, 2025, from https://www.edutopia.org/article/6-ways-build-rapport-students/ ↩︎
  7. Say Something: Trusted Adult Workshop. (n.d.). Sandy Hook Promise. Retrieved August 17, 2026, from https://www.sandyhookpromise.org/what-we-do/programs/educators-trusted-adults/say-something-trusted-adult-workshop/ ↩︎
  8. Prevention. (n.d.). PC CARES. Retrieved September 23, 2025, from http://www.pc-cares.org/prevention ↩︎
  9. Guzmán, E. M., Tezanos, K. M., Chang, B. P., & Cha, C. B. (2020). Examining the impact of emergency care settings on suicidal patients: A call to action. General Hospital Psychiatry, Suicide and Medical Settings, 63, 9–13. https://doi.org/10.1016/j.genhosppsych.2018.07.004 ↩︎
  10. MCL – Section 380.1893—Michigan Legislature. (n.d.). Retrieved December 16, 2024, from https://www.legislature.mi.gov/Laws/MCL?objectName=mcl-380-1893 ↩︎
  11. Hawton, K. (2007). Restricting access to methods of suicide: Rationale and evaluation of this approach to suicide prevention. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 28(Suppl 1), 4–9. (2007-13949-002). https://doi.org/10.1027/0227-5910.28.S1.4 ↩︎
  12. Provide for Immediate and Long-Term Postvention – Suicide Prevention Resource Center. (n.d.). Retrieved September 29, 2025, from https://sprc.org/effective-prevention/a-comprehensive-approach-to-suicide-prevention/provide-for-immediate-and-long-term-postvention/ ↩︎
  13. Model_School_Policy. (n.d.). Retrieved September 29, 2025, from https://aws-fetch.s3.amazonaws.com/flipbooks/modelschoolpolicy/index.html?page=10 ↩︎
  14. School Guide | Readiness and Emergency Management for Schools Technical Assistance Center. (n.d.). Retrieved September 29, 2025, from https://rems.ed.gov/guidek12.aspx ↩︎
  15. Emergency Operations Plan Suite of Resources. (n.d.). Retrieved September 29, 2025, from https://www.michigan.gov/msp/divisions/grantscommunityservices/school-safety/emergency-operations-plan-suite-of-resources ↩︎
  16. Barber, C., Azrael, D., Miller, M., & Hemenway, D. (2022). Who owned the gun in firearm suicides of men, women, and youth in five US states? Preventive Medicine, 164, 107066. https://doi.org/10.1016/j.ypmed.2022.107066 ↩︎
  17. Deisenhammer, E. A., Ing, C.-M., Strauss, R., Kemmler, G., Hinterhuber, H., & Weiss, E. M. (2009). The duration of the suicidal process: How much time is left for intervention between consideration and accomplishment of a suicide attempt? The Journal of Clinical Psychiatry, 70(1), 19–24. ↩︎
  18. Cai, Z., Junus, A., Chang, Q., & Yip, P. S. F. (2022). The lethality of suicide methods: A systematic review and meta-analysis. Journal of Affective Disorders, 300, 121–129. https://doi.org/10.1016/j.jad.2021.12.054 ↩︎
  19. Taliaferro, L. A., & Muehlenkamp, J. J. (2017). Nonsuicidal Self-Injury and Suicidality Among Sexual Minority Youth: Risk Factors and Protective Connectedness Factors. Academic Pediatrics, 17(7), 715–722. https://doi.org/10.1016/j.acap.2016.11.002 ↩︎
  20. Stilwell, S. M., Scott, B. A., Murphy, H., & Lee, E. (2025). Affirm My Identity, Save My Life: A Scoping Review of Suicide Prevention Efforts for LGBTQ + Youth in K-12 Schools. School Mental Health, 1–13. https://doi.org/10.1007/s12310-025-09797-4 ↩︎
Contributors

Authors

  • Heather Murphy, MA, LPC, NCC, CCTP-II (School Safety Specialist, National Center for School Safety)
  • Casey Kotrba, MA, SCL, LPC (School Safety Specialist, National Center for School Safety)

Project Team

  • Carolyn Seiger, MA (Instructional Design Lead, National Center for School Safety)
  • Cindi Thronson, MPH (Project Manager, Michigan School Safety Initiative)
  • Cassandra Johnson, MAT (School Safety Outreach Specialist, Michigan School Safety Initiative

Reviewers

  • Lisa Wexler, PhD (Professor of Social Work, University of Michigan; Principle Investigator of PC CARES)
  • Lindsay DeCamp, MHA (State Suicide Prevention Coordinator, Michigan Department of Health and Human Services)
Recommended Citation

Michigan School Safety Initiative (2026). Suicide Awareness and Prevention Guide for Michigan Schools. National Center for School Safety, University of Michigan.