Mental health, desperation and suicide

These include a marked decline in performance; increased absenteeism; withdrawal or isolation; sudden or dramatic changes in behavior or appearance; drug or alcohol use; and erratic, depressive, and other emotional or mental health symptoms.

Some students’ behaviors might seem unusual or maladaptive, but may be normal for adolescent behavior or in the context of a mental or developmental disorder.

She also wrote in her notes that she hated who she was and that learning her girlfriend wanted to end their relationship “destabilized” her.

In the months prior to his attack, the student sent a number of text messages to his ex-girlfriend indicating he was considering suicide and posted videos on Snapchat that mentioned suicide.

Anxiety, depression, thoughts of suicide, and other mental | Assess whether the student feels hopeless, desperate, health issues are important factors to consider when conducting an assessment.

Keep in mind that students with emotional issues or developmental disorders might behave in a way that is maladaptive, but might not be concerning or threatening because the behavior is a product of their diagnosis.

Behaviors exhibited by a student with a diagnosed disorder need to be evaluated in the context of that diagnosis and the student’s known baseline of behavior.

If the student is experiencing feelings related to a diagnosable mental illness, such as depression, then the Team needs to consider the effect of these feelings on their behaviors when assessing the student’s risk of engaging in harm to self or others.

The student had failed in at least three prior suicide attempts, including one the night before his attack.

Determine if the student has had thoughts about or engaged in behaviors that would indicate the student’s desperation.

The Team should determine whether the student has felt this way before, how the student managed those feelings then, and whether those same resources for coping are available to the student now.

Consider whether the student has tried addressing the problems in a positive way, but was unable to resolve them, thereby leading to a sense of hopelessness about their situation.

The student asked the principal for help a second time, but this time the principal advised him to just ignore the bullies. The student tried, but felt like the victimization worsened and he began to feel hopeless that it would ever end.

Some students, who are feeling hopeless and out of | In previous incidents, many students made statements or options, may think violence is the only way to solve a problem or settle a grievance.

Determine whether the inconsistency is because the student is deliberately hiding something or if the inconsistency stems from another underlying issue. For example, a depressed student may claim that they are isolated, even if they regularly go out with a large group of students.

Concern may be heightened if the student is struggling emotionally, having trouble overcoming setbacks or losses, feeling hopeless, preoccupied with others who engaged in violence to solve problems, or has access to weapons.

Resources to assist the student could take the form of peer support programs or therapeutic counseling to enhance social learning or emotional competency, life skills classes, tutoring in specific academic subjects, or mental health care.

Parents can also benefit from training that helps them recognize when children and teenagers may be in emotional trouble or feeling socially isolated.

Training can also reduce the stigma around mental, emotional, or developmental issues and provide information on available resources and when they should seek professional assistance.

NATIONAL ALLIANCE ON MENTAL ILLNESS (NAMI). NAMI is dedicated to assisting those affected by mental illness and their families. They provide information specific to conditions and symptoms experienced by teens and young adults, as well as resources for education and advocacy for all those who suffer from mental health symptoms.