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Preventing and Responding to Threats of Suicide and Self-Harm

Educators have a responsibility to ensure that students are safe while at school and in their community. Therefore, it is essential that school staff have the skills needed to effectively prevent and respond to threats of self-harm or suicide. This training opportunity is intended for school administrators and mental health team members who may be directly responsible for: building a site-based plan for threat response, responding to threats, and assessing risk to determine next steps to maintain student safety. Tools to be shared with teachers and other staff members will also be explored.


  • Utilize the EDCOE SELPA/Charter SELPA Suicide and Self-Harm Handbook to develop school-wide preventative techniques to support the social-emotional needs of all students.
  • Review the contents of the Suicide Prevention Policy (AB 2246) and subsequent responsibilities of schools who serve students grades 7 to 12.
  • Build a site-based plan for threat response.
  • Assist staff in recognizing signs of a student in crisis.
  • Understand when to intervene and steps to take if a student reports thoughts of self-harm or suicide. Refer a student for and complete a comprehensive threat assessment and understand best practices for ongoing monitoring and follow-up.

LCAP Priority Areas:

Basic Access: Providing all students’ access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities,

State Standards & Common Core: Implementing California’s academic standards, including Common Cores State Standards in English language arts and math, Next Generation Science standards, English language development, history, social science, visual and performing arts, health education and physics education standards.,

Parent Involvement: Encouraging parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.,

Student Achievement: Improving student achievement and outcomes along multiple measures, including test scores, English proficiency, and college and career preparedness.,

Student Engagement: Supporting student engagement, including whether students attend school or are chronically absent.,

School Climate: Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.,

Course Access: Ensuring all students have access to classes that prepare them for college & careers, regardless of what school they attend or where they live.,

Other Student Outcomes: Measuring other important student outcomes related to required areas of study, including physical education and the arts.

State Performance Plan Indicators:

Indicator 5: Least Restrictive Environments,

Indicator 8: Parent Involvement,


Any of our Regional Trainings can be given at your school site. These Site-Based Trainings are best suited for larger groups, and locations where a version of this training is not already scheduled.

Site-Based Trainings generally require a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have enough participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.

Contact your SELPA Program Specialist to discuss your professional learning needs, and to schedule any site-based trainings.

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