Changing the narrative: suicide prevention and awareness in schools

Early September is often a time of high energy, focus and enthusiasm in the education sector. But not everyone feels the same way. For teachers and education staff struggling with mental health challenges or suicidal thoughts, this period can be incredibly overwhelming.

With a diverse and sometimes large staff body, it is likely that most school communities include individuals who have been affected by suicide or suicidal thoughts. And while education leaders have a responsibility to create cultures of openness and care, suicide prevention is most effective when the entire community works together to look after each other's wellbeing.

What we know

Suicide is preventable, and World Suicide Prevention Month urges us to start important conversations.

While it is essential to focus on all aspects of mental health, the conversation must also include one of the most stigmatised topics: suicide and suicidal thoughts. 1 in 5 people will experience suicidal feelings at some point in their lives.

In 2023-24 alone, our confidential helpline supported over 4,000 staff members, with nearly 9% assessed as at risk of suicide. This alarming trend is rising; in just the first quarter of 2024-25, 11.8% of helpline callers were identified as at risk of suicide. This data highlights the critical need for open dialogue and supportive environments in schools.

Understanding the drivers

While the causes of suicide are complex and varied, the education sector has some specific risk factors that everyone should be aware of and look out for in themselves and colleagues:

• Ongoing or acute stress: Stress is a well known contributor to suicide risk. A staggering 78% of educators report feeling stressed, with school leaders being at the highest risk of chronic stress. Acute stress and loneliness at work are experienced by 6% of all staff and 8% of senior leaders, highlighting a crucial group at heightened risk.
• Feelings of isolation: Our 2023 Teacher Wellbeing Index found that teachers and educators feel twice as lonely at work compared to the general population, with classroom teachers and those from global majority backgrounds feeling the most isolated.
• Loss of, or challenges to, sense of identity: In education, professional identity is closely tied to personal identity. Challenges such as complaints from parents, poorly handled disciplinary procedures, and negative inspection judgments can greatly impact educators, increasing the risk of suicidal thoughts.

What can we do? Culture, connections and conversations

Suicide prevention is a huge topic that cannot be tackled in this single article, but there are practical steps that every member of a school community can take to contribute to awareness and reduce the stigma around suicide.

Here are three key areas to focus on:

1. Culture:
A culture that prioritises mental health and wellbeing is vital. Are Leaders in your school reflecting on the behaviours they model around chronic stress and overwork? Are staff receiving messages—explicit or implicit—that working late or powering through stress is the norm or expected?

Role modelling healthy behaviours, along with having clear values, policies, and practices to support mental health, can make a significant difference. The right role-modelling can be bolstered by a clear set of organisational values, policies and practices around protecting the mental health and wellbeing of the community - and discussions at SLT level about how your values can be consistently communicated through leader and manager behaviour.

2. Connections:
A positive culture supports strong relationships within the staff community. Connection and collegiality are crucial for organisational resilience and wellbeing at work. It’s important to create spaces where staff can connect with and without leadership, fostering a sense of community. Simple, genuine connections can help prevent isolation.

Leaders, who often report feeling the most isolated, can benefit hugely from professional networks and support services. 

3. Conversations:
The right conversation at the right time can change everything for someone at risk of suicidal thoughts or feelings. Remember you are not a mind reader - if you don’t ask the question you cannot know the answer. And asking the question could save a life.

Don't shy away from asking direct questions like:

• "Do you often think about dying?
• "Are you feeling suicidal?"
• or "Do you have plans to end your life?"

Other important questions can include: ‘What support network do you have?’ (to try to ascertain if they are supported outside of school) and ‘How can we make sure work isn’t making things worse for you?’

It's a common misconception that asking about suicide can plant the idea in someone's mind. In reality, these conversations can be lifesaving – even though they can be incredibly daunting to have. The key is to listen with curiosity, without judgment, and without trying to immediately fix the situation. By staying curious and being brave, you can ask the most important question for ascertaining the type of support someone needs.

If someone discloses suicidal thoughts, what should I do next?

Firstly, get them the support they need. If someone is in crisis or immediate danger, the quickest way to get them help is to call 999. If things are less close to crisis, your non-judgemental presence might be enough. Or you might be able to help with practical things. If you want to know more, we recommend reading the Samaritan’s safety plan which has a lot of useful information about how best to support someone through suicidal thoughts and feelings.

Secondly, make sure that you are ok and have access to the right support. Helping someone who is suicidal is hard, and it’s important you are well too.

Remember if you need to talk, you can call our free, confidential helpline on: 08000 562 561. When you call you’ll talk to a qualified counsellor. We’ll offer you immediate, confidential emotional support.