School-Based Suicide Prevention: Getting Started in Your Community Colleen O’Connor, CADC, CPS NAMI Ending the Silence Coordinator, Project Oz Joanne Glancy, CPS Manager of Prevention Services, Project Oz

Benefits of Universal school-based programs Reach the majority of youth in a community Prepare all students to assist or ask for help Identify and assist students currently struggling Increase awareness of school and community resources Improve school performance by addressing mental health concerns early

Overview of universal suicide prevention programs Look Listen Link (4 classes) Break Free from Depression (4 classes) LEADS (Linking Education and Awareness of Depression and Suicide) (4 classes) Lifelines Curriculum (4 classes) SOS Signs of Suicide (2 classes) NAMI Ending the Silence (1-2 classes) Overview of universal suicide prevention programs

Collaboration is key During initial organization, find your natural partners NAMI affiliates Crisis teams Mental health service providers Prevention education providers Psychology and health professors

Delivered in 1-2 class periods, usually in health class Features stories of hope and recovery from trained volunteers living with mental illness Includes education for parents and school staff Program goals: Increase help-seeking behavior Increase knowledge of warning signs Decrease stigma against mental illness Increase hope for the future

Educational PowerPoint presentation (25 minutes) Story of Hope and Recovery (10 minutes) Q&A (10 minutes) Evaluation (5 minutes) Optional: Day 2 Activity (50 minutes)

SOME OF THE 10 KEY MESSAGES Mental illness is a medical illness like any other physical illness. There are specific, observable early warning signs of mental illness. You can help yourself and your friends by being aware of these signs and making sure treatment is sought as soon as possible.

SOME OF THE 10 KEY MESSAGES If you notice these warning signs in yourself or a friend, it’s important to tell a trusted adult as soon as possible. Don’t keep warning signs a secret. Recovery is possible. There is hope.

Activity Unique to our community Students practice: Choosing coping skills Identifying warning signs Locating resources Helping a friend

Approaching schools Reach out to school staff Health teachers School counselors Principals or other administrators Establish or review mental health and suicide protocol with the administration and guidance department

Role of Volunteers What can they do? Recruitment Screening Training Coordination Supervision

Start Small Received pilot funding to train volunteers Acquired $1500.00 to start in two schools Word spread to other schools Shared outcomes with stakeholder group Applied for and received funding to serve all public districts in McLean County

with potential funders: Share program outcomes with potential funders: 98% of students agreed: “As a result of this presentation, I know how to help myself or a friend if I notice any of these warning signs.” “The presenters did a great job not just telling us the facts, but also being strong enough to tell us their stories. I think this is a great program and I really hope this helps people all over the country.”

assess community needs Find support/documentation that is already in place to assist you What does your community health needs assessment show? Role of the County Health Improvement Plan Expand your natural partners

IDENTIFY PARTNERS WHO SHARE SIMILAR GOALS Such as: Local healthcare organizations State, county, and local government agencies University leaders Suicide prevention and mental health nonprofit organizations and coalitions Local community foundations Community advocates Survivors of suicide loss groups Mental health support groups IDENTIFY PARTNERS WHO SHARE SIMILAR GOALS

Know the cost per school Staff time in hours Printing and mileage (for students, staff, ___and recruitment)

Wrap up: Practical FIRST STEPS Assess current community efforts and identify natural partners Identify stakeholders and potential partners Find information on your local community foundation and other local potential funding sources Pull a stakeholders group together or address this topic in an existing group

Practical PROGRAM strategies Communicate with schools to assess need Choose an evidence-based program Identify who will teach the program Prepare and train the teachers

McLean County Behavioral Health In Schools Partnership 11 Human Service agencies 2 Hospitals Five school districts Special Education Co-op County Board members One University County Health Department Regional Office of Education McLean County Behavioral Health In Schools Partnership

Thank you for your time today Coconnor@projectoz.org Joanne@projectoz.org

Supplemental material examples follow

Student evaluation Collect data and feedback Optional opportunity for students to ask for help (unique to our community) Demographics 

Handout: how to help a friend

Handout: Family  Prepares families to respond to mental health challenges Sent to families of all participating students via Skyward Provides information about warning signs and local resources  Includes an optional portion to sign and return to teacher for assignment or extra credit

Handout: school staff Unique to our community Prepares school staff to respond to mental health challenges  Provides education about warning signs  Customized for each school's specific mental health and suicide prevention protocols 

Student Feedback “I think about suicide a lot. Today, I learned that I have reasons not to kill myself.” “I feel like this presentation just saved people in this room.” “I’ve been struggling, and you inspired me to tell someone about my feelings.” “You made us feel like we matter.” “Thank you for telling me that it’s going to get better. I really needed to hear that.” “I felt sad before, but now I feel strong.” “I think that this program could change the world.”

Counselor Feedback “I would like to see this program at every junior high and high school! We have lots of mental health issues in our district, and this program is a huge asset. The story of hope following the educational component was super impactful. Speaking with students, they all left the presentation feeling hopeful but also educated. It’s been an excellent conversation starter for our teachers in their classes as well. Many students have shared that they “needed” to hear this at this time in their lives.” Kristina McDowell Guidance Counselor, Ridgeview Jr./Sr. High School

Erin F., mother of participating 6th grade student Parent Feedback “My son still brings up points made in conversations you sparked in his class. It is so important to teach and nurture all parts of these kids. Your work is hard and important and I’m so glad you are good at it. These kids and families need you.” Erin F., mother of participating 6th grade student