Suicide

Suicide
Overview
This fact sheet for pre-service teachers covers three key
areas around suicide:
• Facts and statistics about suicide in Australia;
• Guidelines for responding to a young person who
Fact Sheet
Attempted suicide: Refers to self-inflicted harm where
death does not occur but the intention of the person was to
cause a fatal outcome. Note: There is a difference between
attempted suicide and self-harm. For more information see
www.mindframe-media.info/for-universities/facts/mental-
illness

•
may be experiencing suicidal thoughts; and
Whole school approaches to suicide prevention.
Facts and stats about suicide in
Key terms Australia
Suicide: According to the World Health Organisation, Data on this fact sheet reflects the Australian Bureau of
suicide is the act of deliberately killing oneself. For a death Statistics (ABS) Catalogue 3303.0 Cause of Death Australia,
to be considered a suicide these three criteria must be met: 2015 released September 2016 and the ABS Catalogue
1. The death must be due to unnatural causes (e.g. 3309.0 Suicides, Australia, 2010 (statistical summary of
poisoning) rather than illness; deaths due to suicide registered in Australia between 2001
2. The actions which result in death must be self- and 2010) released 24 July 2012.
inflicted; and
3. The person who injures himself or herself must
have had the intention to die.

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 Youth suicide In 2015, suicide
The following data relates to 15-19 year olds accounted for
28.6% of male
In 2015, 89 males and 56 females died by suicide. deaths and 33.9%
of female deaths,
among 15-19 year
Age-standardised Suicide Rates, 1989-2015 (15-19 year olds) olds.

Since 1997
Male suicide rates
have been gradually
decreasing.
During the In 2015
mid-1980s • Males aged 15-19 had the
second lowest of all male
Suicide rates for
suicide rates (11.8 per
males rose and
100,000).
peaked at 21.0 per
100,000 in 1988. • The suicide rate for females
aged 15-19 was 7.8 per
100,000.

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 Groups at risk of suicide
The following data refers to death by suicide.
Males are more than 3 times as
females
likely to die by suicide than
People at the GREATEST risk to die by suicide are
those with a previous history of attempted suicide.
Other groups at increased risk to die by suicide are:
• People who experience a mental illness such as
major depression, psychotic illnesses or
eating disorders;
• People with an alcohol or drug abuse problem;
and
• Young Aboriginal and Torres Strait Islander
people 5 times more likely to die by suicide*
* 5-17 year olds, compared to non-Indigenous children and
young people
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Suicidal behaviour
The following data refers to self-reported suicidal
behaviours of 12-17 year olds, from the second Australian
Child and Adolescent Survey of Mental Health and
Wellbeing.
In the previous 12 months:
• 7.5% had seriously considered attempting
suicide (over twice as many females
considered attempting suicide compared to
males)
• 2.4% had attempted suicide
• Suicide attempts were more common in females
than males
• Suicide attempts were more common among
16-17 year olds than 12-15 year olds.
• More common in people with a mental
illness (self-reported) especially major
depressive disorder
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How to respond – For teachers
Warning signs of suicide
Although you can never be certain who will attempt to take
their own life, being aware of risk factors and warning signs
can help us recognise and assist those young people who
are most vulnerable. If some of these signs occur in a young
person, a teacher would be advised to talk to the person
and if necessary refer them to the school counsellor or
another professional for assessment.
Some of the possible warning signs for suicidal behaviour
include:
• The person has threatened to end their own life,
verbally or in writing;
• Overt statements of suicidal intent e.g. “Life isn't
worth living …”;
• Less obvious statements that might refer to a
decision to end their life e.g. “It's okay now, soon
everything will be fine …”;
• Sudden changes in behaviour such as giving away
prized possessions, writing farewell notes or making
a will;
• Persistent physiological complaints such as chronic
headaches, weight loss, sleep problems,
exhaustion, missing school or work;
• Emotional symptoms including withdrawal, seeming
hopeless or helpless. In adolescents this may
manifest as excessive anger and irritability; and
• Changes in behaviour or academic performance,
such as truancy and negative conduct or dramatic
decline in achievements.
Responding – What can teachers do?
Many people who try to end their life give verbal or non-
verbal clues about their intent. A suggestion of suicidal
thoughts should always be taken seriously. If you think that
a person may be so unhappy they might consider suicide,
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ask about suicidal thoughts. This won’t make them attempt
suicide but can help you to get appropriate help for them.
People are often concerned about raising this issue with
someone who may be at risk, fearing that a discussion may
encourage a vulnerable person to act on thoughts of
suicide. In fact, a troubled person may be relieved that
somebody has recognised that life has become difficult for
them.
Ask directly but compassionately by saying something like
“Are things so bad for you that you've been thinking about
hurting yourself?”. Even if the person says they are not
having suicidal thoughts, the previous signs may indicate
depression, anxiety or personal problems. The young
person should be encouraged to speak to a professional
about these issues, such as a school counsellor,
psychologist, youth worker, GP or other health professional.
It is helpful to have people or services in mind that you can
recommend to young people, and offer to help them get in
touch. If possible, try to get a commitment from the young
person that they will make or attend an appointment.
If a person does disclose they are having suicidal thoughts,
it becomes urgent to put them in touch with a professional
who has experience in assessing and responding to the risk
of suicide.
Given that they have already opened up to you to discuss
the situation, it is worth asking if they have a plan to harm
themselves. People are at the greatest risk if they have
thought about a specific plan, it involves a highly lethal
method, and they have access to whatever they will need to
carry it out. “…Have you been thinking about how you
might do that? Do you have access to….?”
If you feel there may be a high risk of the person harming
themselves or leaving without getting further help, ensure
that you or another adult stays with them. If in doubt, it is
wise to do this as a precaution. Quietly and calmly advise
other staff in the school who need to know, such as the
school counsellor and/or the principal. Tell the student why
you need to do this and invite the student to be a part of
the conversation. For example, accompany the student to
the school counsellor or principal and encourage the
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student to tell their own story, so that the school can
organise appropriate help and support.
You or other staff should then arrange to contact the young
person’s family and, if necessary, refer to an external
mental health professional – preferably with the consent of
the young person. The details of this referral will be
influenced by your school’s policy, the preferences of the
young person and their family, and by how immediate the
threat seems to be. In some cases, the young person might
go home with their family and arrange to see a GP; in more
serious or urgent cases, the person might attend a local
hospital to utilise the mental health or emergency service.
Contacting a young person’s family may not always be in
their best interest. If the young person’s relationship with
their parent/carer is particularly problematic or even
abusive, this may be a contributing factor to depression or
suicidality. On occasion it may be preferable for the school
to refer a young person directly to a health professional.
Such decisions will depend upon your school policy and the
counsellor or principal’s assessment of the situation.
You may find yourself sitting with the young person, while
waiting for a school counsellor, family member or other
assistance to arrive. If they want to continue to talk about
their feelings, listen to them calmly and attentively. Treat
them with compassion and avoid any comments which
might seem dismissive or judgemental. Remember that it
can take a good deal of courage for a young person to speak
to you about such personal issues. Try not to become too
involved in solving their problems, but simply sit with them
and listen until help arrives.
What about confidentiality?
Sometimes a young person might disclose suicidal thoughts
or behaviour but ask you not to tell anyone. The risk of
suicide is one situation where you MUST break
confidentiality. You have to tell others (but only those who
need to know) if there is the risk of violence, abuse, suicide
or self-harm. Never promise to keep such issues secret.
You may need to explain this to the young person firmly but
in an understanding way either in general terms, when you
expect a disclosure, or after they have told you they are
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thinking about suicide. Think about what language you
could use in such a situation. Something suitable could be:
“I want you to trust me and be able to talk to me. In
general, I won't pass on things you tell me in confidence.
But if I think someone's going to get seriously hurt, I have to
tell someone else about it, so we can help. It’s part of my
job as a teacher.”
Response to suicide risk – some points to
remember
If you think that a person may be so unhappy they
might consider suicide, ask about suicidal thoughts –
this will not make them attempt suicide, but may help
you to get appropriate help for them. “Are things so bad
that you have been thinking about hurting yourself?”
If a student is suicidal:
Do not panic, ignore the situation, act shocked, make
them feel guilty, threaten or be angry with them,
dismiss their problems, and do not promise to keep the
situation secret.
Do ask if they have a plan to act on their thoughts, take
them seriously and stay calm. If they seem very
distressed or close to hurting themselves, remove
weapons, car keys or other items they might use, and
make sure someone stays with them.
Get help. Seek urgent professional support for the
person by linking them with a school counsellor, GP,
mental health worker or other professional. If there is
an immediate risk, contact a mental health crisis team
or emergency department at your local hospital.
Looking after yourself
Responding to a student at risk of suicide might be a
confronting and distressing experience. It is not uncommon
to have some sort of emotional reaction or feelings of
deflation after helping someone else through a crisis. This
usually resolves as time passes. If you have any lingering
troubling feelings, consider talking with a professional.
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A school counsellor may be able to assist you, or your
school might provide access to support services. You could
approach your supervisor or another staff member you
have a good rapport with to find out if there is someone
you might talk to. Alternatively, speak to a counsellor or
psychologist in the community or contact a telephone
service such as Lifeline (13 11 14). Keep in mind that it is
just as important to look after yourself as it is to be
responsive to the needs of others.
A whole school approach to
suicide prevention
Schools can best prevent suicide by adopting a whole
school approach to promoting students’ resilience and
wellbeing. Strategies include:
• Creating a supportive school environment for
everyone through school policies, school culture,
staff practices and the modelling of positive
relationships;
• Rewarding positive behaviour and recognising
student achievements in academic and other
pursuits. This could include a merit system that also
rewards sporting, artistic and personal
achievements;
• Having clear policies in place to deal with any
problematic behaviour and enforcing them
consistently, such as behaviour management,
bullying, and drug and alcohol policies;
• Providing staff with professional development
relating to student wellbeing, as well as information
about contemporary teaching and behaviour
management approaches;
• Providing some form of pastoral care or home room
session in which students and teachers are actively
encouraged to develop positive relationships. This
will help to improve students’ sense of connection
with their teachers and peers and promote help-
seeking behaviour;
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• Using games and interactive learning approaches in
the classroom to help students build connection
and resilience. This should be encouraged across all
learning areas and teachers can be provided with
professional development to help them implement
this approach;
• Having a system in place to identify and support
students who may be at risk of social and emotional
problems, learning difficulties or disengagement
from school. This may include a welfare committee,
school counsellor, and other support staff or
programs;
• Providing opportunities for students to learn about
wellbeing and personal issues through inclusion in
the curriculum, for example in health, personal
development, values education etc.; and
• Developing partnerships with the community,
including youth workers, health and welfare
agencies and community groups. Identifying local
youth-friendly services which troubled students
could be referred to.
Suicide in class discussion
Specifically including a suicide awareness unit in the school
curriculum is not recommended because it may have a
negative impact on vulnerable students. It is preferable to
focus the discussion on resilience and skill development,
such as communication skills, connections with others,
personal coping styles, problem solving, etc. Also see
MindMatters component 2: Student skills for
resilience www.mindmatters.edu.au/components/compone
nt-2
Avoid setting units of work or assessment tasks that focus
specifically on suicide. If a student chooses this topic in
response to a particular exercise, encourage him or her to
deal with it as one aspect of a bigger picture and to include
a positive focus on resilience and help-seeking. Ask why
they’re interested in this topic (as there may be concerns
about their own wellbeing or a friend or relative) and help
them to set boundaries for their task. Maintain contact with
the person throughout the exercise and screen their work
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before allowing it to be presented to the class. You may
need to challenge myths and misconceptions about suicide.
If the issue of suicide comes up in some other context such
as a novel or film, or in general class discussion, clarify with
the group how and why this has arisen. For example, is this
a concern among one or a few students, or is the whole
group more generally interested in this topic as a health or
social issue? If it seems a particular interest of a single
student or a small number, arrange to follow up with them
and talk about it further at another time – they may be
interested because of concerns about their own wellbeing
or someone else’s.
If suicide has come up as a topic of general interest to the
group as a whole, steer the conversation toward a broader
discussion of social and emotional wellbeing, as well as
talking about where a person could seek help, rather than
focussing on suicide itself. Alternatively, you could suggest a
discussion with the school counsellor or year group advisor
and arrange a guest lecturer to speak to students on the
topic.
If you or your school is contacted by a presenter or theatre
group that offers a suicide awareness program, the same
principles apply. Any material they propose to present
should not highlight suicide, discuss methods of suicide, or
promote suicide as inevitable or as an attractive option.
This could have a negative impact on vulnerable students.
Discuss the program with other staff, including a school
counsellor or student welfare staff. The school should reject
any programs that don’t adhere to these guidelines.
Suicide prevention strategies in
Australia
You may like to know more about national approaches to
preventing suicide in Australia. The Australian Government
Department of Health has developed a National Suicide
Prevention Strategy to guide work in this area. It includes a
summary of knowledge about suicide and self-harm,
programs and strategies that are known to be effective, and
priority areas for action. Find out more
at: www.livingisforeveryone.com.au/about
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Suicide postvention in schools
Postvention is an intervention which takes place after a
suicide. For schools, postvention is about responding to the
suicide of a student. Most schools have policies or
guidelines in place for responding to suicidal behaviour in
the school community, often as part of a Critical Incident
Plan. The Critical Incident Plan should be developed in
consultation with the school community and should be in
place before an incident occurs. The section on responding
to a suicide death or suicide attempt should provide clear
guidelines about:
• Discussing the incident with students in classrooms
and/or as a school;
• Preventing suicide attempts or self-harm by others
in the school community;
• Identifying and responding to students and staff
who are distressed or at risk;
• Responding to grief and emotional reactions in the
school community;
• Informing and working with the parents and
families of those affected;
• The school’s involvement in memorial services, in
the event of a death; and
• Responding to media enquiries.
Resources
MindMatters
MindMatters have a range of resources for schools on their
website: www.mindmatters.edu.au
headspace School Support
headspace School Support works with school communities
to prepare for, respond to and recover from suicide. The
key resource is Suicide Postvention Toolkit: A guide for
secondary schools. Find out more
at: www.headspace.org.au/what-works/school-support
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Getting help
In an emergency
• Emergency services – dial 000
• Hospital emergency department
24-hour helplines
• beyondblue Support Service 1300 22 4636
• Suicide Call Back Service (for ages 15 and over)
1300 659 467
• Lifeline 13 11 14
• Kids Helpline (for ages 5 to 25) 1800 55 1800
Other support
• GP
• School counsellor
• Psychologist or counsellor
• Youth health / mental health services (part of local
government health services) such as
headspace: www.headspace.org.au
• R U OK? – www.ruok.org.au.
Whenever you start at a new school, develop a relationship
with your school counsellor and find out about local
services. Having knowledge of the local support services in
your area will be useful for linking students with
appropriate support.
Sources and Links
Australian Bureau of Statistics. (2000). Suicides,
Australia, 1921 to 1998. Catalogue No. 3309.0.
Belconnen, ACT: Commonwealth of Australia.
Accessed December 4, 2012 from
www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0
/B677BAE5E1AC97E5CA2568BD0012ECBC/$File/33
090_1921%20to%201998.pdf
Australian Bureau of Statistics. (2012). Suicides,
Australia, 2010. Catalogue No. 3309.0. Belconnen,
ACT: Commonwealth of Australia. Accessed March
24, 2014 from:
www.abs.gov.au/AUSSTATS/abs@.nsf/mf/3309.0
The Response Ability Initiative is funded A publication of the Response Ability initiative:
by the Australian Government
© Commonwealth of Australia 2017
Sources and Links
Australian Bureau of Statistics. (2013). Causes of Death,
Australia, 2011. Catalogue No. 3303.0. Belconnen,
ACT: Commonwealth of Australia. Accessed March
25, 2014 from
www.abs.gov.au/ausstats/abs@.nsf/Lookup/3303.0
Chapter222011
Australian Bureau of Statistics. (2016). Causes of Death,
Australia, 2015. Catalogue No. 3303.0. Belconnen,
ACT: Commonwealth of Australia. Accessed
September 28, 2016 from:
www.abs.gov.au/AUSSTATS/abs@.nsf/allprimaryma
infeatures/47E19CA15036B04BCA2577570014668B
?opendocument
Beautrais, A.L. (1998). Risk factors for suicide and
attempted suicide amongst young people. A report
prepared for the National Health and Medical
Research Council. Canterbury Suicide Project,
Christchurch School of Medicine, New Zealand.
Beautrais, A. L. (2000). “Risk factors for suicide and
attempted suicide among young people.” Australian
and New Zealand Journal of Psychiatry, 34, 420-436.
Commonwealth of Australia. (2008). Life: Living is for
Everyone - A framework for prevention of suicide in
Australia. Available online at
www.livingisforeveryone.com.au/resources/life-
framework
Connor, K. R., Langley, J., Tomaszewski, K. J., & Conwell,
Y. (2003). Injury hospitalization and risks for
subsequent self-injury and suicide: A national study
from New Zealand. American Journal of Public
Health, 93(7), 1128-1131.
Department of Health and Aged Care. (2000). Educating
for Life: A guide for schoolbased responses to
preventing self-harm and suicide.
De Man, A.F. & Leduc, C.P. (1995). Suicidal ideation in
high school students: Depression and other
correlates. Journal of Clinical Psychology, 51(2),
March: 173-181.
Hassan, R. (1995). Suicide Explained: The Australian
Experience. Melbourne University Press (Carlton).
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 Sources and Links
Krupinski, J., Tiller, J.W.G., Burrows, G.D. & Hallenstein,
H. (1994). Youth suicide in Victoria: a retrospective
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Lawrence, D., Johnson, S., Hafekost, J., Boterhoven De
Haan, K., Sawyer, M., Ainley, J. & Zubrick SR. (2015).
The Mental Health of Children and Adolescents.
Report on the second Australian Child and
Adolescent Survey of Mental Health and Wellbeing.
Department of Health, Canberra.
Martin, G., Swannell, S., Harrison, J., Hazell, P., &
Taylor, A. (2010). The Australian National
Epidemiological Study of Self-Injury (ANESSI). Centre
for Suicide Prevention Studies: Brisbane, Australia.
NSW Ministry of Health. (2014) Conversations Matter
Supporting Fact Sheet: Risk factors and warning
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mation/supporting-fact-sheets
O’Connor, N., Warby, M., Raphael, B. and Vassallo, T.
(2004). Changeability, confidence, common sense
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assessment. Australasian Psychiatry, 12(4), 352-
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Shaffer, D. (1993). Preventing suicide in young people.
Innovations and Research, 2(4), 3-9.

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