The Tool Desk
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Choose the right escalation
The response depends on the urgency. A school’s crisis procedure and trained staff should be involved alongside the appropriate outside support.
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| Situation | What to do | Guidance |
|---|---|---|
| Immediate danger, a medical emergency, or a suicide attempt | Call 911 or local emergency services and activate the school’s emergency procedure. In a suicide attempt, keep an adult with the student and contact the school’s designated risk-response lead. | The 988 Lifeline directs people to 911 for immediate harm or danger; SAMHSA’s high school toolkit gives these steps for a student suicide attempt. |
| Mental health crisis support, without immediate danger requiring emergency response | Call or text 988, or use chat through 988lifeline.org. Follow school procedures and involve designated school staff. | SAMHSA and the 988 Lifeline describe these crisis-support options. The cited guidance does not establish that contacting 988 automatically dispatches a particular service. |
| Serious concern that needs school support | Contact the school counselor, nurse, administrator, psychologist, social worker, or designated crisis-response coordinator, as applicable under school procedures. | SAMHSA identifies these school professionals as relevant supports for educator concerns. |
What to do in the moment
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Check for immediate danger and get help
Look for an immediate threat of serious harm, a medical emergency, a suicide attempt, or a specific threat to hurt someone. Activate the school’s crisis or emergency procedure and alert the designated school lead. If you need to focus on the student, ask another adult to supervise the rest of the class.
Special offer. See more information about Outbyte and uninstall instructions. Please review EULA and Privacy policy.For a suicide attempt, SAMHSA’s high school toolkit directs the first adult to stay with the student—or designate another adult to stay—contact emergency services, and notify the school’s Student Risk Response Coordinator. Its instruction is direct: “Never leave the student alone.”
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Lower pressure and communicate calmly
SAMHSA’s child and youth behavioral health crisis guidance recommends establishing safety, using a calm and empathetic manner, speaking in a soothing voice, moving slowly, listening actively, avoiding judgment and arguments, respecting physical space, and reducing stimulation where possible. Use short, clear statements and give the student time to respond. Avoid crowding, threats, public confrontation, or turning the moment into a discipline lecture.
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Bring in trained school staff and follow reporting procedures
Consult the school professionals identified in your crisis plan. SAMHSA advises educators to seek support from a school counselor, nurse, or administrator and the student’s parents when serious concerns arise, including a serious self-harm attempt or plan, severe out-of-control behavior that could cause harm, or a drastic change in behavior or personality. Follow local procedures for who contacts caregivers and what information is shared.
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Recognize warning signs without trying to diagnose
SAMHSA identifies several possible warning signs in young people:
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- Withdrawing from social connections or changes in those connections.
- Changes in sleep.
- Increased agitation or irritability.
A warning sign is a reason to take the concern seriously and use school support procedures; it is not, by itself, a diagnosis. A teacher’s role is to notice, listen, help protect immediate safety, and refer the concern—not to determine independently that a sign is harmless.
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Do not use restraint or seclusion as routine behavior management
The U.S. Department of Education says restraint and seclusion should be avoided to the greatest extent possible and should be reserved for situations in which a student’s behavior poses an imminent danger of serious physical harm to themselves or others. Follow district policy and involve trained personnel for any authorized emergency procedure; do not improvise a physical intervention.
Plan follow-up after the immediate crisis
After a suicide attempt, SAMHSA’s toolkit assigns the response coordinator responsibility for contacting parents, arranging an appropriate meeting location, and planning follow-up with the student and parents about medical or mental health services. Department of Education emergency-planning guidance also includes emotional recovery as an area schools should plan for.
Use your school’s procedures for documentation, re-entry, continuity of learning, and ongoing support. The details of those steps are set locally; they are not presented here as uniform national requirements.
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