Lesson Plan
Hope & Help: Suicide Prevention
Students will be able to identify warning signs of suicide, understand the importance of seeking help for themselves or others, and recall available resources for mental health support.
Suicide is a serious public health issue, and providing students with knowledge and resources can save lives. This lesson empowers students to recognize distress in themselves and peers, fostering a supportive community.
Audience
12th Grade
Time
30 minutes
Approach
Interactive discussion, direct instruction, and resource sharing.
Materials
Hope & Help: Suicide Prevention Slide Deck (#suicide-prevention-slide-deck), Teacher Script: Suicide Prevention (#suicide-prevention-script), Student Resource Handout: Where to Find Help (#student-resource-handout), Warm-Up: Check-In on Feelings (#warm-up-feelings), and Cool-Down: One Thing I Learned (#cool-down-learned)
Prep
Teacher Preparation
15 minutes
- Review all generated materials, especially the Teacher Script: Suicide Prevention and Hope & Help: Suicide Prevention Slide Deck, to ensure comfort and familiarity with the content.
- Print copies of the Student Resource Handout: Where to Find Help for each student.
- Ensure technology (projector, computer) is working for the slide deck presentation.
- Familiarize yourself with school-specific protocols for addressing student disclosures related to self-harm or suicide. Have contact information for school counselors or support staff readily available.
Step 1
Warm-Up: Check-In on Feelings
5 minutes
Begin the lesson with the Warm-Up: Check-In on Feelings activity. Instruct students to privately reflect on the prompt and jot down their thoughts. Emphasize that this is a personal reflection and they do not need to share unless they feel comfortable. This helps gauge the emotional climate of the classroom and transitions into the sensitive topic.
Step 2
Introduction & Setting the Stage
3 minutes
Use the Teacher Script: Suicide Prevention and Hope & Help: Suicide Prevention Slide Deck to introduce the topic of suicide prevention. Emphasize the importance of creating a safe and supportive environment for this discussion. Review ground rules for sensitive topics, such as respectful listening and confidentiality.
Step 3
Understanding Warning Signs
7 minutes
Continue using the Teacher Script: Suicide Prevention and Hope & Help: Suicide Prevention Slide Deck to discuss common warning signs of suicide. Encourage students to think about how these signs might appear in themselves or their friends. Facilitate a brief, guided discussion, reminding students that observation and care are key, not diagnosis.
Step 4
How to Help: ACT (Acknowledge, Care, Tell)
7 minutes
Present the ACT framework using the Teacher Script: Suicide Prevention and Hope & Help: Suicide Prevention Slide Deck. Explain each step: Acknowledge the signs, show Care, and Tell a trusted adult. Provide specific examples of how students can implement ACT. Emphasize that their role is to get help, not to solve the problem themselves.
Step 5
Resources and Support
5 minutes
Distribute the Student Resource Handout: Where to Find Help. Go over the resources listed, including national hotlines, local services, and school contacts. Reiterate that seeking help is a sign of strength. Allow for any anonymous questions if time permits, or provide a way for students to submit questions privately.
Step 6
Cool-Down: One Thing I Learned
3 minutes
Conclude the lesson with the Cool-Down: One Thing I Learned. Have students reflect on one key takeaway from the lesson. This helps reinforce learning and allows for a final moment of reflection.
Slide Deck
Hope & Help: Suicide Prevention
Creating a safe space to talk about a vital topic.
Ground Rules:
- Listen Respectfully: Pay attention to others.
- Confidentiality: What's said here, stays here... unless someone is at risk.
- Empathy: Understand and share the feelings of others.
- Self-Care: It's okay to feel emotions. Reach out if you need support.
Welcome students and introduce the topic of suicide prevention. Emphasize that this is a safe space for an important conversation. Explain ground rules: respectful listening, confidentiality (what stays in the room vs. what must be reported if a student is at risk). Acknowledge that this can be a difficult topic but is essential for student well-being. Refer to the Teacher Script: Suicide Prevention for detailed guidance.
Recognizing Warning Signs
What are some signs that someone might be struggling?
- Changes in mood or behavior:
- Extreme sadness, hopelessness, anger, anxiety.
- Loss of interest in activities once enjoyed.
- Withdrawing from friends and family.
- Increased drug or alcohol use.
- Talking about suicide or death:
- "I wish I wasn't here."
- "Everyone would be better off without me."
- Expressing feelings of being a burden.
- Giving away possessions or saying goodbye.
- Risky or self-destructive behavior.
- Sudden improvement after a period of depression. (This can be a red flag as it may indicate a decision has been made).
Introduce the idea of warning signs. Explain that these are changes in behavior or mood that might indicate someone is struggling. Reiterate that identifying these signs isn't about diagnosing, but about noticing and caring. Encourage students to think broadly about what these might look like. Refer to the Teacher Script: Suicide Prevention for detailed guidance.
How to Help: The ACT Framework
If you notice warning signs in yourself or a friend, remember ACT:
- A - Acknowledge: Acknowledge the signs you see. "I've noticed you've been really quiet lately, and I'm worried about you." Don't dismiss or ignore your concerns.
- C - Care: Show you care. Let them know you're there for them and that they're not alone. "I care about you, and I want to help." Listen without judgment.
- T - Tell: Tell a trusted adult. This is the most important step. It's not tattling; it's saving a life.
- A parent, guardian, teacher, counselor, coach, religious leader, etc.
- Always tell an adult.
Introduce the ACT framework. Explain each letter clearly with practical examples. Emphasize that students are not expected to be therapists, but rather connectors to adult help. Stress that 'Tell a trusted adult' is the most critical step. Refer to the Teacher Script: Suicide Prevention for detailed guidance.
Where to Find Help
You are not alone. Help is available.
- National Suicide Prevention Lifeline: Call or text 988 (24/7, free, confidential).
- Crisis Text Line: Text HOME to 741741 (24/7, free, confidential).
- The Trevor Project: 1-866-488-7386 (for LGBTQ youth).
- School Counselors: [Insert School Counselor names/contact info if applicable]
- Trusted Adults: Parents, teachers, coaches, family members.
- Mental Health Professionals: Therapists, doctors.
Remember: Reaching out for help is a sign of strength and courage.
Go over the resources on the slide and the handout. Reiterate that seeking help is a sign of immense strength. Encourage students to keep the handout somewhere they can easily find it. Open the floor for any questions, but remind them about the nature of confidentiality. Refer to the Teacher Script: Suicide Prevention for detailed guidance.
You Are Not Alone.
Every life is valuable.
Looking out for yourself and your friends makes our community stronger.
Don't hesitate to ACT and reach out.
Conclude the lesson by reinforcing the message of hope and the importance of looking out for one another. Provide a final reassuring statement. Transition to the cool-down activity. Refer to the Teacher Script: Suicide Prevention for detailed guidance.
Script
Teacher Script: Suicide Prevention
Warm-Up: Check-In on Feelings (5 minutes)
"Good morning/afternoon, everyone. Before we dive into our lesson today, I want to start with a quick, personal check-in. Please take a moment to look at the prompt on the screen or on your handout for the Warm-Up: Check-In on Feelings activity."
"Think about how you're feeling right now, and what might be contributing to those feelings. You can jot down your thoughts in your journal or on a piece of paper. This is for your eyes only; you won't be asked to share unless you feel comfortable doing so. The goal here is to just acknowledge where we are emotionally as we begin this important conversation. Take about three minutes for this reflection."
(Allow students 3-4 minutes to reflect and write. Observe the room quietly.)
"Thank you for taking that moment for yourselves. We're going to transition now into our main topic."
Introduction & Setting the Stage (3 minutes)
"Today, we're going to talk about a very serious and sensitive topic: suicide prevention. I know this can be a difficult subject for many, and it's okay to feel a range of emotions as we discuss it. My goal today is to create a safe space for this conversation, to share important information, and to ensure you know that help is always available."
(Advance to Hope & Help: Suicide Prevention Slide Deck - Slide 1)
"On this first slide, you'll see our title for today: 'Hope & Help: Suicide Prevention.' Let's also establish some ground rules for our discussion today. First, I ask that everyone listen respectfully. What others share, even if it's just a personal reflection, is important. Second, confidentiality is key. What's said in this room, stays in this room, with one very important exception: if I hear anything that suggests someone is at risk of harming themselves or someone else, I am legally and ethically obligated to get them help. This is not 'tattling'; it is ensuring everyone's safety. Third, I encourage empathy – try to understand and share the feelings of others. And finally, self-care – it's okay if this topic brings up emotions. If you feel overwhelmed, please let me know, and remember that reaching out for support is a sign of strength."
"This lesson is important because suicide is a serious issue that affects many young people. By understanding the signs and knowing how to help, we can create a stronger, more supportive community for everyone."
Understanding Warning Signs (7 minutes)
(Advance to Hope & Help: Suicide Prevention Slide Deck - Slide 2)
"Now, let's talk about how we can recognize when someone might be struggling. This is about noticing changes, not about being a therapist or diagnosing anyone. We call these 'warning signs'."
"Take a look at the slide. Some common changes in mood or behavior might include extreme sadness, hopelessness, anger, or anxiety that lasts for a long time. Someone might lose interest in things they once loved, or start withdrawing from friends and family. You might also notice an increase in drug or alcohol use."
"Another significant warning sign is talking about suicide or death. This isn't just a cry for attention. If someone says things like, 'I wish I wasn't here,' 'Everyone would be better off without me,' or expresses feelings of being a burden, take it seriously."
"Other signs could be giving away possessions or saying goodbye in a final way. You might also notice risky or self-destructive behavior. And sometimes, paradoxically, a sudden improvement after a period of deep depression can be a red flag, as it might mean a person has made a decision about ending their pain."
"It's crucial to remember that these signs don't automatically mean someone is suicidal, but they do mean that someone is in pain and needs help. Our job is to notice and care."
How to Help: ACT (Acknowledge, Care, Tell) (7 minutes)
(Advance to Hope & Help: Suicide Prevention Slide Deck - Slide 3)
"So, what do you do if you notice these warning signs in a friend, or even in yourself? We use the ACT framework."
"A stands for Acknowledge. Don't ignore or dismiss your concerns. If you see signs that someone is struggling, acknowledge them. You can say, 'I've noticed you've been really quiet lately, and I'm worried about you.' Or, 'You haven't seemed yourself, and I want to check in.' Be direct but kind. Asking directly about suicide does not put the idea in their head; it shows you care and gives them permission to talk."
"C stands for Care. Show them you care. Let them know they're not alone and you're there to listen without judgment. You might say, 'I care about you, and I want to help.' Simply listening can be incredibly powerful. Validate their feelings. You don't have to have all the answers; just be present and supportive."
"And the most important step, T, stands for Tell. Tell a trusted adult immediately. This is not 'tattling' or breaking a confidence; it is potentially saving a life. You are not responsible for solving their problems, but you are responsible for getting them connected to someone who can help. Who are some trusted adults you could tell?"
(Wait for student responses: parents, teachers, coaches, counselors, school nurse, etc.)
"Exactly. It could be a parent, guardian, teacher, school counselor, coach, or religious leader. The key is to always tell an adult as soon as possible. Don't promise to keep secrets about self-harm or suicide. Your friend's life is more important than keeping a secret."
Resources and Support (5 minutes)
(Advance to Hope & Help: Suicide Prevention Slide Deck - Slide 4)
"Remember, you are not alone, and help is always available. I'm going to hand out a resource sheet now called the Student Resource Handout: Where to Find Help."
(Distribute handout to students.)
"On this handout and on the slide, you'll see several critical resources. The National Suicide Prevention Lifeline is available 24/7 by calling or texting 988. It's free and confidential. The Crisis Text Line is another great resource; you can text HOME to 741741 anytime, also free and confidential. For our LGBTQ+ youth, The Trevor Project offers support at 1-866-488-7386."
"Locally, please remember your school counselors. Their names are [Insert School Counselor names/contact info if applicable] and they are here to support you. Of course, trusted adults like your parents, teachers, and other family members are also vital resources. And if you or someone you know needs ongoing support, mental health professionals like therapists and doctors are available."
"Keep this handout. You never know when you or a friend might need it. Reaching out for help is a sign of immense strength and courage."
"Are there any general questions about these resources, or anything else we've discussed, that I can answer now? You can also write down any questions you have and give them to me privately after class, or email me, if you'd prefer."
(Answer any appropriate questions, keeping confidentiality in mind.)
Cool-Down: One Thing I Learned (3 minutes)
(Advance to Hope & Help: Suicide Prevention Slide Deck - Slide 5)
"To wrap up our lesson today, I'd like you to take a moment for the Cool-Down: One Thing I Learned activity. Think about everything we've discussed and reflect on one key takeaway. What is one thing you learned or one message that resonated with you from today's lesson? You can write it down briefly. Again, this is for your own reflection."
(Allow 1-2 minutes for reflection.)
"Thank you, everyone, for engaging in this important conversation. Remember, every life is valuable. Looking out for yourselves and your friends makes our community stronger. Don't hesitate to ACT and reach out. If you need anything at all, please don't hesitate to speak to me or any other trusted adult."
Warm Up
Warm-Up: Check-In on Feelings
Instructions: Take a few moments to privately reflect on the questions below. This is for your own personal reflection, and you will not be asked to share your answers aloud.
- On a scale of 1-5, how are you feeling emotionally right now? (1 = struggling, 5 = great)
- What is one word that describes how you are feeling?
- What might be contributing to this feeling today?
- Is there anything you need to help you feel more supported today?
Cool Down
Cool-Down: One Thing I Learned
Instructions: Please take a moment to reflect on today's lesson. In the space below, write down one important thing you learned or one message that resonated with you from our discussion on suicide prevention. This is for your own personal reflection.
Reflect and Connect:
If you found anything in today's lesson particularly difficult or if you feel you need to talk to someone, please reach out to a trusted adult, a school counselor, or use one of the resources provided on the Student Resource Handout: Where to Find Help.
Worksheet
Student Resource Handout: Where to Find Help
It takes courage to ask for help, and it's a sign of strength. You are not alone, and there are many people and organizations ready to support you or a friend who may be struggling. Please keep this handout in a safe place.
Immediate Help & Crisis Support (Available 24/7)
-
National Suicide Prevention Lifeline:
- Call or Text: 988
- (Connects you with a trained crisis counselor. Free, confidential, and available 24/7 in the U.S.)
-
Crisis Text Line:
- Text HOME to 741741
- (Connects you with a crisis counselor via text. Free, confidential, and available 24/7.)
-
The Trevor Project (for LGBTQ Youth):
- Call: 1-866-488-7386
- Text: START to 678-678
- (Provides crisis intervention and suicide prevention services to LGBTQ young people.)
School Support
Your school has staff who care about your well-being and are here to help.
-
School Counselors:
- [Insert School Counselor names/contact info if applicable]
- (They can provide support, guidance, and connect you with additional resources.)
-
Other Trusted School Staff:
- Teachers
- Coaches
- School Nurse
- Administrators
Trusted Adults in Your Life
Talking to an adult you trust is a brave and important step.
- Parents or Guardians
- Family Members
- Mentors
- Religious Leaders
Mental Health Professionals
For ongoing support, a mental health professional can provide counseling and treatment.
- Therapists / Counselors
- Psychologists
- Doctors / Pediatricians
Remember the ACT Framework:
- A - Acknowledge: Acknowledge the signs you see in yourself or others.
- C - Care: Show you care and listen without judgment.
- T - Tell: Tell a trusted adult immediately. This is the most important step.
Your life matters. Every life is valuable. You don't have to carry burdens alone.