Lesson Plan
Reach Out: Support & Hope
Students will be able to identify warning signs of suicide, understand the importance of seeking help for themselves or others, and know about available school and community resources for mental health support.
Suicide is a serious public health issue, and providing high school seniors with knowledge and resources can help prevent it. This lesson empowers students to recognize distress, offer support, and access help, creating a more resilient and caring school community.
Audience
12th Grade
Time
30 minutes
Approach
Interactive discussion, slide presentation, and resource sharing.
Prep
Review Materials & Set Up
15 minutes
- Review the Lesson Plan, Slide Deck: Reach Out: Support & Hope, and Teacher Script: Navigating 'Reach Out' thoroughly to familiarize yourself with the content and flow.
- Prepare the classroom for discussion and presentation.
- Print copies of the Warm-Up: True/False on Mental Health, ACT Scenario Cards, and Resource Handout: Support & Hope Connections for each student.
- Ensure projector and computer are working to display the Slide Deck: Reach Out: Support & Hope.
- Consider having school counselor or mental health professional present or on call for additional support.
Step 1
Warm-Up & Introduction
5 minutes
- Distribute the Warm-Up: True/False on Mental Health to students.
2. Have students complete the warm-up individually.
3. Briefly discuss a few answers to gauge initial understanding and address misconceptions.
4. Introduce the topic of suicide prevention as a critical life skill for senior year and beyond. Emphasize the importance of creating a supportive environment.
Step 2
Presentation: Understanding & Support
15 minutes
- Begin presenting the Slide Deck: Reach Out: Support & Hope, using the Teacher Script: Navigating 'Reach Out' as a guide.
2. Focus on:
- Defining Suicide and Mental Health: Explain common misconceptions.
- Warning Signs: Discuss behavioral, verbal, and emotional indicators.
- How to Help: Introduce the 'Ask, Care, Tell' (ACT) model.
- Available Resources: Highlight school counselors, trusted adults, and crisis hotlines.
3. Facilitate brief, guided questions during the presentation to ensure engagement and understanding (refer to Teacher Script: Navigating 'Reach Out' for prompts).
Step 3
Activity: ACT Scenario Cards
5 minutes
- Divide students into small groups (2-3 students).
2. Distribute ACT Scenario Cards to each group.
3. Instruct groups to discuss how they would apply the 'Ask, Care, Tell' (ACT) model to each scenario.
4. Briefly bring the class back together to share one or two key takeaways from their discussions.
Step 4
Group Discussion & Resource Sharing
3 minutes
- Transition to a brief class discussion using one or two prompts from the Discussion Guide: Breaking the Silence.
2. Encourage students to share their thoughts and ask questions in a safe and respectful environment. Remind them of confidentiality and the 'Ask, Care, Tell' model.
3. Distribute the Resource Handout: Support & Hope Connections and review key contacts and ways to access support.
4. Reinforce that seeking help is a sign of strength.
Step 5
Wrap-Up & Call to Action
2 minutes
- Briefly summarize the key takeaways: recognizing signs, reaching out, and available support.
2. Emphasize that every student has a role in creating a supportive community.
3. Encourage students to keep the Resource Handout: Support & Hope Connections in a safe place and share it with friends if needed.

Slide Deck
Reach Out: Support & Hope
Understanding Mental Health & Suicide Prevention
A guide for 12th graders
Welcome students and introduce the sensitive nature of the topic. Emphasize that this is a safe space for learning and discussion. Reassure them that help is available and talking about it is a strength. Remind them of confidentiality and the presence of the school counselor if applicable. Briefly introduce the warm-up activity.
What is Mental Health?
Mental health refers to our emotional, psychological, and social well-being. It affects how we think, feel, and act.
Just like physical health, mental health can fluctuate.
Did You Know?
- 1 in 5 teens will experience a serious mental health condition.
- Suicide is the 2nd leading cause of death for ages 10-24.
Talking about mental health is essential for creating a supportive community.
Explain that mental health is just as important as physical health. Define common terms and dispel myths. Encourage students to think about why discussing mental health openly is important.
Recognizing Warning Signs
It can be hard to know when someone is struggling. Look for changes in:
Behavioral Signs:
- Withdrawal from friends, family, activities
- Increased alcohol or drug use
- Reckless behavior
- Changes in sleep or eating habits
- Giving away prized possessions
Verbal Signs:
- "I wish I wasn't here anymore."
- "Everyone would be better off without me."
- "I can't take this anymore."
- Talking about feeling trapped or hopeless
Emotional Signs:
- Extreme mood swings
- Increased anxiety or agitation
- Persistent sadness or irritability
- Loss of interest in things they once enjoyed
Discuss key warning signs. Emphasize that these signs can vary and a combination of signs, especially if new or worsening, is concerning. Ask students to think about if they've seen these in themselves or others and what that felt like (without sharing specifics).
How Can I Help? ACT!
Ask:
- Directly ask, "Are you thinking about suicide?" or "Are you okay?"
- Asking does NOT put the idea in their head; it shows you care.
Care:
- Listen without judgment.
- Let them know you care and they are not alone.
- Reassure them that help is available.
Tell:
- Tell a trusted adult immediately (parent, teacher, counselor, coach).
- Don't keep it a secret. It's too big to handle alone.
- Call a crisis hotline if an adult isn't immediately available.
Introduce the ACT model. Break down each step. Emphasize that students are not expected to be therapists, but rather to connect someone to help. Practice some scenarios with students verbally, if appropriate for the group.
Where To Get Help: Resources
You are not alone. Help is available.
School Resources:
- School Counselor
- School Psychologist
- Trusted Teacher or Staff Member
- School Nurse
National Crisis Resources (Available 24/7):
- Suicide & Crisis Lifeline: Call or text 988
- Crisis Text Line: Text HOME to 741741
- The Trevor Project (for LGBTQ youth): Call 1-866-488-7386 or text START to 678-678
Remember: Reaching out is a sign of strength, not weakness.
List various resources, both within the school and externally. Encourage students to save hotline numbers in their phones. Highlight that reaching out is a sign of strength.
You Are Not Alone. There Is Hope.
Mental health struggles are common, and help is always available.
- Be a supportive friend.
- Check in with yourself and others.
- Know the signs.
- ACT when you are concerned.
- Reach out to trusted adults and resources.
Together, we can create a community of support and hope.
Questions?
Conclude by reiterating the main message of hope and support. Encourage students to be proactive in supporting their own and others' mental health.

Script
Teacher Script: Navigating 'Reach Out'
Warm-Up & Introduction (5 minutes)
Teacher: "Good morning/afternoon, everyone. Today, we're going to discuss a really important topic: mental health and suicide prevention. I know this can be a difficult subject, and I want to assure you that this is a safe space for open discussion and learning. There are no right or wrong feelings, and your well-being is my top priority. We also have [mention if a counselor/professional is present or available] here to support us if needed.
Before we dive in, I have a quick warm-up activity. I'm going to hand out a True/False sheet about mental health. Please take a few minutes to complete it individually. There's no grading, just a chance to get us thinking."
(Distribute Warm-Up: True/False on Mental Health. Allow 2-3 minutes for completion.)
Teacher: "Alright, let's briefly go over a couple of these. Raise your hand if you'd like to share your answer and reasoning for question [choose one or two questions]. Thank you for sharing. It's clear that there are a lot of different understandings about mental health, and that's exactly why we're having this conversation today.
As you prepare for graduation and the next steps in your lives, understanding mental health and how to support yourselves and your peers is a critical life skill. My goal today is for you to feel more informed, empowered to seek help, and confident in supporting a friend who might be struggling."
Presentation: Understanding & Support (15 minutes)
Teacher: "Let's start with our presentation, Slide Deck: Reach Out: Support & Hope."
(Advance to Slide 1: "Reach Out: Support & Hope")
Teacher: "This lesson is called 'Reach Out: Support & Hope.' It's about empowering all of us to be part of a supportive community."
(Advance to Slide 2: "What is Mental Health?")
Teacher: "So, what exactly is mental health? It's more than just feeling happy or sad. It's about our emotional, psychological, and social well-being. It affects how we think, feel, and act every single day. Just like our physical health, our mental health can have good days and bad days, and and it can change over time.
Take a look at these statistics. Did you know that 1 in 5 teens will experience a serious mental health condition? And that suicide is the second leading cause of death for people your age, 10-24? These numbers highlight why it's so important that we talk about this openly and honestly."
Teacher: "Why do you think it's often harder to talk about mental health than physical health? What are some barriers?"
(Allow 1-2 student responses.)
Teacher: "Exactly. There's often a stigma, a fear of judgment. But by talking about it, we start to break down those barriers and create a more understanding environment."
(Advance to Slide 3: "Recognizing Warning Signs")
Teacher: "One of the most important things we can learn is how to recognize when someone might be struggling, or even when we ourselves might be struggling. These are not a checklist, but rather potential indicators that something might be wrong.
Let's look at behavioral signs. These are things you might observe in someone's actions. For example, withdrawing from friends or activities they once loved, an increase in substance use, or sudden reckless behavior. Changes in sleep or eating habits, like sleeping all the time or not at all, or significant changes in appetite, can also be red flags. And sometimes, giving away prized possessions can be a subtle sign.
Then there are verbal signs. These are direct or indirect statements. Someone might say, 'I wish I wasn't here anymore,' or 'Everyone would be better off without me.' They might express feeling trapped, hopeless, or like they 'can't take this anymore.' It's crucial to take these statements seriously, even if they seem like a passing comment.
Finally, emotional signs involve significant changes in mood. Extreme mood swings, increased anxiety or agitation, persistent sadness or irritability, or a loss of interest in activities are all important to note.
It's important to remember that one sign alone might not mean someone is suicidal, but a combination of these signs, especially if they are new or worsening, should raise concern."
Teacher: "Can anyone think of why it's sometimes hard to notice these signs in ourselves or our friends?"
(Allow 1-2 student responses.)
Teacher: "It can be, right? We're all busy, and sometimes we don't want to believe our friends are in pain. But paying attention is a powerful act of care."
(Advance to Slide 4: "How Can I Help? ACT!")
Teacher: "So, if you do notice these signs, what can you do? We're going to learn the ACT model: Ask, Care, Tell.
First, Ask. This is often the hardest part, but it's the most direct. Ask them directly: 'Are you thinking about suicide?' or 'Are you okay?' Many people worry that asking will put the idea in someone's head. That's a myth. Asking directly shows you care and gives them permission to talk about what they're truly experiencing.
Next, Care. Listen without judgment. Let them know you care about them and that they are not alone. Reassure them that help is available and that what they're feeling can be worked through.
And most importantly, Tell. You do not have to handle this alone. Tell a trusted adult immediately. This could be a parent, another family member, a teacher, a school counselor, a coach, or any adult you trust. Do not keep it a secret. It's too big for one person to carry. If an adult isn't immediately available, you can call a crisis hotline, which we'll discuss next."
Teacher: "Why do you think the 'Tell' part is so important, especially for a serious issue like suicide?"
(Allow 1-2 student responses.)
Teacher: "Exactly. It's about getting professional help involved. You're not expected to fix everything, but to connect them to someone who can."
(Advance to Slide 5: "Where To Get Help: Resources")
Teacher: "This slide lists crucial resources. Within our school, you have incredible support. Our school counselors, school psychologists, trusted teachers or staff members, and the school nurse are all here for you.
And there are national resources available 24/7. The Suicide & Crisis Lifeline is 988 – you can call or text that number anytime. The Crisis Text Line is another great option; just text HOME to 741741. And for our LGBTQ+ youth, The Trevor Project offers specialized support. Their number is 1-866-488-7386, or you can text START to 678-678.
I want to repeat this: reaching out for help, whether for yourself or a friend, is a sign of immense strength, not weakness."
Activity: ACT Scenario Cards (5 minutes)
Teacher: "Now that we've learned about the ACT model, let's practice applying it. I'm going to divide you into small groups and hand out ACT Scenario Cards. Each card has a different situation. In your groups, discuss how you would use Ask, Care, Tell to respond effectively to each scenario. Think about what you would say or do at each step. We'll have about 5 minutes for this, and then we'll quickly share some of your insights."
(Divide students into groups and distribute ACT Scenario Cards. Circulate and facilitate as groups discuss.)
Teacher: "Alright, let's bring it back together. Can one or two groups share a brief takeaway or a key point they discussed for one of the scenarios? What was a challenging part, or something that felt important to remember?"
(Allow 1-2 student responses.)
Group Discussion & Resource Sharing (3 minutes)
Teacher: "Thank you for that thoughtful work. It's so important to practice these skills. Now, let's open it up for a brief, final discussion using one or two prompts from our Discussion Guide: Breaking the Silence. What are any lingering thoughts or questions you have? Remember, let's keep this a respectful and supportive conversation."
(Start a brief discussion, using the prompts provided in the guide. Circulate and listen.)
Teacher: "Thank you for your thoughtful contributions. I'm now handing out a Resource Handout: Support & Hope Connections. Please take a moment to look it over. This handout has all the contact information we discussed, plus some additional resources. I encourage you to keep this in a safe place, maybe take a picture of it with your phone, so you have it readily available."
(Allow time for students to review the handout.)
Teacher: "Are there any questions about the resources or how to access them?"
(Address any questions.)
Wrap-Up & Call to Action (2 minutes)
Teacher: "To wrap up, I want to reiterate a few key messages. Mental health is just as important as physical health. It's vital to recognize the warning signs in ourselves and in others, and when you see those signs, remember to ACT: Ask, Care, Tell.
Every single one of you has the power to make a difference in someone's life, including your own. By being informed, compassionate, and willing to reach out, you contribute to a stronger, more supportive school community. Let's commit to looking out for one another and always remember that hope and help are always available.
Thank you for your engagement and for being open to this important conversation. Please feel free to speak with me or [school counselor/professional] after class if you have any individual concerns or questions. You are dismissed."


Warm Up
Warm-Up: True/False on Mental Health
Instructions: Read each statement below and circle T for True or F for False.
- Mental health problems only affect a small number of people.
T / F - Talking about suicide will put the idea into someone's head.
T / F - You can always tell when someone is struggling with their mental health.
T / F - Seeking help for mental health challenges is a sign of weakness.
T / F - School counselors and other trusted adults can help if you or a friend are struggling.
T / F - Once someone decides to die by suicide, nothing can stop them.
T / F - It's okay to break a friend's confidence if it means getting them help for a serious mental health crisis.
T / F


Answer Key
Warm-Up: True/False on Mental Health Answer Key
Instructions: Review the answers and reasoning below.
- Mental health problems only affect a small number of people.
F
Reasoning: Mental health challenges are very common. It's estimated that 1 in 5 teens will experience a serious mental health condition. Many more will experience mental health struggles at some point in their lives, just like physical health issues. - Talking about suicide will put the idea into someone's head.
F
Reasoning: This is a dangerous myth. Research shows that directly asking someone if they are thinking about suicide does not increase their risk. Instead, it can open up a conversation, show that you care, and provide an opportunity for them to get help. - You can always tell when someone is struggling with their mental health.
F
Reasoning: People often hide their struggles for various reasons, including shame, fear, or not wanting to burden others. While there are warning signs, it's not always obvious, which is why checking in with friends and being observant is important. - Seeking help for mental health challenges is a sign of weakness.
F
Reasoning: Seeking help is a sign of incredible strength and self-awareness. It means recognizing you need support and taking proactive steps to care for your well-being, just as you would for a physical injury. - School counselors and other trusted adults can help if you or a friend are struggling.
T
Reasoning: School staff, parents, and other trusted adults are valuable resources. They are trained to help, can offer support, and can connect individuals to professional mental health services. - Once someone decides to die by suicide, nothing can stop them.
F
Reasoning: Suicidal thoughts are often temporary and can be influenced by intense emotional pain, which can lessen with support and treatment. Intervention, support, and professional help can and do save lives. Most people who experience suicidal thoughts do not go on to die by suicide. - It's okay to break a friend's confidence if it means getting them help for a serious mental health crisis.
T
Reasoning: A person's life and safety always take precedence over keeping a secret. If you believe a friend is in danger of harming themselves, it is crucial to tell a trusted adult immediately. You are being a responsible and caring friend by doing so.


Discussion
Discussion Guide: Breaking the Silence
Instructions: Listen actively to your peers and share your thoughts respectfully. This is a space for learning and support.
Opening Questions:
- What was one new thing you learned or something that surprised you from today's presentation about mental health or warning signs?
- Why do you think it can be so hard for people to talk about their mental health struggles, or to admit they are having suicidal thoughts?
Applying the ACT Model:
- Imagine a friend is showing some of the warning signs we discussed. How might you approach them to Ask if they are okay, using the strategies we learned?
- What does it mean to Care for someone who is struggling, especially if they are expressing hopelessness? How can you show genuine support?
- Why is the Tell step—telling a trusted adult—so crucial when someone is contemplating suicide? What are the potential risks if you try to handle it alone?
Reflecting on Resources and Support:
- What are some of the school resources you feel most comfortable reaching out to if you or a friend needed help? Why?
- How can we, as a senior class, help create a more supportive and understanding environment where people feel comfortable seeking help for their mental health?


Activity
ACT Scenario Cards: Practice & Respond
Instructions: Work in small groups (2-3 students). Read each scenario and discuss how you would apply the ACT model (Ask, Care, Tell) to respond. Be prepared to share your group's approach with the class.
Scenario 1:
Your friend, who used to be very outgoing, has stopped coming to school events, doesn't respond to texts, and seems constantly exhausted. You overhear them tell another friend, "I just feel like a burden to everyone."
- Ask: What would you say to initiate the conversation?
- Care: How would you show them you care and listen without judgment?
- Tell: Which trusted adult would you tell and why?
Scenario 2:
A classmate posts a vague but concerning message on social media about feeling hopeless and that "everything is too much." You don't know this classmate well, but you're worried.
- Ask: How can you or someone else reach out to this classmate?
- Care: What message of care would you want them to receive?
- Tell: What steps would you take to ensure they get help, even if you don't know them well?
Scenario 3:
You notice your younger sibling has been spending a lot of time alone in their room, stopped eating their favorite foods, and has recently given away some items they usually treasure, saying, "I won't need these anymore."
- Ask: How would you approach your sibling, considering your relationship?
- Care: How can you create a safe space for them to open up?
- Tell: Who in your family or school would be the most appropriate person to tell immediately, and what information would you share?


Reading
Support & Hope Connections
You are not alone. Help is available.
It takes courage to reach out for help, both for yourself and for a friend. This handout provides important contacts and resources. Keep it somewhere safe, or take a picture of it with your phone so you always have access.
If You or a Friend Need Immediate Help:
-
Suicide & Crisis Lifeline:
- Call or Text: 988
- Available 24/7 in English and Spanish for free and confidential support. Connects you to trained crisis counselors.
-
Crisis Text Line:
- Text: HOME to 741741
- Connects you with a crisis counselor via text message 24/7.
-
The Trevor Project (for LGBTQ Youth):
- Call: 1-866-488-7386
- Text: START to 678-678
- A national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, queer & questioning (LGBTQ) young people under 25.
School Resources:
These trusted adults are available to support you during school hours and can connect you with further resources.
- School Counselor: [Insert Counselor Name(s) and/or Office Location/Contact Info]
- School Psychologist: [Insert Psychologist Name(s) and/or Office Location/Contact Info]
- School Nurse: [Insert Nurse Name(s) and/or Office Location/Contact Info]
- Trusted Teacher/Staff Member: [Encourage students to identify one or more specific staff members they trust]
Other Local Resources:
- Your Primary Doctor: Your doctor can be a great first point of contact for mental health concerns and can provide referrals to specialists.
- Local Mental Health Services: [Insert Name(s) and Contact Info for local community mental health centers, if applicable]
Remember:
- You don't have to carry burdens alone. Reaching out is a sign of strength.
- Look out for your friends. If you see warning signs, remember ACT: Ask, Care, Tell.
- Keep talking. The more we talk about mental health, the more we reduce stigma and create a supportive community.

