Warning Signs Handout

Understanding Warning Signs

Below are the three main categories of warning signs. Review the definitions and examples, then complete the reflections.

1. Emotional Warning Signs

Definition: Signs that show a change in feelings or mood (e.g., persistent sadness, hopelessness, intense anxiety).

a) In your own words, define Emotional Warning Signs:

b) Give an example of an emotional warning sign you have observed in yourself or someone else:

2. Verbal Warning Signs

Definition: When someone uses words that suggest they are thinking about death or suicide (e.g., “I can’t go on,” “I wish I wasn’t here,” talking about being a burden).

a) In your own words, define Verbal Warning Signs:

b) Give an example of a verbal warning sign you have heard from yourself or someone else:

3. Behavioral Warning Signs

Definition: Visible changes in actions or habits (e.g., withdrawing from activities, giving away possessions, changes in sleep or eating).

a) In your own words, define Behavioral Warning Signs:

b) Give an example of a behavioral warning sign you have seen:

Reflection Question

Think about a time when you or a friend showed one or more warning signs.
Describe the situation and how it made you feel. Then write one thing you could do to reach out or get help:

You Matter Scenario Cards

Use these cards in pairs for role-playing supportive responses. Each card describes a scenario where a peer shows possible warning signs. Take turns being the friend and the helper.

Scenario 1: Withdrawal and Sadness

Alex has been spending lunch breaks alone and stopped coming to the soccer games. Lately, Alex seems down and says, “Nothing feels fun anymore.” You notice Alex no longer hangs out with your group.

Scenario 2: Feeling Like a Burden

Jordan often says things like, “Everyone would be better off without me,” and has joked about how their friends would forget them if they were gone. Jordan’s tone sounds serious sometimes.

Scenario 3: Giving Things Away

Taylor gave away a favorite bracelet to a friend and said, “I won’t need this much longer.” Taylor also wrote what looked like a goodbye note but now refuses to talk about it.

Scenario 4: Intense Mood Swings

Sam’s mood shifts are extreme. One minute Sam is laughing with everyone, the next minute Sam is angry or tearful over small things. Sam said, “I hate everything and everyone.”

Scenario 5: Drop in Performance

Riley’s grades suddenly dropped from A’s to C’s, and Riley has stopped going to after-school club meetings. Riley looks tired in class and says, “I can’t keep up with school and life.”

Scenario 6: Verbal Hints of Hopelessness

Jamie has been making comments like, “What’s the point of me being around?” and “I’m so tired of feeling like this.” Jamie laughs it off when you ask but their face looks sad.

Scenario 7: Risky Behaviors

Casey has been taking risks, like riding a bike dangerously fast and saying, “Maybe I deserve to get hurt.” Casey has also changed sleeping patterns, staying up all night or sleeping too much.

Instructions:

1. In pairs, choose a scenario card.
2. One student plays the peer; the other practices a supportive response.
3. Use empathy, active listening, and encourage help-seeking (e.g., talking to a trusted adult).
4. Switch roles and repeat with a new scenario.

Help-Seeking Strategies Handout

Knowing how to ask for help is a powerful step toward safety and support. Use the steps below to practice talking with trusted adults and professionals.

1. Identify Your Support Network

List at least two trusted adults you feel comfortable talking to (e.g., family member, teacher, coach, counselor):

2. Plan Your Conversation

Follow these steps when you’re ready to reach out:

1. Choose a private moment and let them know you need to talk.
2. Use “I” statements to describe how you feel (e.g., “I’ve been feeling…”).
3. Be honest and clear about what’s on your mind.
4. Ask for what you need (advice, someone to listen, help finding resources).

Your opening sentence:
Write a sentence you could use to start the conversation:

3. Locate Professional Resources

Review the Local Resources Guide for counselors, hotlines, and community services. List three places or numbers you could contact if you or a friend need professional help:

4. Practice a Help-Seeking Role-Play

Imagine a friend has been acting differently (e.g., withdrawn, sad). Using the steps above, outline how you would talk with them and then with an adult or counselor:

5. Reflection

Which of these strategies feels most comfortable to you, and why?

Local Resources Guide

Use this guide to find trusted people and services both on-campus and in the community. Keep it somewhere you can easily access or share with a friend who may need help.

On-Campus Supports

These adults are trained to help you and can connect you with further resources. You can visit their offices any time during school hours.

1. School Counselor
   Name: Ms. Rivera
   Location: Counseling Office (Room 202)
   Phone: (555) 123-4567 ext. 202
   Email: rivera@school.edu
2. School Psychologist
   Name: Mr. Chen
   Location: Wellness Center (Room 210)
   Phone: (555) 123-4567 ext. 210
   Email: chen@school.edu
3. Trusted Teacher or Staff Member
   (e.g., your homeroom teacher, coach, or librarian)
   You can ask any adult at school for help, and they are required to connect you with professional support.

24/7 Crisis Hotlines

If you or a friend are in immediate danger or feeling like you might harm yourself, reach out right away. You don’t have to be alone in tough moments.

• Call 911
If someone’s life is at risk or you need urgent medical help.

• National Suicide Prevention Lifeline
Dial 988 (USA)
Offers free, confidential support 24/7.

• Crisis Text Line
Text HOME to 741741 (USA)
Confidential crisis support via text, 24/7.

• Teen Line
Call 1-800-852-8336 (6 pm–10 pm PST)
Peer-to-peer support by trained teen volunteers.

Community Mental Health Resources

Services in the local area that offer counseling, support groups, and outpatient programs. Many accept insurance, Medicaid, or offer sliding-scale fees.

• River Valley Youth Mental Health Center
Address: 123 Maple Street, Suite 100
Phone: (555) 987-6543
Services: Individual/family therapy, group counseling, crisis intervention.

• Hope Community Clinic
Address: 456 Oak Avenue
Phone: (555) 246-8100
Services: Low-cost counseling, psychiatric evaluation, medication management.

• Mobile Crisis Team
Phone: (555) 333-1212 (24/7)
Services: Crisis assessment and short-term intervention in your home or a safe location.

• Local Hospital Emergency Department
Name: Greenwood General Hospital
Address: 789 Pine Road
Phone: (555) 654-3210
Use if you or a friend need immediate medical attention or are in crisis.

How to Use This Guide

1. Save the numbers in your phone or write them on your planner.
2. Share with a friend or family member so they can help you connect.
3. Reach out early—you don’t have to wait until things feel hopeless.
4. Keep looking for the person you feel safest with if the first person isn’t available.

Remember, asking for help is a sign of strength. You matter, and others want to help you stay safe and supported.

Reflection & Commitment Exit Ticket

Instructions:
Take a moment to reflect on today’s lesson and complete your commitments below.

1. One way I will support a friend in need:

2. One resource I will use if I need help:

3. One key takeaway I am committing to remember:

Thank you for sharing your commitment. Remember, you are not alone and support is always available.

You Matter: Stay Connected – Teacher Script

Materials You’ll Use Today

• Recognizing Warning Signs Slides (projected)
• Warning Signs Handout (one per student)
• You Matter Scenario Cards (one per pair)
• Help-Seeking Strategies Handout (one per student)
• Local Resources Guide (projected or printed)
• Index cards (one per student)
• Markers, chart paper or whiteboard

1. Introduction and Group Agreements (10 minutes)

Teacher says:
"Good morning, everyone. Today we will talk about something very important—how to know when you or a friend might be in serious trouble, and what to do if that happens. This lesson is called You Matter: Stay Connected."

Display chart paper or whiteboard titled 'Group Agreements.'
Teacher says:
"Before we begin, let’s remind ourselves of our group agreements. These are promises we make to keep each other safe:

1. We keep what’s shared in this room confidential.
2. We listen respectfully—no interrupting.
3. We speak from our own experience, using “I” statements.
4. We ask for permission before giving advice or sharing someone’s story.

Are there any questions about these agreements?"
Pause; address any clarifications.

Teacher says:
"Our lesson objective today is: We will learn to identify warning signs of suicidal thoughts, practice how to respond supportively, and find resources to get help."

Teacher says:
"To warm up, I want you to think of one way a friend has ever supported you. Turn to your partner, share your example, and then swap roles. You have one minute each. Go!"
After 2–3 minutes total:
Teacher says:
"Who would like to volunteer one way a friend supported them?"
Listen for 2–3 volunteers and affirm their sharing.
Teacher says:
"Thank you. Remember, support can take many forms—listening, giving space, or just sitting quietly by someone who is hurting. Let’s build on that idea now."

2. Identifying Warning Signs (10 minutes)

Teacher says:
"We’ll start by learning about warning signs—clues that someone might be thinking about suicide. I’m going to show you a slide deck called Recognizing Warning Signs Slides."
Project Slide 1.

Teacher reads Slide 1 title and body aloud.
Teacher says:
"These signs fall into three categories: emotional, verbal, and behavioral. Let’s look at emotional signs first."

Advance to Slide 2 (Emotional Warning Signs).
Teacher reads the bullet points out loud.
Teacher asks:
"Which of these emotional signs stands out to you? How might persistent sadness look if you saw it in a friend?"
Call on 2–3 students.

Teacher says:
"Great examples. Now, please take out your Warning Signs Handout. Under Emotional Warning Signs, write the definition in your own words, then jot down an example you’ve observed."

Give students 2 minutes to write.

Teacher says:
"Next, let’s look at Verbal Warning Signs."
Advance to Slide 3; read the points.

Teacher asks:
"Has anyone ever heard a friend say something that sounded like one of these verbal signs? What did that feel like?"
Allow 1–2 volunteers.

Teacher says:
"Now, on your handout under Verbal Warning Signs, define it and give a real or hypothetical example."

Give 1–2 minutes.

Teacher says:
"Finally, let’s review Behavioral Warning Signs."
Advance to Slide 4; read the points.

Teacher asks:
"What is one behavioral change you could notice from afar—maybe in how someone spends their time or their sleep habits?"
Allow 1–2 responses.

Teacher says:
"Record your definition and an example under Behavioral Warning Signs on your handout."

Give 1–2 minutes for completion.

Teacher says:
"Thank you. Recognizing these signs early can help you step in—and that’s exactly what we’ll practice next."

3. Practicing Supportive Responses (15 minutes)

Teacher says:
"Now we’ll practice talking with a friend who may be showing warning signs. Form pairs and I’ll hand each pair a You Matter Scenario Card. One person will play the friend in the scenario, and the other will practice responding with empathy, active listening, and encouraging help-seeking. Then you’ll switch roles."

Hand out scenario cards and open space. Distribute Help-Seeking Strategies Handout for reference.

Teacher says:
"Use your strategies handout if you need a reminder—like starting with ‘I’m here for you’ or ‘I care about what you’re going through.’ I’ll circulate to listen and offer feedback. You have eight minutes—four minutes per role. Go ahead!"

Circulate, observe, and offer quick encouragement: “Nice job reflecting their feelings,” or “Remember to suggest an adult resource, too.”
After eight minutes:

Teacher says:
"Let’s bring it back. Who would like to share something that went well during your practice?"
Allow 2–3 students to share brief takeaways.

Teacher says:
"Fantastic work. You’re building skills that could make a real difference for someone in crisis."

4. Mapping Support Resources (10 minutes)

Teacher says:
"We’ve talked about warning signs and how to respond. Now let’s make sure you know where to go for help. Here is our Local Resources Guide."
Project or distribute the guide.

Teacher reads aloud two on-campus supports and two crisis hotlines.
Teacher says:
"On your Help-Seeking Strategies Handout, Section 3, write down two trusted adults at school you could talk to, and two phone numbers or services you might call. Take two minutes."

Give students two minutes.

Teacher asks:
"Who feels okay naming one adult they listed and one number or service?"
Allow 2–3 volunteers.

Teacher says:
"Excellent. Knowing who to call and when to call is a key step toward staying safe."

5. Reflection and Commitment (15 minutes)

Teacher says:
"To wrap up, I want you to complete a quick exit ticket. Take an index card and write:

1. One way I will support a friend in need.
2. One resource I will use if I need help.
3. One key takeaway I promise to remember from today’s lesson."

Distribute index cards and markers.
Teacher says:
"You have five minutes. Write as much or as little as you like."

After five minutes:
Teacher says:
"If you’re comfortable, please raise your hand and share one of your ideas."
Invite 2–3 students to share their commitments.

Teacher says:
"Thank you all for your thoughtful reflections. I’ll collect your cards and post them anonymously on our board as a reminder: You and your friends matter, and help is always available.

Remember, if you ever feel worried about yourself or someone else, reach out right away—to an adult you trust or to one of the hotlines we discussed. You do not have to face these feelings alone.

That concludes our lesson—great work today, everyone."

End of session.