Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.
After a Suicide Attempt—Caring for the Community
Suicidal thoughts and actions by a youth generate conflicting feelings among family members, friends, and other members of a school and the groups and communities of which the youth is a member. After a suicide attempt, it is important to take care of the people surrounding the youth in addition to the youth.1 Actions after an attempt can help prevent additional suicides by lessening the effects and monitoring warning signs for suicide and mental health challenges that can be associated with increased risk for suicide. Resources are available to those coping after a suicide attempt. Promotion and prevention services are also available to address mental health issues. Schools, where youth spend a majority of their time, are a natural setting to support mental health.
National Suicide Prevention Lifeline: 800-273-TALK (8255)
The National Suicide Prevention Lifeline is a 24-hour, toll-free, confidential suicide prevention hotline available to anyone in suicidal crisis or emotional distress. When you call 1-800-273-TALK (8255), you are connected to the nearest crisis center in a national network of more than 150 that provide crisis counseling and mental health referrals day and night. The Lifeline also provides informational materials, such as brochures, wallet cards, posters, and booklets. Prestamos servicios en español (1-888-628-9454). Translators speaking approximately 150 languages are available.
Preventing Suicide: A Toolkit for High Schools (PDF, 230 pages)
This toolkit was funded by the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA) and shares tools for use by high schools, school districts, and their partners after a suicide.
Death/Suicide in the School Community
Resources from the Office of Overseas Schools at the U.S. Department of State to help staff and students coping after a suicide attempt.
1 SAMHSA, 2012
Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people
Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.
Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.
Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.
Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).