Chapter 5: Communicating with Parents
Parents are a valuable resource in
5.2 Addressing the Needs of Parents
Parents differ individually in how they might react to hearing their child being suicidal. It is important to understand that parents might also need support in handling their child’s crisis. These phrases might be helpful when you find parents at shock or distressed at any point of the conversation:
Key messages to be communicated to parents
State your concerns clearly with concrete examples and express in a caring way to avoid sounding like criticising the student and/or the parents. Invite parents to talk about their perspectives, e.g.
‘I’m wondering whether you share similar concerns?’
‘Have you noticed similar changes/behaviours at home?’
‘Do you have any ideas about what might be happening?’
Allow some time for the parents to digest the information. After addressing their concerns, it is important to carry a positive, solution-focused message to parents so that they would feel hopeful and supported. Discuss with parents different ways of supporting the student, be it from family members or relatives, from school personnel, or from external professional agencies. Engage the student in devising any support plans as far as possible and let parents know that follow-ups/check-ins will be arranged.
“How can I help?”
“How are you coping?”
“Who can you talk to? Would it help if I call them for you?”
“What can I do better to help you?”
“I understand how this has turned your world upside down. It is great you have been willing to get help. Nobody can do this alone.”
Besides informing parents about their child’s suicidal behaviours or thoughts and enlisting their support for the child, the school is also encouraged to help parents:
feel emotionally supported
understand the seriousness of the situation
dispel myths about suicide
recognise their key role in helping their child
recognise the importance of finding help
understand the importance of removing access to means of suicide (e.g.
storing medicine safely, locking window grills)
identify personal coping mechanism (e.g. ways to deal with stress) and support systems (e.g. support from friends, relatives and the community)
understand their limits
establish hope
Chapter 6: Re-entry Support for Students
6.1 Formulating a Re-entry Plan
Careful planning should be made for any student who has survived a suicide attempt and is about to re-enter school after having been temporarily withdrawn from school or hospitalised. Efforts should be focused on making the student’s return to school
smooth and comfortable
and re-establishing the student’ssocial support network
. Devising a comprehensive re-entry plan requires the collaboration from professionals, school personnel, the student and the parents.
Before Reintegration into School
Designate a liaison person for the following purposes:
to be the case manager;
to communicate with parents and other service providers;
to coordinate the implementation of the re-entry plan; and
to monitor progress.
Obtain parent consent for “release of information” so school and medical personnel could share information and communicate to better support the student.
Attend the discharge meeting to seek aftercare recommendations from the doctor if the student was hospitalised for the incident.
Jointly work out a re-entry plan with specialists (e.g. EP and medical professionals) and school personnel concerned and, if possible, involve the student.
Schedule a meeting with parents and the student to discuss and agree on re-entry arrangements at an appropriate time. Review the student’s safety plan or developDid you know…
Persons having attempted suicide are often at greater risk for another attempt in the months following. So it is important to closely monitor the student’s re-entry into school after his/her suicide attempt and to maintain close contact with his/her parents, caregivers and other supporting specialists. School personnel should be reminded to be accepting, sensitive and encouraging to these students.
one if it has not been drawn up before. (Please refer to
Appendix 3
for template of a safety plan.)
Encourage mutual support among school personnel especially those who may have feelings of guilt, anger or anxiety regarding the student’s suicide attempt.
Prepare classmates for the return of the student.
On the Student’s Return
Follow the Dos and Don’ts while interacting with the student.(Please refer to
Appendix 4
for the Dos and Don’ts in interacting with a post-suicidal student.)
Make appropriate arrangement for the post-suicidal student:
A predictable daily routine and schedule can help to add stability in the student’s daily life.
Offer a gradual return, if appropriate, to school on a part-time basis until he/she feels well enough to attend full-time. Flexibility should be given in the discussion with the student.
Vary the pace in daily activities, adjust demands and/or extend assignment deadlines as necessary to accommodate for the needs of the student.Reasonable time should be given for submission of missed school work, or if necessary, exemption should be considered.