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Teachers' Response to a Student Presenting with Suicidality: A Call to Action

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Title: Teachers' Response to a Student Presenting with Suicidality: A Call to Action
Language: English
Authors: Katherine A. Feather (ORCID 0000-0002-3400-4865), Heather Dahl-Jacinto (ORCID 0000-0003-4455-1595), Danica G. Hays (ORCID 0000-0003-3685-5177), Heather Baltodano-Van Ness (ORCID 0000-0002-1750-5975), Nicole Atwell (ORCID 0000-0002-6874-7763), Carter Causse (ORCID 0009-0004-3239-4486)
Source: Psychology in the Schools. 2026 63(2):555-564.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Student Relationship, Teacher Response, Suicide, Prevention, Case Studies, Vignettes, At Risk Students, Identification, Referral, Self Efficacy, Crisis Intervention, Training
DOI: 10.1002/pits.70110
ISSN: 0033-3085
1520-6807
Abstract: Schools are a logical point of access for suicide prevention, assessment, and intervention services. Teachers serve as gatekeepers, uniquely positioned to identify suicide warning signs and refer students to appropriate services. Teachers often receive general mental health training but rarely extended or specialized suicide gatekeeper preparation before entering the field. This instrumental case study sought to explore how 21 teachers in an accelerated licensure program responded to a case vignette involving a student presenting with suicide risk factors. Findings showed that most teachers recognized risk factors and referred students appropriately, but confidence, appropriateness, and scope of practice varied. Implications underscored the need for experiential gatekeeper training to build confidence and effective intervention skills, and a call to action for educators is presented.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493961
Database: ERIC
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  Data: Teachers' Response to a Student Presenting with Suicidality: A Call to Action
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  Data: <searchLink fieldCode="AR" term="%22Katherine+A%2E+Feather%22">Katherine A. Feather</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3400-4865">0000-0002-3400-4865</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heather+Dahl-Jacinto%22">Heather Dahl-Jacinto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4455-1595">0000-0003-4455-1595</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danica+G%2E+Hays%22">Danica G. Hays</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3685-5177">0000-0003-3685-5177</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heather+Baltodano-Van+Ness%22">Heather Baltodano-Van Ness</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1750-5975">0000-0002-1750-5975</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicole+Atwell%22">Nicole Atwell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6874-7763">0000-0002-6874-7763</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carter+Causse%22">Carter Causse</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-3239-4486">0009-0004-3239-4486</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(2):555-564.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Suicide%22">Suicide</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Referral%22">Referral</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Intervention%22">Crisis Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink>
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  Data: 10.1002/pits.70110
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  Data: 0033-3085<br />1520-6807
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  Data: Schools are a logical point of access for suicide prevention, assessment, and intervention services. Teachers serve as gatekeepers, uniquely positioned to identify suicide warning signs and refer students to appropriate services. Teachers often receive general mental health training but rarely extended or specialized suicide gatekeeper preparation before entering the field. This instrumental case study sought to explore how 21 teachers in an accelerated licensure program responded to a case vignette involving a student presenting with suicide risk factors. Findings showed that most teachers recognized risk factors and referred students appropriately, but confidence, appropriateness, and scope of practice varied. Implications underscored the need for experiential gatekeeper training to build confidence and effective intervention skills, and a call to action for educators is presented.
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