The Tool Desk
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What should you do first?
Use your school’s written crisis and emergency procedures, and get trained help promptly. SAMHSA identifies school counselors, nurses, administrators, psychologists, and social workers as relevant supports when educators have serious concerns. Alert the designated crisis lead or response coordinator and give them clear, observable information about what is happening.
- Check for immediate danger. Notice whether the student or someone nearby may face serious physical harm, whether there is a medical emergency, whether the student has attempted suicide, or whether there is a specific threat to harm someone. Do not try to diagnose the student or decide on your own that a warning sign is harmless.
- Call for emergency help when needed. For immediate harm or danger, or a medical emergency, call 911 or local emergency services and follow your school’s emergency plan. SAMHSA’s high school suicide-prevention toolkit says that after a student suicide attempt, the first adult should stay with the student or designate another adult to stay, call 911 or local emergency services, and contact the school’s risk-response coordinator.
- Get another adult to support the class. If you need to stay with the student, ask a colleague to supervise the rest of the class and alert the school response team. Avoid leaving the student unattended while help is being arranged.
For mental health crisis support, call or text 988, or use chat at 988lifeline.org. The 988 Lifeline distinguishes immediate danger, which calls for 911, from access to crisis-counselor support through 988. Follow your school’s plan and local procedures when deciding how to involve responders.
How can you help de-escalate the moment?
SAMHSA’s child and youth behavioral health crisis guidelines recommend a calm, empathetic approach. Your immediate aim is to reduce pressure and help keep people safe, not to settle a disagreement or deliver a discipline lecture.
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- Use a steady, soothing voice and slow movements. Keep your words brief and clear, and allow the student time to respond.
- Listen without judgment. Avoid arguing, demanding an explanation, or trying to reason through the issue while the student is escalating.
- Respect physical space; do not crowd, threaten, or publicly confront the student.
- Reduce stimulation where possible, such as by limiting the number of people speaking or moving the conversation away from an audience, if doing so is safe and consistent with school procedures.
Which warning signs should you take seriously?
SAMHSA identifies youth warning signs that include hopelessness about the future, severe or overwhelming emotional pain or distress, withdrawing or changing social connections, changes in sleep, and increased agitation or irritability. Serious attempts or plans to harm oneself and severe out-of-control behavior that could injure the student or others also warrant concern.
A warning sign is not a diagnosis, and one sign alone does not establish what a student intends. Notice what you observe, listen, protect immediate safety, and refer the concern through school procedures. Do not dismiss a disclosure or assume that a student is safe because they seem calmer later.
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Who should you notify, and what should you share?
Contact the school counselor, nurse, administrator, psychologist, social worker, or designated crisis lead according to your school’s protocol. SAMHSA advises educators to consult school support staff and parents when serious concerns arise, including serious self-harm attempts or plans, severe out-of-control behavior that could cause harm, or drastic changes in behavior or personality.
For an attempted suicide, SAMHSA’s toolkit assigns the response coordinator responsibility for contacting additional personnel as needed and contacting parents. Follow district rules about who contacts caregivers and what information may be shared. Report concrete observations and relevant statements to the staff member handling the response; avoid speculation or labels.
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Should you use restraint or seclusion?
No—not as routine behavior management or an improvised response. U.S. Department of Education principles say restraint and seclusion should be avoided to the greatest extent possible and reserved for situations involving imminent danger of serious physical harm to the student or others. Follow district policy and involve trained personnel for any authorized emergency procedure. This guide does not provide restraint techniques.
What happens after the immediate crisis?
Once the immediate response is underway, follow school procedures for caregiver communication, documentation, and continued support. SAMHSA’s high school toolkit calls for the response coordinator to contact parents, arrange an appropriate meeting location, and plan follow-up with the student and parents about medical or mental health services. Department of Education emergency-planning guidance also identifies emotional recovery as an area schools should plan for.
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Local procedures determine details such as re-entry, continuity of learning, and ongoing support; they are not uniform national requirements. Share relevant information with the staff responsible for the plan, and follow the school’s direction about the student’s return and support at school.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.How can a school prepare before a crisis?
Teachers should know where to find the school’s crisis, suicide-response, emergency, and student-support procedures before they need them. Confirm who serves as the designated lead, how to summon help while maintaining class supervision, and how your school assigns caregiver contact and follow-up. SAMHSA’s school suicide-prevention toolkit can support advance planning, but the district’s written procedures and applicable state and local rules govern the school’s response.
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This guidance reflects U.S. federal and national sources reviewed on October 4, 2026. Those sources provide national guidance; district policies and state or local requirements may add steps.
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