Development of suicide postvention guidelines for secondary schools: a Delphi study

Background Suicide of school-aged adolescents is a significant problem, with serious implications for students and staff alike. To date, there is a lack of evidence regarding the most effective way for a secondary school to respond to the suicide of a student, termed postvention [(Crisis 33:208-214, 2012), (Crisis 34:164-182, 2013)]. The aim of this study was to employ the expert consensus (Delphi) methodology to the development of a set of guidelines, to assist English-speaking secondary schools to develop a plan to respond to a student suicide, or to respond to a suicide in the absence of a predetermined plan. Methods The Delphi methodology was employed, which involved a two-stage process. Firstly, medical and research databases, existing postvention guidelines developed for schools, and lay literature were searched in order to identify potential actions that school staff could carry out following the suicide of a student. Based on this search, an online questionnaire was produced. Secondly, 40 experts in the area of suicide postvention from English-speaking countries were recruited and asked to rate each action contained within this questionnaire, in terms of how important they felt it was to be included in the postvention guidelines. A set of guidelines was developed based on these responses. In total, panel members considered 965 actions across three consensus rounds. Results Five hundred fourty-eight actions were endorsed for inclusion into the postvention guidelines based on an 80 % consensus agreement threshold. These actions were groups according to common themes, which are presented in the following sections: 1. Developing an Emergency Response Plan; 2. Forming an Emergency Response Team; 3. Activating the Emergency Response Team; 4. Managing a suspected suicide that occurs on school grounds; 5. Liaising with the deceased student’s family; 6. Informing staff of the suicide; 7. Informing students of the suicide; 8. Informing parents of the suicide; 9. Informing the wider community of the suicide; 10. Identifying and supporting high-risk students; 11. Ongoing support of students; 12. Ongoing support of staff; 13. Dealing with the media; 14. Internet and social media; 15. The deceased student’s belongings; 16. Funeral and memorial; 17. Continued monitoring of students and staff; 18. Documentation; 19. Critical Incident Review and annual review of the ER Plan; 20. Future prevention. Panel members frequently commented on every suicide being ‘unique’, and the need for flexibility in the guidelines, in order to accommodate the resources available, and the culture of the school community. Conclusion In order to respond effectively and safely to the suicide of a student, schools need to undertake a variety of postvention actions. These are the first set of postvention guidelines produced worldwide for secondary schools that are based on expert opinion using the Delphi method. Electronic supplementary material The online version of this article (doi:10.1186/s12889-016-2822-6) contains supplementary material, which is available to authorized users.

The ER Plan should include a resource kit for the ER Team to use following a death, which includes emergency telephone numbers of all ER Team members.
Yes 1 100.0 0.0 0.0 0.0 100.0 The ER Plan should include a resource kit for the ER Team to use following a death, which includes contact details of external mental health professionals/services. The ER Plan should include a resource kit for the ER Team to use following a death, which includes contact details of key people in the local community (e.g. parent groups, clergy). The leader of the ER Team should be someone who is able to communicate effectively with many different groups (e.g. students, staff, parents, community members). The school should form an ER Team prior to a suicide event, whose responsibility it is to implement the ER Plan.
Yes 1 97.5 0.0 0.0 2.5 100.0 The ER Plan should include instructions for contacting all school staff as soon as possible following the suicide. These may vary if the suicide occurs inside or outside of school hours, at the weekend, or in the school holidays. The leader of the ER Team should be someone who is able to encourage and support staff. The leader of the ER Team should be someone who is a recognised and authoritative leader, who has shown the ability to lead in a crisis. The ER Plan should specify how space will be allocated for any support rooms, individual counselling, or external mental health professionals. The ER Plan should include a chart that sequentially outlines the initial crisis response.
Yes 1 92.5 5.0 2.5 0.0 100.0 The ER Plan should include a resource kit for the ER Team to use following a death, which includes emergency telephone numbers of all staff.
Yes 1 92.5 5.0 0.0 2.5 100.0 The leader of the ER Team should coordinate all other members of the team and ensure that they stick to their delegated roles. A nominated ER Team member should prepare scripts that may be used to inform the school community about the death and the school's response.
Yes 1 92.5 2.5 2.5 2.5 100.0 The principal should decide who will take over if the designated leader is absent, with advice from the ER Team if necessary. A nominated ER Team member should prepare any written information (e.g. fact sheets, handouts) to be given to the school community.
Yes 1 90.0 0.0 7.5 2.5 100.0 The ER Plan should include provisions for adequate staffing to cover for team members who are unable to fulfil their roles (e.g. sick, away, or otherwise unable to participate).
Yes 2 88.5 0.0 11.5 0.0 100.0 Each task specified in the ER Plan should have a named individual who is responsible for its implementation.
Yes 1 87.5 2.5 7.5 2.5 100.0 The ER Plan should include a resource kit for the ER Team to use following a death, which includes an upto-date list of students enrolled in school.
Yes 1 87.5 7.5 5.0 0.0 100.0 The ER Plan should make provisions for providing support for students in the holidays when a death by suicide occurs outside the school year.
Yes 1 87.5 2.5 7.5 2.5 100.0 Members of the ER Team should be chosen so that the team has a combination of strong individual and group facilitation skills.
Yes 1 87.5 10.0 2.5 0.0 100.0 The leader of the ER Team should be someone who is able to provide much positive reinforcement.
Yes 1 85.0 5.0 7.5 2.5 100.0 At least one member of the ER Team should be trained in performing suicide risk assessments, using a validated tool that can be made available during following a suicide.
Yes 1 85.0 2.5 7.5 5.0 100.0 There should be an assistant leader who carries out the day-to-day tasks of the ER Plan that the nominated leader does not have time to undertake.
Yes 2 84.6 7.7 3.8 3.8 100.0 The principal should ensure there is a budget to implement the ER Plan (e.g. training, external support services). The ER Plan should include a resource kit for the ER Team to use following a death, which includes a school map with the location of school telephones, designated meeting rooms, and any student support room.
Yes 2 80.8 11.5 7.7 0.0 100.0 The ER Plan should include a resource kit for the ER Team to use following a death, which includes an upto-date schedule of classes. The ER Plan should include a resource kit for the ER Team to use following a death, which includes a school map with the location of school telephones, designated meeting rooms, and any student support room.  The ER Plan should include a resource kit for the ER Team to use following a death, which includes keys to all the doors of the school. If the death of a student has occurred on school grounds, staff should isolate the site of the death from students and unauthorised staff access by using screens, blocking corridors and evacuating the area. If any student witnessed the death, a nominated ER Team member should arrange for supervision and support by a member of staff.

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If the death of a student has occurred on school grounds, staff should ensure that no-one removes or disturbs items from the site until police have concluded their work. The ER Team should consider closing the school if the death of a student has occurred on school grounds during the day and there is risk of significant distress or disruption. A nominated ER Team member should obtain information about whether any students or staff from the school witnessed the suspected suicide, and who they were, as soon as possible. A nominated ER Team member should check with the police whether any students will need to be interviewed about the death.
Yes 2 84.6 3.8 11.5 0.0 100.0 A nominated ER Team member should obtain information about whether there were any witnesses and who they were to a suspected suicide as soon as possible.
Yes 1 82.5 0.0 15.0 2.5 100.0 If the death is known to be a suicide, and the family gives permission, the death should be referred to as a "suicide", unless advised otherwise by mental health professionals because of the risk of contagion.
Re-rated in round 2 1 77.5 0.0 5.0 17.5 100.0 When talking about the death, staff should not use the term "Successful suicide".
Re-rated in round 2 1 77.5 0.0 5.0 17.5 100.0 A nominated ER Team member should obtain information about the location of a suspected suicide as soon as possible. If the death is being referred to as a suicide by the students and the family objects to the death being labelled as a "suicide", school staff should refer to the death as a "possible suicide". If the death is being referred to as a suicide by the students and the family objects to the death being labelled as a "suicide", school staff should refer to the death as a "suicide", unless advised otherwise by mental health professionals because of the risk of contagion. When talking about the death, staff should use the term "Successful suicide". If the death is not being referred to as a suicide by the students and the family objects to the death being labelled as a "suicide", school staff should refer to the death as a "possible suicide". If the death is not being referred to as a suicide by the students and the family objects to the death being labelled as a "suicide", school staff should refer to the death as a "suicide", unless advised otherwise by mental health professionals because of the risk of contagion. The school should not implement the ER Plan if it is unlikely that students will become aware of the suicide (e.g. the death is of an ex-student  The initial staff meeting should inform staff of any outside support staff (e.g. social workers or mental health staff) who will be assisting and explain their role. The initial staff meeting should tell staff how the school community will be informed. The initial staff meeting should brief staff about how to identify students who are distressed and how to support or refer as necessary. The initial staff meeting should look out for staff who may need additional support and, following the meeting, refer them to appropriate services. The initial staff meeting should explain plans for the day, including locations of any support rooms, changes to responsibilities or routines, such as more staff on yard duty and additional measures to monitor student whereabouts.  The initial staff meeting should identify which ER Team member has been designated as the media spokesperson and instruct staff to refer all media inquiries to him or her.
Yes 1 95.0 0.0 2.5 2.5 100.0 The initial staff meeting should instruct staff not to talk to the media. The initial staff meeting should provide appropriate staff with a script to read to students informing them of the death. The initial staff meeting should prepare staff for student reactions and questions by discussing the issue with staff.
Yes 1 95.0 0.0 2.5 2.5 100.0 The initial staff meeting should encourage staff to come forward if they feel that they cannot handle some of their usual responsibilities, so that additional support can be provided. The person/people conducting the subsequent staff meetings should, as appropriate, remind staff to continue to monitor high-risk students. The initial staff meeting should stress the importance of keeping school routine as normal as possible. Re-rated in round 2 1 77.5 10.0 12.5 0.0 100.0 The person/people conducting the subsequent staff meetings should, as appropriate, discuss high-risk students and any actions taken/to be taken.
Re-rated in round 2 1 77.5 0.0 20.0 2.5 100.0 The staff meeting should only be held after the ER Team have met to implement the ER Plan.
Re-rated in round 3 2 76.9 3.8 11.5 7.7 100.0 The initial staff meeting should inform staff of the warning signs of suicide.
No 2 76.9 7.7 11.5 3.8 100.0 A nominated ER Team member should brief school board members, substitute teachers, sessional or contract staff ) about the death, and any key points from the meeting relevant to those individuals.
Re-rated in round 3 2 76.9 3.8 7.7 11.5 100.0 The person/people conducting the subsequent staff meetings should include, as appropriate, a discussion of high-risk students and any actions taken/to be taken.
No 2 76.9 0.0 11.5 11.5 100.0 The initial staff meeting should provide staff with an up-to-date list of services to refer to.
Re-rated in round 2 1 75.0 5.0 15.0 5.0 100.0 A nominated ER Team member should brief school board members, substitute teachers, sessional or contract staff (e.g. bus drivers, canteen staff, sports coaches) about the death, and content of the meeting, including next steps.
Re-rated in round 2 1 72.5 0.0 20.0 7.5 100.0 The initial staff meeting should advise staff not to ask students for information regarding the suicide.
Re-rated in round 2 1 70.0 0.0 22.5 7.5 100.0 The initial staff meeting should ask staff members to provide a nominated ER Team member with the deceased student's schoolwork including art, assignments, and journals.
Re-rated in round 2 1 70.0 2.5 20.0 7.5 100.0 The nominated ER Team member should remind staff that upcoming activities that may be difficult for students can provide further opportunities for appropriately acknowledging the loss.
Re-rated in round 2 1 70.0 5.0 22.5 2.5 100.0 The leader of the ER Team should send written communications to staff to share any additional information as it becomes available.
Re-rated in round 2 1 70.0 2.5 20.0 7.5 100.0 The initial staff meeting should let staff know when they can expect that a deceased student's name will be removed from the roll. At the end of the first day classroom teachers should make an announcement to their students that includes additional verified information and reemphasises the continuing availability of in-school resources. If staff feel that they cannot face or handle the class, the ER Team should encourage them to be strong and to take charge for the sake of the students. When teachers are informing students about the death they should note students who are not present so that they can be informed separately. When teachers are informing students about the death they should acknowledge that the situation will be distressing to family, friends, and the school community. When informing close friends about the death, a nominated ER Team member should ask them about any students who were not obvious close friends of the deceased but may benefit from being informed separately. When teachers are informing students about the death they should identify an ER Team member that has been designated as the media spokesperson and instruct students to refer any media inquiries to him or her. Teachers should conduct the first classes after students are informed in a flexible way (e.g. set work for those who wish to resume lessons, allow other students to write in a journal, speak quietly with each other, or sit and think). When teachers are informing students about the death they should help students not to identify themselves with the deceased student, e.g. portray them as a very upset, disturbed, and as someone who had not found an effective way to work out problems. If a death occurs while school is in session a nominated ER Team member should announce it using the public announcement system, but this announcement should be carefully planned and rehearsed. The parent meeting/s should include contact information (names, telephone numbers, and addresses) for mental health resources at school and in the community. The parent meeting/s should include an acknowledgement that parents may be affected by the death and encouragement for parents to seek professional help if appropriate. The parent meeting/s should include an explanation of how the school will identify and support high-risk students. The parent meeting/s should include plans for the next week, including any changes to routine or to upcoming events or activities (e.g. projects, plays, research, novels or other items in the curriculum that could invite a focus on suicide).
The parent meeting/s should include a discussion with parents about additional needs they may have (e.g. information sessions on recognising signs of suicide risk or understanding grief and loss, support groups for parents led by external mental health or bereavement services The parent meeting/s should include information about the risk of suicide contagion. The ER Team should organise a meeting for parents, which may involve all parents or some parents, based on perceived need. Informing the wider community A nominated ER Team member should inform any service responsible for providing suicide postvention support to schools of the suicide and the school's response as soon as possible. If a suicide occurs in the school holidays, the school should arrange for a member of the school wellbeing team to be onsite in the week following the death, with posters put up in school windows to announce this to the community.  If the designated media spokesperson is based within the school, they should be the principal.  If a nominated ER Team member contacts the parents/guardians of a high risk student, they should, as appropriate discuss warning signs that could suggest further difficulties for their child. If a student expresses that they are able to keep themselves safe but remains a cause for concern (e.g.
showing symptoms or signs of depression, experiencing thoughts of suicide) school wellbeing staff should (as appropriate) contact their parent or guardian as soon as possible. Staff should support and respond to high-risk students listening in a non-judgemental and empathic way to students in distress. The ER Team should inform staff about how to support and respond to high-risk students. If a student expresses that they are able to keep themselves safe but remains a cause for concern (e.g. showing symptoms or signs of depression, experiencing thoughts of suicide) a nominated ER Team member should (as appropriate contact their parent or guardian as soon as possible.  If a nominated ER Team member contacts the parents, they should, as appropriate suggest sources of help (e.g. external mental health services, websites). If a student is absent from school without permission, a nominated ER Team member should contact the police if there is concern for the student's safety.
Yes 1 85.0 2.5 12.5 0.0 100.0 The ER Team should provide all staff with a list of the types of students who may be at high risk of suicide following the suicide of a fellow student. The ER Team should decide who conducts individual suicide risk assessments and develops safety and support plans according to resources and staffing at the school.
Re-rated in round 3 2 76.9 0.0 11.5 11.5 100.0 If a student is highly distressed, a nominated ER Team member should offer them support and make a safety plan with them.  If a student expresses that they are able to keep themselves safe but remains a cause for concern (e.g. showing symptoms or signs of depression, experiencing thoughts of suicide) school wellbeing staff should (as appropriate) not leave the student alone.
No 2 65.4 3.8 26.9 3.8 100.0 If a student expresses that they are able to keep themselves safe but remains a cause for concern (e.g.
showing symptoms or signs of depression, experiencing thoughts of suicide) a nominated ER Team member should (as appropriate remove access to means of suicide or harm (e.g. a sharp object) and/or alcohol or drugs. If a student expresses that they are able to keep themselves safe but remains a cause for concern (e.g.
showing symptoms or signs of depression, experiencing thoughts of suicide) school wellbeing staff should (as appropriate) remove access to means of suicide or harm (e.g. a sharp object) and/or alcohol or drugs. If a student expresses that they are able to keep themselves safe but remains a cause for concern (e.g.
showing symptoms or signs of depression, experiencing thoughts of suicide) a nominated ER Team member should (as appropriate call 000 or escort them to the emergency department.
No 1 22.5 7.5 37.5 32.5 100.0 If a student expresses that they are able to keep themselves safe but remains a cause for concern (e.g. showing symptoms or signs of depression, experiencing thoughts of suicide) school wellbeing staff should (as appropriate) call 000 or escort them to the emergency department.  The support room should be available to any student at any time for the first few days after being informed of the death. The support room should be staffed at all times by a staff member known to be approachable to students.  The support room should be staffed at all times by a school wellbeing staff member.  The support room should be available to any student at any time for the first few days after being informed of the death.
Re-rated in round 2 1 77.5 2.5 17.5 2.5 100.0 The support room should be staffed at all times by a school wellbeing staff member.
Re-rated in round 2 1 77.5 0.0 22.5 0.0 100.0 If the demand for counselling exceeds the capacity of the school wellbeing team, the ER Team should arrange for external counsellors to come to the school for as long as needed.
Re-rated in round 2 1 77.5 0.0 20.0 2.5 100.0 A nominated ER Team member should set up one or more support rooms in the school. Where possible, this should contain safe activities such as drawing materials, posters and games.
Re-rated in round 3 2 76.9 7.7 11.5 3.8 100.0 If during the conduct of a normal class, students ask questions, discuss or express feelings about the death, the teacher should, as appropriate, direct students to see a member of the school wellbeing team.
Re-rated in round 3 2 76.9 0.0 19.2 3.8 100.0 If during the conduct of a normal class, students ask questions, discuss or express feelings about the death, the teacher should, as appropriate provide accurate information about the death. The support room should be staffed at all times by a member of staff who has been trained in suicide risk assessment. If during the conduct of a normal class, students ask questions, discuss or express feelings about the death, the teacher should, as appropriate sit quietly with students while they talk, cry, or remain silent. If during the conduct of a normal class, students ask questions, discuss or express feelings about the death, the teacher should, as appropriate reassure students that no-one is to blame for the death. If after a discussion of the above, a class still has difficulty concentrating, the teacher should, as appropriate lead classroom discussions that focus on helping students to cope with the loss. If after a discussion of the above, a class still has difficulty concentrating, the teacher should, as appropriate set work for those who wish to resume normal lessons, but allow others to speak quietly with each other or write in a journal, or simply sit and think.

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No 1 55.0 0.0 37.5 7.5 100.0 If during the conduct of a normal class, students ask questions, discuss or express feelings about the death, the teacher should, as appropriate provide accurate information about the death. If after a discussion of the above, a class still has difficulty concentrating, the teacher should, as appropriate provide activities to help students cope with their feelings, such as artwork, music, and writing. During school hours, a nominated ER Team member should monitor local places where the deceased student's peer group gather off school grounds (e.g. parks, fast food chains) to make contact with any students needing assistance.
No 1 32.5 7.5 37.5 22.5 100.0 If after a discussion of the above, a class still has difficulty concentrating, the teacher should, as appropriate teach problem-solving skills. The ER Team should arrange for an external service to provide suicide bereavement support groups within the school. The support room should be staffed at all times by a mental health professional from an external service. If during the conduct of a normal class, students ask questions, discuss or express feelings about the death, the teacher should, as appropriate talk about how suicide does not end pain but takes the pain from the person who died by suicide and passes it on to the whole community, which now has to live with the grief. If students ask how they can help the deceased's family, teachers should give suggestions (e.g. offer to mow the lawn or go shopping).
No 1 17.5 2.5 32.5 47.5 100.0 If a school has a peer counselling program, the peer counsellors should be available to support other students following the suicide. The designated leader of the ER Team should ensure that the ER Team members have ongoing opportunities to discuss their feelings and receive support.
Yes 1 92.5 0.0 2.5 5.0 100.0 The principal or his/her designee will check in periodically with staff to ensure that everyone is supported as much as is feasible. A nominated ER Team member should arrange for several substitute teachers to be on hand to provide rotating coverage in case teachers need to take time out of their classrooms, or to attend the funeral. If the family collects the belongings from the school, a nominated ER Team member should be present to assist and provide support if necessary.
Yes 1 92.5 0.0 5.0 2.5 100.0 A nominated ER Team member should arrange for the deceased student's belongings to be collected and stored safely in a respectful container (not a rubbish bag). The ER Team should plan ahead for anniversaries and other significant dates or events (e.g. graduation, school formal) by reminding staff, students and parents about support services available to them. The ER Team should ensure that support is available to students before and after the funeral or memorial service, especially for those who have played a role in the proceedings (e.g. as a pall bearer or speaker If the school has a website and/or social media presence, the ER Team should use these to proactively communicate with students, teachers, and parents about the funeral or memorial service. The ER Team should talk to staff periodically about how to identify and support high-risk students in the weeks and months following the death. The ER Team should make students, families, and staff aware of the continuing availability of any support services.
Yes 1 90.0 0.0 7.5 2.5 100.0 Approximately 1 to 2 months after the death, the ER Team should organise the staff to review the status of high-risk students and determine the need for further intervention.
Yes 1 87.5 0.0 7.5 5.0 100.0 The ER Team should ensure external mental health professionals are kept informed of any significant changes in students who are clients of the mental health service.
Yes 1 87.5 5.0 5.0 2.5 100.0 The ER Team should continue to monitor any staff who were particularly distressed by the death around the time of potentially distressing periods (e.g. coronial inquest, at anniversary dates such as the date of the suicide or the birthday of the deceased student School staff should monitor high-risk students for at least 6 months and, less intensely, for 1 to 2 years thereafter.
Re-rated in round 2 1 77.5 2.5 20.0 0.0 100.0 The ER Team should continue to monitor any staff who were particularly distressed by the death for at least 6 months and, less intensely, for 1 to 2 years thereafter.
Re-rated in round 2 1 77.5 2.5 17.5 2.5 100.0 The ER Team should meet with any staff identified as requiring further support.
Re-rated in round 2 1 77.5 0.0 17.5 5.0 100.0 The ER Team should continue to monitor any staff who were particularly distressed by the death for at least 6 months and, less intensely, for 1 to 2 years thereafter.
No 2 76.9 0.0 15.4 7.7 100.0 The ER Team should continue to monitor any staff who were particularly distressed by the death by communicating regularly with the staff member's supervisor. The ER Team should continue to monitor any staff who were particularly distressed by the death by communicating regularly with the staff member's supervisor/manager.  The ER Team should ensure that any written information regarding the death provided to the school community states that "This is the correct information as we know it at this time".
Re-rated in round 2 1 77.5 5.0 12.5 5.0 100.0 The ER Team should ensure that any written information regarding the death provided to the school community states that "This is the correct information as we know it at this time". The review should include compiling the data and feeding it back to the ER Team.
Yes 1 92.5 2.5 2.5 2.5 100.0 Any critical incident review meeting should include verbal appreciation for those who assisted in the postvention.
Yes 1 92.5 2.5 5.0 0.0 100.0 Any critical incident review meeting should include development of a communication plan for the review outcomes (e.g. who will be told and how). Before any review meeting, a nominated ER Team member must provide all participants with a summary of the documented actions to date.
No 2 76.9 11.5 11.5 0.0 100.0 Any critical incident review meeting should include an opportunity for crisis responders to discuss their own reactions to the crisis and share their own emotional experiences. The ER Team should ensure that any written information regarding the death provided to the school community should emphasise that the information is the "correct information (or best evidence) known at that time".

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No 2 61.5 7.7 19.2 11.5 100.0 Before any review meeting, a nominated ER Team member must provide to all participants data from any staff survey. The ER Team should consult with staff (e.g. through focus groups and/or surveys) to generate ideas for improving the health and wellbeing of the school community and work with them to implement these. The school should organise a general mental health awareness program to educate staff on symptoms, risk factors, and sources of help for common mental health problems in young people. The school should organise workshops on stress reduction, coping techniques and positive mental health for students and staff.
Yes 1 90.0 0.0 7.5 2.5 100.0 The school should organise a suicide awareness program to educate staff on how to identify and refer students who may be at risk of suicide.
Yes 1 87.5 0.0 12.5 0.0 100.0 The school should organise more comprehensive training for school wellbeing staff on how to identify, assess and support students who may be at risk of suicide.
Yes 1 87.5 0.0 10.0 2.5 100.0 The school should organise a general mental health awareness program to educate students on symptoms, risk factors and sources of help for common mental health problems. To restore the long-term wellbeing of students, the ER Team should consult with students (e.g. through focus groups and/or surveys) to generate ideas for improving the health and wellbeing of the school community and work with student leadership groups/student council to implement these.
Yes 1 87.5 2.5 7.5 2.5 100.0 The ER Team should consult with parents (e.g. through focus groups and/or surveys) to generate ideas for improving the health and wellbeing of the school community and work with them to implement these. The school should organise a mental health awareness program about how to support a peer.
Yes 2 84.6 0.0 7.7 7.7 100.0 The ER Team should host small social events and school activities that build social cohesion and connectedness for the school community (e.g. Saturday school gardening and barbeque).
Re-rated in round 2 1 77.5 7.5 12.5 2.5 100.0 To restore the long-term wellbeing of students, the ER Team should purchase books on mental health for the school library and make suggestions for purchases by the local library.
Re-rated in round 2 1 70.0 10.0 17.5 2.5 100.0 The school should organise a suicide awareness program for students about warning signs, sources of help and how to support a peer.
No 1 55.0 2.5 30.0 12.5 100.0 The school should not implement suicide prevention activities until the school is ready to move forward. To restore the long-term wellbeing of students, the ER Team should encourage participation in local community groups (e.g. Scouts, Girl Guides).
No 1 52.5 17.5 25.0 5.0 100.0 The ER Team should host small social events and school activities that build social cohesion and connectedness for the school community (e.g. Saturday school gardening and barbeque).
No 2 46.2 3.8 38.5 11.5 100.0 To restore the long-term wellbeing of students, the ER Team should purchase books on mental health for the school library and make suggestions for purchases by the local library.
No 2 42.3 19.2 26.9 11.5 100.0 The school should not implement suicide prevention activities earlier than 6 to 12 months after the death, and should wait until the school community has reached a sense of equilibrium.