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

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.