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CRISIS &
SUICIDE SAFETY
You are not alone. Help is availible.
When your child says they want to die, talks about hurting themselves, or you are afraid they may not be safe, you do not have to figure it out alone. This page shows you the next steps and what may happen along the way.
WHERE ARE YOU IN THE CRISIS PATH?
Tap where you are now to see guidance for this step.
1
TAKE THE WORDS SERIOUSLY
BACK TO CRISIS PATH
My child keeps saying they want to die or hurt themselves.
Any talk about sucide is a cry for help. Take it seriously and act.
WHAT TO DO RIGHT NOW
1
Ask Directly.
"Are you thinking about suicide?"
"Are you thinking about killing yourself?"
2
Listen without judgment.
Let them talk. Avoid arguing, minimizing their feelings, or telling them to "snap out of it."
3.
Check immedate safety.
Not all safety considerations are covered below. Immediate safety concerns may include whether there is a current danger, access to potentially dangerous items (such as medications, firearms, sharp objects, ropes, or belts), or whether a suicide attempt or other self-harm behavior has already occurred.
4
Get help right away.
Use school support, crisis help 988, counseling, play therapy or emergency care based on what is happening now.
IF THIS HAPPENS AT SCHOOL
Student shares a concerning thought or statement at school.
School may complete a risk screening or rating scale
School contacts parent/guardian for involement
School may recommend a hospital or crisis consultation
Safety plan and follow-up steps are determined. if the hospital decides intervention is needed it could include a overnight stay and psychiatric transfer but this is not always the case
Explore these two steps in greater depth as you move forward.
COMMON QUESTIONS ASKED DURING A SCHOOL SUICIDE RISK ASSESSMENT
Schools commonly use the Columbia Suicide Severity Rating (C-SSRS) or a similar evidence-based tool to understand the level of risk and what support is needed.
WHAT IT IS
WHAT IT ASKS
The C-SSRSs is a research-based set of questions that helps trained professionals learn more about a student's thoughts, plans, intent, behaviors, and overall risk. It is not a test.
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Thoughts about death or wishing they were not alive
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Thoughts of killing oneself
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Thinking about how they might do it
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Intent to act on those thoughts
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preparations or steps taken
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past attempts
IMPORTANT TO KNOW
The C-SSRS helps guide next steps, but it does not diagnose or predict the future.
Only a qualified mental health professional can make that determination.
OTHER SYSTEMS EXIST
While the C-SSRS is widely used in schools and hospitals, other evidence-based
screening tools or processes may also be used. Exact questions and procedures
vary by school and district.
DISCLAIMER: THIS INFORMATION IS PROVIDED FOR EDUCATIONAL PURPOSES ONLY AND DOES NOT REPLACE PROFESSIONAL ADVICE, DIAGNOSIS, OR TREATMENT. THIS IS NOT THE FULL KIT. DO NOT USE EXAMPLE TO RATE YOUR FAMILY MEMBERS RISK LEVEL WITHOUT CERTIFICATION FROM THE CORRECT AUTHORITIES.
WHAT A SCHOOL MAY DO IF YOU DO NOT FOLLOW THEIR RECOMENDATION
Parents generally have the right to make medical decisions for their child, including whether to seek an evaluation. However, if school officials reasonably believe a child is at immediate risk of serious harm and believe refusing recommended care places the child in danger, they may have a legal obligation as mandatory reporters to notify Child Protective Services or emergency responders. The specific laws and procedures vary by state.
WHAT IT IS
Schools are mandated reporters in most states. If they believe a child's safety is at risk and the parent/guardian is refusing reasonable help they may be required-or choose- to make a report.
WHAT A REPORT MEANS
A report to CPS does not mean you have done something wrong.
it starts a process for CPS to decide whether your child is safe
and what support may be needed.
WHAT A REPORT MEANS
Schools typically document what was said, the risk level,
their recommendation, and your response. This documentation supports their decision- making.
WHAT YOU CAN DO
-
Ask for the recommendation in writing ASAP.
-
Ask what concerns were reported to the school and what tool was used.
-
Ask what supports they will provide while you seek help.
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Ask who to contact with updates and next steps.
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Always send an email stating your understanding of any verbal conversations. to whomever you spoke with.
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Request a copy of the completed risk assessment whenever one is performed, including the actual form or rating scale used, the evaluator's written notes, interview documentation, scoring, observations, and any other records created during the assessment.
2
GETTING CRISIS HELP
UNDERSTANDING WHAT TYPICALLY HAPPENS AFTER SOMEONE REACHES OUT FOR HELP.
Every situation is unique. This guide is for educational purposes only. Hospitals, schools, mobile crisis teams, and menatl health professionals may follow different procedures depending on your state, the individual's age, and the level of immediate saftey concern.
1. YOU REACH OUT
You do NOT
need perfect words.
Examples
"I'm worried about my child."
"My child keeps saying
they want to die."
"My child told someone at school
they don't want to live."
"I don't know what to do."
Ways to connect
-
Dial - 988
-
Text - 988
-
Chat Online
WHAT CAN I SAY?
2. A CRISIS COUNSELOR RESPONDS
They may ask questions like:
-
What happened today?
-
How old is your child?
-
Is your child with you?
-
Are they safe right now?
-
Has this happened before?
-
Are there any dangerous items nearby?
They are trained
to listen first.
Their job is to understand
-
What happened
-
Who is involved
-
Is anyone in immediate danger
QUESTIONS THEY MAY ASK
3. PLAN NEXT STEPS
Not every conversation ends the same way
Possible outcomes may include
-
Emotional Support
-
Safety Planning
-
Local Resources
-
Mobile Crisis Referral
-
Recommendation to visit an emergency department
-
Calling 911 if someone appears to be in immediate danger
Plan Forward
Support ends
with the call
Sometimes the conversation itself is enough
The counselor may help someone calm down, create a plan, provide resources, and encourage follow-up care
Most calls do NOT involve emergency responders.
Safety Planning
Parents may be asked to help reduce immediate safety risks by:
-
Locking medications
-
Securing firearms
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Removing ropes, cords, belts, or other dangerous items when appropriate
-
Increasing supervision
-
Scheduling follow-up care
Mobile Crisis Team
Instead of going directly to the hospital, some communities have Mobile Crisis Teams.
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Come to your home
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Meet in the community
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Evaluate the situation
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Help determine next steps
Some areas do not have this service.
They may:
Emergency Department Evaluation
Sometimes the safest recommendation is an emergency department evaluation.
At the hospital, staff may:
-
Perform a medical evaluation
-
Complete a behavioral assessment
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Determine whether inpatient care is necesary
Not every evaluation results in admission.
POSSIBLE OUTCOMES
Inpatient Behavioral Health
If professionals determine someone cannot safely return home, they may recommend admission to a behavioral health facility.
Parents often ask:
-
How long will my child stay?
-
Who decides discharge
-
Can I visit?
Learn more about this on step 6- Psychiatric facility.
MYTH
Calling 988 automatically sends police.
FACT
988 Primarily exists to provide Emotional support crisis intervention and connections to local resources emergency responders are generally involved only when there appears to be an immediate threat to someone's safety or when a crisis cannot otherwise be safely managed.
You're Doing Great.
Understanding a crisis does'nt make less emotional
but it can make it feel less uncertain, Every page
you read builds confidence for whatever comes next.
Keep scrolling to continue learning.
3
IMMEDIATE DANGER IDENTIFIED
When there is risk of immediate harm, time matters.
CALL 911
If someone is in immediate danger call 911 right away!
DISPATCH
This may include Police, Paramedics, or a mobile crisis team in your area.
RESPONSE
Responders will assess the situation, talk with the individual, and determine the level of risk and next steps.
POSSIBLE TRANSPORT
If they believe the person cannot be safe where they are, they may transport them to the hospital for further evaluation.
FURTHER EVALUATION
At the hospital or crisis facility, mental health professionals will evaluate and determine next steps.
4
WHAT HAPPENS AT THE
EMRGENCY ROOM?
The emergency department's first priority is determining whether your child is safe and what care or support they need right now.
Every hospital and every situation is different. The steps below show what typically happens during an ER evaluation after a possible self-harm or suicide attempt.
1. ARRIVAL
Information gathered about what happened and immediate concerns identified.
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Who is present
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What happened
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Any injuries or medical concerns
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current medications
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Allergies
This may include but not limited to:
2. MEDICAL SCREENING
The team checks for medical issues and may order tests or provide treatment.
This may include but not limited to:
-
Vital signs
-
Physical examination
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Lab work or toxicology screenings
-
Treatment for injuries or overdosage.
3. RISK ASSESMENT
A clinician asks questions about thoughts, feelings, behavior, and safety.
WHY ARE THEY
TALKING TO MY CHILD WITHOUT ME?
They need honest
answers to make the safest decision.
4. DISPOSITION DECISION
Based on the assessment, your child may:
-
Return home with a safety plan
-
Additional crisis support
-
Transfer for higher level of care (inpatient behavioral health)
This may include but not limited to:
Questions you can ask
-
Who is making the plan right now.
-
Who is making the decision?
-
How will I be included?
-
What are the possible next steps?
-
Where will my child go if admitted?
This is a long process 3-24 hours, Be patient and keep your cool. Its very commmon to have one or two security guards posted by the room or nearby. Do not be alarmed by this it is standard protocol is some facilities.
Time and security.
Be prepared to hear the word transfer
This will be covered in more detail in the next step. If inpatient care is recommended, the hospital will locate an available facility and transfer your child—typically by ambulance or medical transport. Depending on availability, the facility may be many hours away from home.
Families often leave the emergency room with more questions than answers. That's normal.
Understanding what happens next can help replace fear with confidence as you continue supporting your child.
Keep scrolling to continue learning.
This is one of the hardest moments a family can face.
5
THE HOSPITAL IS LOOKING FOR A BED
Understanding the steps when admission is recommended.
If the medical team determines inpatient care is necessary, the hospital
will help find the safest and most appropriate facility.
1. INPATIENT RECOMENDED
The clinical team determines that inpatient behavioral health care is necessary, beginning the process commonly called "looking for a bed."
ACTION
STAY CALM.
STAY PRESENT FOR YOUR CHILD.
2.CLINICAL NEED SHARED & SENT
The hospital shares clinical information and sends the referral to appropriate facilities.
LISTEN AND SIGN
You will be asked to sign forms.
3. FACILITY REVIEW
Facilities review the referal to determine if they have an appropriate bed and the ability to meet your child's needs.
WAIT PATIENTLY
This may take several hours or longer.
4. FINAL ACCEPTANCE
A facility accepts the referral and confirms they can support your child's clinical, safety, and treatment needs.
BREATH
You will be notified of the accepting facility.
5. TRANSPORT ARRANGED
Transportation is arranged based on safety, distance, and medical necessity. you will be told how and when your child will travel.
ASK
Ask what you can bring to your child and how to stay in contact.
One difficult day does not define your child, and it does not define your family.
You're Doing Great.
Waiting for an inpatient bed can be one of the longest and most emotional parts of the journey. While the waiting can feel overwhelming, your child is still receiving care as the medical team works to find the safest placement.
Take it one hour at a time. You're doing more than you realize.
Keep scrolling to continue learning.
6
MY CHILD IS AT A INPATIENT CARE FACILITY
Understanding hospitalization for mental health.
Inpatient care provides intensive support when a child cannot safely remain at home.
The goal is stabilization, safety, and a plan for the next steps.
WHAT INPATIENT CARE PROVIDES.
24/7 supervision and safety
Medical and psychiatric evaluation
medication management (if needed)
Therapy and skill building
Stabilization and discharge planning
Connection to ongoing resources
WHAT YOUR CHILD MAY EXPECT IN A CARE FACILITY
Each facility is different, but your child can typically expect:
-
A safe and secure environment
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Regular check ins with staff
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Meals, sleep, and hygine support
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Group and/or indivdual therapy
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Daily progress and treament plans
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Family communication as allowed
PARENT / GUARDIAN ROLE
Stay involved as much as the facility allows.
Ask questions and voice concerns.
Provide important history and current information.
Participate in family meetings and discharge planning.
Common Questions
Will my child be in a locked unit?
Many facilities have secure units for safety.
A unit may be a single room or pods of rooms. Ask for clarity.
Can my child leave whenever they want?
No. They cannot leave until the treatment team determines it is safe.
What can my child have with them?
Each Facility has its own allowed items list.
Will my child's school be notified?
Hospitals do not notify schools unless you request it or there is a safety concern.
Can I visit my child?
Yes, visitation is usually allowed with guidlines.
HOW LONG WILL IT LAST?
Length of stay varies.
It depends on:
-
Your child's needs
-
How quickly they stabilize
-
Bed Availability
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Insurance guidelines
-
School accommodations for return
The team will update you
regularly and plan for nest steps.
This information is for educational purposes only and is not a substitue for professional medical advice.
Follow the guidance of emergency responders, hospital staf, and mental health professionals.
Hope Begins Here.
inpatient care isn't about punish about punishment - it's about stabilization, healing, and creating a safe path foward.
Every child deserves the opportunity to recover, and every family deserves to understand the journey ahead.
Keep scrolling to continue learning.
Decision
The psychiatrist determines your child is stable, and no longer requires inpatient hospitalization.
Safety Planning
The hospital develops a plan to reduce future risk. often including:
-
warning signs
-
coping strategies
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trusted adults
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emergency contacts
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crisis resources
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steps to take if thoughts return
Medication Review
If medications were started or adjusted:
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Why they were prescribed
-
possible side effects
-
When to take them
-
Follow-up appointments
Follow-Up Care
The hospital will usually recommend continued care:
-
Outpatient therapy
-
PsychiatryCommunity programs
-
Intensive outpatient (IOP)
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Partial hospitalization(PHP) School supports
7
They say my child may be comming home.
Preparing for a safe transition and successful next steps.
Coming home is a big step. A solid Plan the right supports, and
clear communication help maintatin stability and prevent setbacks.
BRING HOME SAFETY & STABILITY
A safe, supportive, home environment helps your child continue healing and reduces the risk of crisis.
CRATE A SAFE SPACE
Calm, comfortable, and predictable.
REMOVE ACCES TO DANGERS
Lock up or secure medications, sharp items, weapons, alcohol, other potential risks.
REDUCE STRESS
Limit chaos, conflict, and overwhelming situations. Keep routines simple.
NETWORK
Build your network as you go. Include trusted adults and professional that may be able to help on various future matters including speaking at your students IEP/504 meeting for a short time.
BEFORE YOU LEAVE
Ask questions until everything is clear.
Get copies of discharge paperwork.
Ask for medication instructions.
Schedule follow-up appointments.
Ask who to call after hours.
Request copies of any saftey plans.
Know when to return to the emergency room.
WHEN TO SEEK HELP AGAIN
If your child:
-
Begins talking about suicide again
-
Develops a plan
-
attempts self-harm
-
cannot stay safe
-
Experiances sever behavioral changes
Contact your treatment team or seek emergency care immediately
WHAT HAPPENS BEFORE DISCHARGE?
HELPING YOUR CHILD RETURN HOME
Expect
Mixed Emotions
Start Slowly
Keep Communication Open
Some children are relieved.
Others feel embarrassed. Some are anxious about returning to home or school. All of these reactions can be normal.
Dont feel pressure to immediately return to "normal." Give everyone time to readjust. small routines often work better than major changes.
Let your child know they can tell you when they're struggling without fear of immediate punishment. Listening is often more powerful than trying to immediately solve every problem.
Preparing a Calm Spcae
Create a calming bedtime environment. Consider using smart switches or dimmable bulbs to gradually lower the lights in the evening. Smart plugs can automate fans, white noise machines, bubble lights, or other calming devices. Sleep-training clocks that turn red at bedtime and green in the morning can help establish routines. A white noise or nature sound machine may reduce distractions, and a star projector can provide a soothing alternative to a traditional night light.
Additionally, welcoming your child home with a new stuffed animal and a soft blanket can provide comfort and help make home feel safe again. Even older children and teenagers often appreciate these simple gestures during recovery.
One journey ends. Another begins
Your child is coming home, and that's something to celebrate.
The road ahead may still include school meetings, safety plans, counseling, and difficult conversations—but you don't have to figure it all out on your own.
Keep scrolling to continue learning.
The First 24-72 Hours
-
Follow all discharge instructions.
-
Pick up and start medication as directed.
-
Confirm all follow-up appointments.
-
Review and keep the safety plan.
-
Don't overwhelm your child.
-
Sleep may still be abnormal.
-
Everyone is physically and emotionally exhausted.
-
Log medications administered, and any side effects.
Creating a Safe Home
-
Store medication securely
-
Lock up firearms
-
secure sharp objects
-
Limit or remove alcohol
-
Know who supervises and when
-
Discuss visitors and sleepovers
-
Balance privacy with safety
-
Emergency contacts visible
-
988 and local crisis numbers
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Preferred hospital information
Your Discharge Folder
Keep all important paperwork together.
-
Discharge sumary
-
Medication list
-
Safety plan
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Follow-up appointments
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Hospital instructions
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Insurance paperwork
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School excuse documentation
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Therapy referals
This folder can also be useful when reviewing recommendations for IEP/504 accommodations
The First Month Timeline
Week 1
Rest, routines, medications, appointments
Week 2
Begin returning to familiar activities slowly
Week 3
Continue therapy, school adjustment, refine routines
Week 4
Review what's helping What isn't, and update the plan.
Understanding Medication
Medication may take time to work. Don't stop or change medication without talking to the prescriber.
Sleep Matters
Consistant sleep helps stabilize mood and emotions. Create a calming bedtime routine
Tech, Social Media
Balance privacy and safety. Monitor for stressors, online interactions, and screen time.
Supporting Siblings
Talk honestly in age- appropriate ways. Reassure them. Give them time, attention and space to express feelings.
Don't Forget Yourself
You can't pour from an empty cup.
It's okay to feel overwhelmed.
Accept help when it's offered.
Talk to someone you trust.
Join a parent support group. Some zoom groups may be available.
Download our printable worksheets and planners designed to help you stay organized, prepared, and confident at every turn.
Daily Behavior Log Sheet Home Use.
Track behaviors, triggers, and patterns to support meaningful conversations.
DOWNLOAD WORKSHEET
IEP Meeting
Prep Checklist
Stay prepared and organized for productive IEP meetings that keep your child first.
DOWNLOAD WORKSHEET
Weekly Planner
for Families
Plan ahead, reduce stress, and make space for what matters most.
DOWNLOAD WORKSHEET
Medication
Log Planner
Keep track of medications, dosages, schedules, and observations with ease.
There will still be therapy appointments, school meetings, medication changes, and difficult conversations.
But there will also be birthdays, movie nights, family dinners, laughter, and new memories.
Recovery is built one moment—and one day—at a time.
Hope Grows One Day at a Time.
WHEN TO SEEK HELP AGAIN
If your child:
-
Begins talking about suicide again
-
Develops a plan
-
attempts self-harm
-
cannot stay safe
-
Experiances sever behavioral changes
-
Stops medication
-
Runs away
Contact your treatment team or seek emergency care immediately
9
Returning to School
After a Behavioral
Health Crisis
Helping Your Child Re-Enter School
Safely and Successfully
What I Want You to Know
A Note from an Advocate
You've been through a lot—and so has your child. It's okay if things still feel uncertain. Take it one step, one day, one conversation at a time.
We're here to walk beside you.
Some families walk into their first school meeting after a crisis feeling like they have to prove how serious everything was.
You shouldn't have to convince anyone that your child deserves to be safe.
A good meeting isn't about winning an argument. It's about helping everyone understand what your child needs to be successful moving forward.
If you leave that meeting feeling unheard, don't assume you're out of options. The next conversation, the right documentation, or the right support can completely change the direction of the process.
Returning to school is a big step—but you don't have to do it alone. Thoughtful planning, the right supports, and open communication can help your child feel safe, supported, and ready to learn again.
Together, we can build a path forward.
Before Your Child Returns
-
Call the school before the first day.
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Request re-entry meeting.
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Ask who will be your primary contact.
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Review discharge recommendations.
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Plan for medications if applicable.
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Prepare your child for what to expect
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Confirm emergency contacts.
This may include but not limited to:
The Re-Entry Meeting
-
Invite trusted professionals—such as counselors, therapists, treatment providers, and advocates—to participate in and support your child's IEP team.
-
Discuss safety, attendance, academic needs, and supports.
-
Create a plan together.
-
Set follow-up dates.
Safety & Support Plans
-
Th plan exists so staff do not have to improvise during a difficult moment. It tells the student and staff what to do when warning signs appear, who should respond, where the student can go, when parents are contacted, and when a higher level of help may be needed.
-
Inside or Attached to and referenced by the IEP as an individualized safety or crisis-response plan.
Common Supports
-
Morning check-in
-
Reduced workload
-
Counselor access
-
Quiet break area
-
Modified testing
-
Flexible schedule
-
Trusted adult support
-
Reduced homework
-
Set follow-up dates.
-
Frequent teacher check-ins.
-
Break card or signal the student can use without drawing attention.
PROTECT
YOURSELF!
Never assume the school's attendance records are completely accurate. Keep your own records from the very beginning.
-
Document every absence, tardy, and early checkout in your own attendance log.
-
For every early checkout, record:
-
The date and time
-
The reason (illness, medical appointment, family emergency, etc.)
-
Whether it was marked excused or unexcused
-
Who checked your child out, if applicable
-
Request paper copies of doctor's notes, attendance corrections, and excusal confirmations whenever possible. Emails can be overlooked, misplaced, or become difficult to locate later.
-
Photograph or scan any documentation before submitting it to the school.
-
Review the parent portal regularly and request corrections in writing if you find an error.
-
Keep all attendance records together in a dedicated folder, including notes, letters, emails, and attendance reports.
WHEN SCHOOL MAKES THINGS FEEL DIFICULT
It's okay to ask for help.
-
If school pushback leaves you feeling dismissed.
-
If you're not sure what your child is entitled to.
-
If plans aren't being followed.
-
If your child's need change.
-
If you just need someone in your corner.
You dont have to handle it alone.
School Day Map
Click each stop to explore challenges and supports.
HOME
BUS
ARRIVAL
CLASS
LUNCH
ACTIVITIES
TRANSITIONS
DISMISSAL
HOME
Common Challenges
-
Refusing to get ready
-
Morning anxiety
-
Trouble waking up
-
Sensory issues with clothing
-
Skipping breakfast
-
Medication timing
-
Difficulty transitioning
Supports
-
Visual schedule
-
First/Then board
-
Calm morning routine
-
Sensory-friendly clothing
-
Extra transition time
-
Morning checklists
-
Home-school communication log
Questions to Ask
-
Can arrival be flexible?
-
Does transportation affect attendance?
-
Can we create a morning transition plan?
-
Should this be documented in the IEP?
Waypoint Advocates Can Help
We partner with families to create clarity, understanding, and strong plans.
IEP & 504 Guidance
Determine whether supports, services, or evaluations should be considered.
Meeting Prep & Representation
Organize concerns, ask the right questions, and participate confidently.
Your Rights Guidance
Understand the process and your rights so you can make informed decisions.
Safety & Accommodation Planning
Build reasonable supports that help your child feel safe and be successful at school.
School Re-Entry Planning
Prepare for a successful return with clear communication and practical strategies.
Review Hospital Recommendations
Translate discharge recommendations into meaningful educational supports.
You are doing better than you think, and your child is lucky to have you.
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