Page 11 - Guidance for Schools, Colleges, and Youth Services :: Portus
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Assessing Suicide Risk
If you feel that the child or young person is at risk of suicide, then it is necessary to understand the seriousness
and immediacy of the risk. Depression, hopelessness and continuing suicidal thoughts are known to be
associated with high risk.
If the child or young person talks about killing themselves always take this seriously as many people who die
by suicide have previously told a professional about their intention.
The following warning signs suggest that the risk is high:
• Self-harming behaviour is characterised by using a Complete a Risks and Strengths Assessment
variety of harming methods for next steps
• Thoughts of suicide are frequent and not easily
dismissed.
• A specific plan to die by suicide.
• Access to the means to die by suicide (for example,
stockpiling tablets).
• Significant drug or alcohol abuse.
• A situation felt to be causing hopelessness,
unbearable pain, or distress.
• Previous, especially recent, suicide attempt.
• Evidence of current mental illness. Download PDF here
• Limited protective factors that may prevent them https://www.richmond.gov.uk/portus/
from attempting suicide or harming themselves, files/professionals-risk-assessment.pdf
for example, being socially isolated, poor
relationships with parents/carers etc.
• No support mechanisms when distressed.
There is also a Suicide Safety Plan example
• Not accepting help from family and friends
included in this resource. This easy to follow template
can help you work with the child or young person
to put together a personalised plan to help to keep
Refer to the Self-harm and Suicide Prevention
Pathway for next steps them safe.
Download PDF here Download PDF here
https://www.richmond.gov.uk/portus/files/ https://www.richmond.gov.uk/portus/files/
cyps-self-harm-suicide-prevention-pathway.pdf suicide-prevention-support-safety-plan.pdf
Portus - A Safe Space - Guidance on Self-harm and Suicide Prevention for Schools, Colleges and Youth Services.
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