"Many myths about suicide remain deeply rooted in the education sector and must be dispelled."

Glòria: “We had already tested the training modules we were creating, which are 5 hours long and offer a first approach to the reality of suicidal behavior and how to prevent it in the educational context. We had also conducted more intensive training sessions, of 15 hours. Last year, the goal was to carry out a pilot project to continue developing the project in the medium term, starting with professionals from the educational guidance and counseling teams (EAP) and educational advisors in secondary schools, eventually reaching professionals in the upper grades of primary education . This is because these behaviors are appearing at increasingly younger ages, and we need to reach children and young people earlier by integrating emotional education into all areas of learning.”

The positive response and high demand we've received demonstrate the great need for this training. Since many people were unable to participate initially, this year we're picking up where we left off to ensure that at least one professional from each educational center receives this training. The new feature is that we will also be providing more in-depth, specialized training to a group of professionals who can then serve as regional mentors for other professionals in the education sector.

The aim is to bring this reality closer in a fast-paced way, with 5-hour training modules in which we work on two main topics: suicidal behavior , which includes reference data, myths, risk factors, detecting warning signs and how to work on both prevention and a crisis situation in the center; and, secondly, bereavement support , because we understand that when we are in the bereavement phase we are also actively carrying out prevention.

Joan: “ To build something, it’s important to first deconstruct the little or nothing we’ve been taught about suicide. For me, this is a fundamental issue, and it’s what we address in the first part of the training. Without realizing it, we’re replicating in the classroom the myths and prejudices we have ingrained about suicide. There’s no ill intent, but when you lack any training, and given how complex the topic is, you avoid it or address it inappropriately. This is the first step we must take: to break down the barrier to talking about it, to move from the private to the public sphere, and to empower counselors to address the topic naturally in the classroom. This is a reality that challenges us all and that is on the rise.”

Glòria: “Precisely, the entire first part of the training is geared towards breaking down this barrier through knowledge and tools that allow counselors to work specifically on prevention within the educational environment. It's important to understand that some of the common myths surrounding suicide are particularly ingrained in schools, such as the idea that talking about suicidal thoughts can incite them. This is not true. Often, it's a reality that isn't addressed for fear of triggering more suicidal behavior. There's a fear among professionals who wonder if they'll know how to approach an activity or prevention program on this topic. The course helps to overcome these natural fears inherited throughout our history and society.”

Then we addressed suicidal behavior itself and used the symbolism of the “house on fire”, which we already used in the guide Encarem el suïcidi juvenil , which we made with the Consell Nacional de la Joventut de Catalunya

The symbolism of the "house on fire" represents all those small flames that grow inside a person, becoming large through the precipitating factor, which is fuel. That's when we step in, like firefighters, to heed the warning signs and help empower students with the tools to extinguish these small flames that ignite.

We're talking, then, about risk factors, protective factors , and warning signs, and then we're addressing prevention from the perspective of selective prevention, with validated projects that work and specifically target these risk factors. In other words, if we already have projects and activities that deal with emotional management, self-esteem, or bullying prevention, we can refocus them so they function as tools for preventing suicidal behavior. There are many resources that can be used to talk about this topic respectfully. It's about providing space and time, and offering support resources.

If a classroom is able to talk about life, death, and emotional and psychological distress, it becomes a classroom where the communication taboo is broken, which is fundamental for implementing appropriate prevention measures should warning signs be detected. It paves the way for conducting those initial interviews with at-risk students so they can be referred to the appropriate professionals.

The need for suicide prevention to move into the public sphere

Joan: "When we talk about myths deeply rooted in the school environment, we also find the one that people who want to commit suicide don't talk about it. What we try to make people understand is that a person at risk often presents an ambivalence: they want to end their suffering, but at the same time they are asking for help. We need to value this aspect because they can verbalize it or give warning signs, and if we are prepared to interpret them, we can prevent it."

The main message is that, just as traffic accidents can be prevented, suicides can be prevented. Can all suicides be prevented? No, but a large part can, because most do give warning signs, and if we are trained to detect these signs, we will be able to stop the escalation of the process. Suicidal behavior isn't something that just happens; it's a process that includes ideation, planning, and an act. If we can detect that something is wrong along this path, we can prevent it. The problem is that this prevention isn't being addressed because it's still a private matter and hasn't entered the public sphere, unlike gender-based violence, for example.

The issue is starting to be discussed a little now, but there's no national strategy or specific plans for groups, such as the police and security forces where the incidence is significant. Because there's no strategy, it creates a false impression that nothing can be done, but it can. Just as there's a national plan for preventing traffic accidents, and it works because they've managed to reduce fatality rates for years, the same needs to be done for suicide prevention.

Glòria: "One interesting thing we've noticed regarding warning signs is that the people who have received training, the guidance counselors, and members of the Primary Care Teams (EAP) already seem to have an intuition about what the warning signs are. We did an exercise where we created a word cloud about what factors they thought could cause distress in students, and all the risk factors we have identified came up."

There are different signals a student might be sending us. We have direct signals , such as statements and phrases they say: "Why do I have to go to school if it's not going to do me any good?", "I'm no good at anything," "I'll never amount to anything," "Nobody likes me," "If I'm not here, nobody will notice." When these occur, we need to investigate further to determine if it's the result of a temporary low point or something more serious.

Another great resource in the school is that we do a lot of written work, and what the teachers who consult us at the association tell us are cases of things they find written in an assignment or in the corner of an exam, for example. This aspect of written signs is extremely important because it's the moment when a child signals for help to an adult who can support them. In younger children, we find these written signs in the form of drawings of their own death or where there is a lot of blood or violence. These can always be warning signs; it doesn't mean they necessarily are, but it's important to investigate what lies beneath the surface.

Then we have the indirect signs . Teachers know their students; they somehow know when something isn't right: they isolate themselves, stop doing activities they used to enjoy, become less communicative… Ultimately, suicidal behavior should be addressed like any other feeling. If we see that a student is suffering for any reason, we need to reach out because, as adults, we have the tools to provide help. In this chapter on indirect signs, we also include phenomena very common in the lives of teenagers, such as social media addiction and the rise of absurd challenges and self-harm movements.

Why do young people commit suicide?

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Glòria: “Indeed, one of the most frequent questions is what to do with this information and how to support the student . The first thing they should do is share and analyze it with the school counselor, not try to manage it individually. It's neither possible nor advisable. The school community has many resources it can use; it's important to be aware of them and analyze the best course of action. It's also important to understand that not everyone has the same abilities for every situation, so collaborative work within the school is essential. A teacher might be highly competent in some more technical areas, but perhaps not as adept at handling certain more emotional situations, so they should rely on colleagues who may have more aptitude.”

The first step, in any case, is to speak with the student and inform the family, scheduling a joint appointment where the student can express themselves. Providing good support to the family is crucial, as they often don't know how to react. Therefore, it's helpful to be aware of the resources available in our area, so we can offer initial guidance and refer them to healthcare and/or social services professionals.

Teachers have many doubts about how to talk to families about it, whether and how they should communicate what they perceive, whether they should explain it to the entire teaching team… We address all these issues in the training.”

Joan: "It's very important to understand adolescents . To understand what developmental stage they are in, what characteristics make this stage different from others, and to understand how suicide occurs in a population that is considered at risk, based on the data we have and its own characteristics."

It is important to understand that adolescents do not have the self-control of adults, so they need support to work on emotional regulation in order to limit impulsivity.

It's also important to understand how adolescents perceive their environment. Suicidal behavior is a multifactorial phenomenon, but the environment and how adolescents interact with it play a significant role. At this stage of life, peers—classmates and friends—are key role models . Family is important, but peers can have a very significant influence. It's crucial to understand that the time spent in the classroom also affects relationships with peers; therefore, it's important to observe whether these relationships are healthy and whether there is open communication with classmates and with the teacher.

We are also at a stage where everything is experienced very intensely; for them it is a unique moment, a time when their personality is still being formed, and this often makes them very vulnerable and easily influenced by social media."

When keeping a secret puts the person at risk

Joan: "Everyone is important in suicide prevention, not just mental health professionals. In a stage like adolescence, where the most important people are the group of friends , those who can detect a warning sign first and stop this process are the trusted friends."

A key concept is breaking with this idea of ' keeping it a secret' . When it's a matter that puts the other person's life at risk, there's a significant qualitative shift. At this point, even if the person is angry, the benefit gained must be weighed against the potential benefit, which is very high because a life can be saved. The anger will pass, but the possibility of losing their life is a critical issue. This balancing act is essential.

This is a reflection that boys and girls often make after working on an activity or after some emotional education work in class…it's when a friend comes to tell us they know something. That's why it's essential that all students have their radar activated to detect signs and, above all, eliminate this figure of the "snitch." The friend who communicates is the friend who helps.

Gloria: “Exactly, it’s the idea of a misunderstood secret. One way to address this in the classroom is with an exercise about good secrets and bad secrets , helping students understand the difference. A good secret is a surprise party, a gift, something that will make the other person happy. It brings a pleasant feeling to everyone involved. But when a secret causes someone to suffer, then it’s a bad secret, and we shouldn’t continue with it thinking we’re protecting someone else’s privacy. We shouldn’t be afraid of losing a friendship or causing anger if that secret isn’t shared with an adult; we’re putting our friend at risk. Working on these concepts is also key when dealing with issues of sexual abuse, and it’s an increasingly common demand in schools.”

Glòria: "When there is a situation of a student who is in the process of recovery, ideally the person who has established that communication with the student should continue to be the adult of reference for that student, so that he or she knows that he or she and his or her family will be supported."

Every case is different. Some students will return to a normal school schedule, while others will need a reorganization of their timetable and learning. We always say that in the education sector, we can address the factors relevant to our context. For example, if one of the many factors that have caused the distress is bullying, we need to see what tools we can activate to put an end to it. This should be our primary focus. If, for instance, a risk factor is not achieving certain learning objectives, we will analyze right now what we can do to adjust these learning objectives to the student's needs. If arriving at the same time as the other students causes them discomfort, then we will adjust their schedule. Ultimately, it's about identifying and addressing the risk factors that may have affected this individual in order to create a support plan.

Obviously, it's always about offering and proposing, never imposing. It's about finding safe spaces and frameworks for that person.

We also get asked a lot if everyone needs to know what happened. The professionals who work with that person, those who teach them, need to know, but not all the teachers at the school need to know.

Joan: "This subsequent intervention, at a time and with a person at risk, is also prevention because we know there's a possibility of another attempt. The environment can also be a factor in prevention, which is why we provide guidelines that may seem very general but are actually very specific:

• Create a safe environment.
• Do not invalidate what they feel.
• Observe if the situation improves.
• Do not trivialize what has happened to him.
• Be aware of any unusual behavior.
• Listen actively.

Pau (fictitious name)

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Listen to me!

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Joan: “For me, this data we have on the increase in suicide attempts, self-harm, and eating disorders is like the tip of the iceberg; it's an expression of a deep and multidimensional malaise. What we're seeing is a warning sign. There's suffering, unease, a lot of hopelessness, a very negative view of oneself, of others, and of the future—a feeling that nothing will go right. As my colleague Alba Alfageme says, when you talk to young people, it's not that they don't have a future; sometimes they don't even have a present.”

This is the reality for a generation with few prospects for the future, struggling to become independent and battling a high unemployment rate. Furthermore, they have already lived through more than one economic crisis, each with varying degrees of impact on their households.

When the pandemic hit, they were faced with a lockdown designed from an adult-centric perspective, one that disregarded their voices and opinions. And when they were finally able to go out, they were criminalized. It's important to understand that in adolescence, your role models are your peers, whom you haven't had the chance to see in person for a long time, and who are aware that what they experienced at 14, 15, or 16 years old hasn't happened and that they won't be able to fully recover those moments. Everything they experience during this stage is necessary because it shapes their personality; it's essential for living, learning, and developing coping and emotional management strategies. So, it's been the perfect storm.

Glòria: “For many years we’ve lived thinking about tomorrow, about the future. We fall into this recurring idea that we have to study in order to pass this exam, to pass the course, to pass the university entrance exam, to go to university, to work and have money…”

A paradigm shift is needed now. For me, the key is the present. We have to learn from a young age to live in the present. This doesn't mean we shouldn't have life goals, but we must learn to differentiate between goals for today, tomorrow, and a year from now, because otherwise we fall into frustration. We must learn to live with the small things of everyday life, to integrate loss and frustration into our lives, and understand that it's just as valid as happiness and contentment. All emotions are fundamental, and the key lies in how we cope, in how we channel all the stimuli we receive.

"I believe that social media pressures play a significant role in this unease and frustration we've been discussing. They've also had a major impact on young people's identity and self-image. For me, it's a determining factor in young people's development that must be taken into account."