Safety plan guidelines

What is a safety plan?

A safety plan is a prioritized list of coping strategies and sources of support for students who are  at high risk for suicide. 

Students can use these strategies before or during a suicidal crisis. The plan is brief, in the student’s own words, and easy to read.

Who should have a safety plan?

Any student who has a suicidal crisis should have a comprehensive suicide risk assessment. Mental health professionals should then collaborate with the student on developing a safety plan.

How to create the safety plan

Use the safety plan template as you follow these steps.

1. Warning signs

• Ask: How will you know when the safety plan should be used?
• Ask: What do you experience when you start to think about suicide or feel extremely depressed?
• List warning signs (thoughts, images, thinking processes, mood, and/or behaviors) using the student’s own words.

2. Internal coping strategies

• Ask: What can you do, on your own, if you become suicidal again, to help yourself not to act on your thoughts or urges?
• Ask: Would you be likely to do this step during a time of crisis?
• If doubt of use is expressed, ask: What might stand in the way of you thinking of these activities or doing them if you think of them?
• Use a collaborative, problem-solving approach to address potential barriers and identify alternative coping strategies.

3. Social contacts who may distract from the crisis

• Discuss this step with students who are not sure that the strategies from Step 2 will resolve the crisis or lower risk. The goal of this step is to distract the student from suicidal thoughts and feelings.
• Ask: Who or what social settings help you take your mind off your problems, at least for a little while? Who helps you feel better when you’re with them?
• Ask for safe places they can go to be around people (e.g., a coffee shop). 
• Ask the student to list several people and social settings in case the first option is unavailable.
• Assess the likelihood that the student will engage in this step. Identify potential obstacles and then problem solve as appropriate.

4. Family members or friends who may offer help

• Instruct the student to use this step if Step 3 does not resolve the crisis or lower risk.
• Ask: Among your family or friends, who could you contact for help during a crisis? Who is supportive of you? Who can you talk with when you’re stressed or struggling?
• Ask the student to list several people in case one is unavailable. Prioritize the list. 
• Assess the likelihood that the student will engage in this step. Identify potential obstacles and then problem solve as appropriate.
• Role play and rehearsal can be very useful in this step.

5. Professionals and agencies to contact for help

• Instruct the student to use this step if Step 4 does not resolve the crisis or lower risk.
• Ask: Are there mental health professionals (school counselors, therapists, social workers) we should identify for your safety plan? Are there other health care providers you’d suggest?
• List names, numbers, emails, and locations of mental health providers and local urgent care services.
• Assess the likelihood that the student will engage in this step. Identify potential obstacles and then problem solve as appropriate.
• Role play and rehearsal can be very useful in this step.

6. Making the environment safe

• Ask the student which means they would consider using during a suicidal crisis.
• Ask: Do you or someone in your household own a firearm, such as a gun or rifle? What other means do you have access to that you may use to attempt to kill yourself? 
• Collaboratively identify ways to increase safety by limiting  access to lethal means. Ask: How can we develop a plan to increase your safety by limiting  your access to these means?
• For methods with low lethality, you may ask the student to remove or limit their access to these methods themselves.
• Restricting the student’s access to a highly lethal method, such as a firearm, should be done by a designated, responsible person (usually a family member, close friend, or a member of law enforcement).

After the plan has been developed

• Assess the likelihood that the safety plan will be used and problem solve with the student to identify barriers to using the plan.
• Discuss where the student will keep the safety plan and how it will be located in a crisis.
• Evaluate if the format is appropriate for the student’s capacity and circumstances.
• Review the plan periodically when the student’s circumstances or needs change.