Safety First Warning Signs

This sequence equips 9th-grade students to recognize signs of emotional distress and suicidal ideation using a safety-first framework. Students progress from debunking myths to identifying warning signs, understanding situational context, practicing the ACT (Acknowledge, Care, Tell) model, and mapping out support resources.

Truth and Stigma

Students address common misconceptions about suicide and mental health through a 'Myth vs. Fact' sorting activity. The lesson focuses on reducing stigma and establishing a safe, respectful environment for discussing crisis support.

Decoding the Clues

Students analyze direct and indirect verbal clues of distress through fictional text messages and dialogue. They create a 'Warning Sign Matrix' to categorize behavioral changes like withdrawal and giving away possessions.

Context Matters

Students examine how life events like bullying, loss, or academic pressure can escalate risk. They review case summaries to identify 'tipping points' and practice distinguishing between temporary distress and a safety crisis.

Applying the ACT Model

Students learn a specific three-step protocol for responding to warning signs: Acknowledging the feelings, showing Care, and Telling a trusted adult. Through structured role-play and script-writing, students practice saying the hard words needed to bridge a friend to safety.

Connection Maps

Students identify specific adults within the school building and external resources available for crisis support. They create a 'Crisis Contact Card' and practice the logistics of how to physically walk a friend to the counseling office or make a report.