How should a school psychologist conduct a suicide risk assessment on campus?

• A. Delay assessment until after school break.
• B. Diminish concern by stating it is common and not dangerous.
• C. Ask direct questions about ideation, intent, and plan; assess danger; involve guardians and mental health resources; document and follow safety protocols.
• D. Avoid discussing any thoughts of self-harm.

Answer: (C)

When assessing suicide risk on campus, the key approach is to address risk directly and act promptly to ensure safety. Asking direct questions about ideation, intent, and plan helps determine how real and imminent the danger is. It moves beyond guesswork or minimizing concerns and gives you the clear information needed to decide on the next steps.

Assessing danger means evaluating how specific and lethal the plan is and whether the student could act soon. If there is any immediate risk, you move into safety actions right away—this includes involving guardians or family, coordinating with campus or community mental health resources, and following your district or school safety protocols. Documentation is essential: record what was asked, what the student disclosed, the assessed level of risk, the plan, and the actions taken, so that there is a clear, ethical record and a seamless handoff to ongoing care.

This approach is appropriate on campus because it prioritizes the student’s safety, ensures appropriate supports are engaged promptly, and adheres to professional standards for risk management. Options that delay assessment, downplay concerns, or avoid discussing self-harm miss critical signals and can place the student at greater risk.