Suicide Awareness and Prevention

Suicide affects individuals, families, workplaces and communities, and every death is a profound loss. This lesson explains why support workers have an important role in suicide prevention, what we mean by suicidal thoughts, and how this course approaches a sensitive topic safely. Key points: suicide is preventable, many people who think about suicide do not want to die but want their pain to stop, connection and timely help can save lives, and you do not need to be a clinician to make a difference. If this topic affects you, pause and seek support at any time.

Suicide is rarely caused by one thing. It usually results from a combination of factors that build up over time, often triggered by a stressful event. This lesson explains common risk factors, such as mental illness, previous suicide attempts, isolation, chronic pain, loss, discrimination and trauma, and protective factors, such as connection, a sense of purpose, access to care and hope. Key points: risk factors do not predict who will die by suicide, protective factors can be strengthened every day, and some groups in our community face higher risk.

Myths about suicide can stop people from asking for help or offering it. This lesson addresses common myths, including the belief that asking about suicide puts the idea in someone's head, that people who talk about suicide will not act, and that nothing can be done. Key points: asking directly about suicide does not increase risk and can bring relief, all talk of suicide must be taken seriously, suicidal feelings are often temporary, and help works. The lesson also explains why a sudden calm after a period of distress can sometimes be a warning sign.

Warning signs are changes in what a person says, does or feels that may mean they are thinking about suicide. This lesson covers the main groups of warning signs: talk, such as saying they want to die or feel like a burden; behaviour, such as withdrawing, giving away belongings or saying goodbye; and mood, such as hopelessness, rage or sudden calm. Key points: warning signs are more urgent than risk factors, a combination of signs is especially concerning, and any warning sign is a reason to ask directly and act.

Warning signs can look different in people with disability, people with communication difficulties and older people, and they can be missed or put down to the person's disability, age or dementia. This lesson covers signs to watch for in these groups, including changes in behaviour, refusing food, care or medication, increased self injury, withdrawal and statements about being a burden. Key points: people with intellectual disability can experience suicidal thoughts, older people in residential care can be at risk, never dismiss what someone says because of their disability or age, and report every concern.

Self harm means a person deliberately hurts themselves, often as a way to cope with overwhelming emotions. Self harm is not always linked with suicidal intent, but it is a sign of distress and increases the risk of suicide over time. This lesson explains why people may self harm, how to respond calmly and without judgement, when to seek emergency help, and how self harm relates to self injury in people with intellectual disability or autism. Key points: always respond with care, provide first aid within your training, call 000 for serious injury, ask about suicide, follow the plan and report.

If you notice warning signs, the most important step is to ask directly whether the person is thinking about suicide. This lesson explains how to prepare, how to start the conversation by sharing what you have noticed, and how to ask a clear question using the word suicide. Key points: asking directly is safe, vague questions such as are you going to do something silly can shut the conversation down, use a calm and caring tone, be ready for a yes, and remember that asking is only the first step. You then listen, stay with the person and get help.

Once someone tells you they are thinking about suicide, listening and staying with them are vital. This lesson covers how to listen without judgement, what to say and avoid saying, and how to keep the person safe while help is arranged. Key points: do not leave a person at immediate risk alone, listen more than you talk, do not argue, lecture or promise secrecy, ask whether they have a plan so you can tell emergency services how urgent it is, and if it is safe, help move things they could use to hurt themselves away from them. Never put yourself in danger.

Connecting a person with the right help is a key part of suicide prevention. This lesson covers when to call 000, how to use crisis lines, and how to involve the person's GP, mental health team and safety plan. Key points: call 000 if a person is at immediate risk or has harmed themselves; Lifeline on 13 11 14 and the Suicide Call Back Service on 1300 659 467 are available 24 hours a day; 13YARN on 13 92 76 supports Aboriginal and Torres Strait Islander people; follow any safety plan; support the person to make calls where appropriate; and always tell your team leader.

After you respond to someone at risk, accurate records and prompt reporting help make sure they get ongoing support. This lesson covers what to record, how to report through our incident management process, when an incident may be reportable to the NDIS Quality and Safeguards Commission or the Aged Care Quality and Safety Commission, and how to follow up with the person. Key points: tell your team leader straight away, record facts and the person's words, respect privacy, follow up on later shifts and help update the person's plans.

The way we talk and write about suicide can affect people who are vulnerable. This lesson introduces safe messaging principles used in Australia, such as those promoted by Mindframe. Key points: say died by suicide rather than committed suicide, avoid describing suicide as successful or failed, never share details of methods or locations, do not present suicide as a solution or as inevitable, share messages of hope and help seeking, and include crisis contacts. These principles apply to conversations, case notes, social media and team discussions.

Supporting someone who is suicidal, or losing someone to suicide, can deeply affect workers, other participants and families. This lesson covers common reactions, how to look after yourself after a difficult situation, how to support others who are grieving, and where to get help, including our Employee Assistance Program, Lifeline and the Suicide Call Back Service, which also supports people bereaved by suicide. Key points: your reactions are normal, debrief with your team leader, seek support early, and remember this course builds knowledge only and does not replace accredited suicide prevention training.