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By Dr. Amy Grosso
Language is powerful. It shapes our perceptions, forms our opinions, and can influence how we relate to sensitive topics. Particularly when discussing suicide, the terminology we employ is crucial in either perpetuating or combatting stigma.
By understanding the implications behind common phrases, school personnel can play a vital role in shifting the narrative and fostering a more understanding and supportive environment.
Common terminology and their implications
For many years, society used the phrase “committed suicide.” On the surface, this may seem like a neutral descriptor, but its undertones carry significant weight. The term “committed” often aligns with actions perceived as wrongdoings or crimes, such as “committed a theft” or “committed a felony.” Using such language inadvertently perpetuates the notion that suicide is a criminal act, further cementing negative perceptions and stigmatizing those who are struggling.
So, why is this shift in language so vital?
Firstly, it’s about reducing the stigma associated with suicide. Those struggling with suicidal thoughts or who have been impacted by suicide deserve compassion and understanding, not judgment. By shifting our language, we send a clear message that we approach the topic with empathy and respect.
Furthermore, there’s a vital safety aspect to this change in terminology. Details surrounding suicide methods or explicit language can pose a risk of contagion. When individuals, particularly those already vulnerable, are exposed to explicit details or certain descriptors of suicide, their risk of contemplating or attempting suicide can increase.
By employing careful and considered language, we not only promote understanding but also take measures to minimize the potential harm.
Recommended language shifts
To foster a more compassionate and understanding environment, it’s essential to employ terms that don’t contribute to negativity or misconceptions. Instead of “committed suicide,” professionals and educators are encouraged to use phrases like “died by suicide,” “took their life,” or “killed themselves.”
Additionally, it’s crucial to reframe how we discuss suicide attempts. Rather than using the phrases “failed attempt” or “successful attempt”—which carry judgments about the outcome—it’s recommended to use neutral language such as “attempt” or reiterate “died by suicide.”
Suicide in everyday conversations
Besides the shifts in the language used around suicide, it is just as important to consider how we each respond when the topic of suicide is brought up. If we respond with jokes, then we give the impression that suicide is a joking manner. Also, if we call those who have died by suicide as selfish, we let those who struggle with suicidal thoughts to feel judged and condemned. It is important we understand the impact our everyday conversations have on those who might be struggling.
Strategies for schools
to make those changes on a larger scale across your school community rather than on an individual basis.
To better facilitate the sort of language changes that can help combat stigma around mental health and suicide, consider the following strategies:
- Make mental health an everyday conversation. Too often we only talk about mental health when it is a crisis, such as suicidal ideation. To normalize discussions, they must become part of not only our conversations, but also our questions. For example, we check in with students regularly to discuss their grades and academics—how often does time get scheduled to check in with students about their mental health?
- Assist families with guides on how to talk about mental health. Many adults were never given permission to talk about mental health openly, so they struggle with how to even start the conversation with their child.
- Schools need to involve PTA in this work. Utilize the volunteers that are part of the campus and connect them with school counselors or other school-based mental health providers. By making these connections, PTA can have information for families about the coping strategies and mental health information that school counselors are teaching students.
- Provide school staff with the ability to document concerns about a student and provide training for how to recognize the subtle indicators of a student struggling—as well as the correct terminology to use. Giving staff the ability to report low-level concerns and early warning signs gives school counselors the information they need for early intervention.
Suicide prevention resources
Every individual, especially school personnel who have a profound influence on young minds, has a role to play in shaping the discourse around suicide. By being mindful of our language and understanding the weight our words carry, we can make a meaningful difference.
Suicide is a sensitive topic, one that requires us to tread with utmost care and empathy. As educators and caretakers, let’s commit to fostering a more understanding environment. By doing so, we not only combat stigma but also potentially save lives. Every shift in the narrative, every effort to reduce prejudice begins with a simple step: choosing our words with care. Let’s ensure our language reflects the compassion, empathy, and understanding that every individual deserves.
The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States.
Dr. Amy Grosso
After completing her Ph.D. in Counseling and Counselor Education at The University of North Carolina at Greensboro, Dr. Amy Grosso began her career as a mental health counselor at Wake Forest Baptist Health. After accepting her position as the Director of Behavioral Health at Round Rock ISD, Dr. Amy’s accomplishments include:
- Creating the Behavioral Health Services Department, including the hiring and oversight of a team of social workers—and the first-ever social worker dedicated to supporting staff.
- Assisting the establishment of the Round Rock ISD Police Department and specifically designing how social workers work in conjunction with police officers.
- Overseeing the implementation of threat assessment and comprehensive suicide protocols.
Dr. Amy serves on the National Chapter Leadership Council of American Foundation for Suicide Prevention. She co-authored the book Schoolwide Collaboration for Transformative Social Emotional Learning, August 2021.
Related Resources
Guide to K-12 Student Wellbeing
Strategies to Recognize, Document, and Support Students in Distress
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