If your child is struggling with suicidal thoughts or behaviors, finding effective, caring, qualified mental health support is critical.
If you are concerned about the immediate safety of yourself or someone else, call 911 (emergency services) or 988 (suicide and crisis lifeline).
How to Find a Suicide-Specific Therapist
Here are some points to consider when searching for and assessing a therapist for your child:
Consult with School and Pediatrician: Reach out to your child’s school counselor, psychologist, or social worker, and their pediatrician. They often have resources and recommendations for therapists who specialize in working with children and may suggest additional resources.
Research Therapists: Use online directories, such as Psychology Today or TherapyDen, to find therapists in your area. Consider factors such as location, specialization, insurance and therapy approach and training. You can also contact local mental health clinics, hospitals, or community centers to ask about counseling services for youth. Many communities offer low-cost or free mental health support for individuals experiencing suicidal thoughts or behaviors.
Check Credentials: Ensure that the therapist is licensed and accredited by the appropriate professional organizations in your country or region. Look for credentials such as Licensed Professional Counselor (LPC), Licensed Clinical Social Worker (LCSW), Psychologist (Ph.D. or Psy.D.), or Marriage and Family Therapist (LMFT).
Consider Therapy Approach: Different therapists use different approaches and techniques in their practice, and finding a therapist that uses a suicide-specific treatment is essential. It is important to find a therapist that is trained in at least one of these best-practice suicide-specific treatments:
Collaborative Assessment and Management of Suicidality (CAMS): An approach to mental health treatment that is highly collaborative between patient and therapist.
Dialectical Behavioral Therapy (DBT): A form of therapy that focuses on understanding the relationship between thoughts, feelings, and behaviors.
Attachment Based Family Therapy (ABFT): Brief, emotion-focused family therapy model.
Cognitive Behavioral Therapy for Suicide Prevention (CBT-SP): An approach to mental health treatment that is structured and focused on developing skills to navigate suicidal risk.
Contact Potential Therapists: Reach out to potential therapists to ask about their availability, fees, and approach to therapy. Use this opportunity to ask any questions you may have about their experience and expertise. Ask if they have experience providing treatment for youth at risk to suicide and what type of training they have received in suicide-specific treatments.
Evaluate Compatibility: Consider your child’s comfort level and compatibility with the therapist. A good therapeutic relationship is crucial for progress, so it’s essential that your child feels safe and understood by their therapist.
Monitor Progress: Stay respectful of your child’s therapeutic relationship, yet open and willing to collaborate and communicate with their therapist.
This resource provides descriptions of various roles within many public school districts. Each district is different, however, and your child’s school might be supported by a different team of professionals. Additionally, these are just some possible key staff; there are many people within a district and school that can contribute to your child’s school experience.
Administrative Team
Superintendent: Leads the school district and makes decisions about strategic planning, budgets, district-wide policies, community relations, and how to support students and staff.
Principal – Leads an individual school, including supervising and evaluating teachers and staff, improving the school’s culture, connecting with parents and the community, handling crisis situations and behavioral interventions, and supporting curriculum development.
Director of Special Education – Leads the special education department. Responsible for making sure that students with special needs get high-quality, personalized support and services. Also makes sure that policies and procedures meet legal educational requirements and oversees the Individualized Education Plan (IEP) process to be sure that best practices are being followed.
Special Education Team
Social Worker (SW) – Supports the social-emotional development of students by helping to create a supportive and inclusive environment for everyone. May work one-on-one or in small groups to help students with topics such as anxiety, peer conflict, and grief. Help to identify the causes of challenges at school including family issues, mental health concerns, or trauma and help to develop intervention plans to address those challenges.
Occupational Therapist (OT) – Helps students develop their fine motor skills, sensory regulation skills, and other skills for daily living. May work one-on-one with a student, or with a student’s teachers or family to develop other ways to support skill-building.
Physical Therapist (PT) – Evaluates a child’s gross motor skills like strength, balance, coordination, and mobility and helps determine if the child needs assistive devices or mobility aids to participate in school activities.
Speech-Language Pathologist (SLP) – Assesses a student’s communication abilities, including how they form words and sounds and understand and express language. May provide one-on-one or small group support, and may work with families and teachers to support the child’s communication development in and outside of school.
Special Education Teacher: Provides specialized instruction and support to students with diverse learning needs and abilities. Design and implement individualized education programs (IEPs). Modifies and adapts curriculum materials to make them accessible to students with diverse learning needs. May use specialized teaching techniques, instructional materials, and technology to help students learn and succeed in the classroom. May also be called: Teacher Consultant, Resource Room Teacher, Self-Contained Classroom Teacher, or other district terms.
Paraprofessionals – Provides support to teachers and students in educational settings. May work with individuals or small groups of students by providing additional explanation, reinforcement, or clarification of concepts during or after classroom instruction. Also implements behavior management plans, IEPs, and 504 plans.
Other Important Student Support Personnel
Guidance Counselor – Assists students in setting academic goals, choosing which classes to take, and planning their academic paths. May provide individual and group counseling, help students navigate personal challenges, and help promote positive school culture.
Reading Specialist/Interventionist or Literacy Coach – Focuses on improving students’ reading skills and fostering a love for reading. Assess students’ reading abilities to identify their strengths, weaknesses, and needs. Develop individualized reading intervention plans.
This guide gives brief definitions of commonly used acronyms in special education services.
504: A 504 plan helps children who need additional accommodations and/modifications, but do not qualify for an Individualized Education Program (IEP). A 504 plan is tailored to meet each individual child’s needs and may include things like a certain seating arrangement or extra time for tests.
AAC (Augmentative Alternative Communication): AACs are tools that help people communicate and may include things like pictures, hand signals, or special devices.
ASD (Autism Spectrum Disorder): ASD is a neurodevelopmental disorder that affects social interactions and communication and can include repetitive behaviors, sensory sensitivity, or very focused interests.
BIP (Behavior Intervention Plan): A BIP helps children with their behaviors in school. It is developed by a team that might include the family, teachers, a school psychologist, or other mental health professional. The plan is based on a functional behavior assessment (FBA) and includes a consideration of what happens before, during, and after challenging behaviors.
CST (Child Study Team): A CST is usually made up of the school psychologist, special education teacher, school counselors, and other specialists. Their goal is to gather information about a child’s needs and strengths and develop appropriate plans to support children’s academic, social-emotional, or behavioral needs.
ECSE (Early Childhood Special Education): ECSE is a specialized educational service provided to young children between the ages of birth to five years old with developmental delays, disabilities, or other special needs. The goal of ECSE is to prepare students for future educational success during this critical period of development.
FAPE (Free and Appropriate Education): FAPE is a term used to describe the educational services and supports that school districts are legally required to provide to students with disabilities under the Individuals with Disabilities Education Act (IDEA). These services and supports must be free to the student/family and must be tailored to meet their needs.
FBA (Functional Behavior Assessment): An FBA is a tool used to identify the cause of a child’s challenging behaviors. An FBA is usually conducted by a team of school staff that may include teachers, psychologists, and other student support staff. It usually is designed to better understand what happens before, during, and after a challenging behavior.
IDEA (Individuals with Disabilities Education Act): IDEA is a federal law that requires school districts to support the needs of all children, including children with disabilities.
IEP (Individualized Education Program): An IEP is a legal document developed for students with disabilities eligible for special education services. An IEP is a personalized plan that includes the student’s educational goals, services, accommodations, and modifications needed to support the student’s learning and address their unique needs. To learn more about the IEP process, see [Question List for School Meeting].
LD (Learning Disability): This is a term used to describe difficulties in how a person receives, retains, or communicates information. This may affect reading, writing, or math, reading, writing, or math.
LRE (Least Restrictive Environment): This describes part of the mandate from the IDEA and requires that students with disabilities are educated to the maximum extent appropriate with their non-disabled peers in the general education setting. This comes from a recognition that all children should have access to the same educational activities, opportunities, and settings.
OHI (Other Health Impaired) – OHI is a category of disability recognized under the IDEA. Students with an OHI eligibility typically have a chronic or acute health condition that affects their academic performance.
OT (Occupational Therapy or Occupational Therapist): Occupational therapy focuses on helping people develop their fine motor skills, sensory regulation skills, and skills for daily living. These activities might help children with things like handwriting, getting dressed independently, or navigating sensory experiences. An occupational therapist is someone who helps design the activities to help build those skills. In a school, an OT might work one-on-one with a student, or with a student’s teachers or family to develop other ways to support skill-building.
PBS (Positive Behavioral Supports): PBS is a proactive, evidence-based approach to managing challenging behaviors and promoting positive behaviors in students, including those with special needs. PBS focuses on understanding the causes of challenging behaviors and identifying and practicing alternatives behaviors.
PLAAF (Present Level of Academic Achievement and Functional Performance): A PLAAF is part of an IEP. The PLAAF is a snapshot of a student’s current academic achievement and functional performance in reading, writing, math, social skills, and more. It helps to determine what services and supports a student needs.
PT (Physical Therapy or Physical Therapist): Physical therapy focuses on strengthening a person’s ability to move and physically function. In a school, a physical therapist is someone who evaluates a child’s gross motor skills like strength, balance, coordination, and mobility and helps determine if the child needs assistive devices or mobility aids to participate in school activities.
SLP (Speech and Language Pathologist): An SLP assesses a person’s communication abilities, including how they form words and sounds and understand and express language. An SLP in a school might provide one-on-one or small group support to students, and may work with families and teachers to support the child’s communication development in and outside of school.
SW (Social Work or Social Worker): Social work helps individuals with social-emotional and behavioral issues. In a school, a Social Worker supports the social-emotional development of students by helping to create a supportive and inclusive environment for everyone. School social workers often work one-on-one or in small groups to help students with topics such as anxiety, peer conflict, and grief. They help to identify the causes of challenges at school including family issues, mental health concerns, or trauma and help to develop intervention plans to address those challenges.
This guide provides answers to common parent and caregiver questions about special education services.
1. What is an IEP?
An IEP is a legal document developed for students with disabilities eligible for special education services. An IEP is a personalized plan that includes the student’s educational goals, services, accommodations, and modifications needed to support the student’s learning and address their unique needs. The main parts of an IEP include:
Present Levels of Achievement and Functional Performance (PLAAFP): The PLAAFP is a snapshot of a student’s current academic achievement and functional performance in reading, writing, math, social skills, and more. It helps to determine what services and supports a student needs.
Annual Goals: These are goals that are worked on over a one-year period.
Accommodations and Modifications: These are the strategies and supports that are put in place so that students with disabilities can access and participate in educational activities with their peers.
Programs and Services: This refers to the specialized educational supports, interventions, and resources a student will receive to help them access the general education curriculum.
2. Who is eligible for an IEP?
Students with disabilities may be eligible for special education services if they meet certain criteria. Eligibility is determined through a comprehensive evaluation process conducted by a team of professionals including educators, psychologists, and other specialists. To be eligible for special education services, a student must have one of 13 disabilities recognized by the IDEA (Individuals with Disabilities Education Act) and must demonstrate that the disability negatively impacts their educational performance and requires specially designed instruction to make progress in school. For more details about eligibility criteria, you can learn more about the IDEA here.
3. What is the difference between a 504 and an IEP?
A 504 plan helps children who need additional accommodations and/modifications, but do not qualify for an IEP. A 504 plan is tailored to meet each individual child’s needs and may include things like a certain seating arrangement or extra time for tests.
An IEP is a more comprehensive plan developed for students who require specialized instruction due to their disabilities. An IEP includes specific academic goals, services, and accommodations tailored to meet the student’s needs.
While both 504 plans and IEPs aim to support students with disabilities, the main difference lies in the level of support and services provided. A 504 plan focuses on accommodations to ensure equal access, while an IEP involves specialized instruction and more comprehensive support for academic success.
4. How often are IEP meetings held?
An IEP meeting must be held at least once a year to review and revise the student’s IEP. During this meeting, the team discusses the student’s progress, reviews the student’s goals, evaluates current services and accommodations, and updates the IEP for the upcoming year.
A reevaluation meeting occurs every three years. During the reevaluation, the student takes part in various evaluations to determine if they are still eligible for special education services.
At any point during the year, parents or team members can also ask for an IEP meeting to review the IEP, adjust the goals, or discuss concerns.
5. What happens during an IEP meeting?
An IEP meeting agenda usually includes these items:
Introductions
Discuss student strengths and parent input/concerns
Determine which eligibility category student is qualifying under
Review of Present Levels of Achievement and Performance (PLAAFP)
Discuss Goals and Objectives
Discuss Accommodations and Modifications needed
Discuss Related Services (i.e. time in the resource room, occupational therapy, social work)
Transition Planning (depending on the student’s age, this may include a discussion of post-secondary plans and independent living skills)
Communication Considerations: determining how to the family and team can best keep in contact about the student’s needs and progress
6. If my child has an outside diagnosis, do they still need a school evaluation?
Schools typically require their own evaluations to determine if a student is eligible for special education. An educational evaluation is not the same as a diagnosis by a medical professional. However, schools will generally review the testing information from outside professionals and may take the outside diagnosis into consideration when determining what is best for the student.
7. How do I request a special education evaluation if I think my child is struggling?
Requesting a special education evaluation for your child is an important step in ensuring they receive the support they need to succeed academically. To request an evaluation, you should contact your child’s teacher to express your concerns about their academic performance and request an evaluation for special education. The request can be given verbally or in writing, but either way be sure to clearly state your concerns and that you are requesting a formal evaluation for special education services.
Once an evaluation has been requested by a parent or legal guardian, the law states that evaluations must be conducted within a reasonable timeframe, typically within 60 days of receiving parental consent for the evaluation. However, each state has their own specific timelines, which may be shorter or longer than the federal requirement.
For more information about navigating concerns, see [What to do – Parent Concerns resource].
8. Who is part of the evaluation and IEP processes?
The IEP team generally consists of you (the parents or guardians), a general education teacher, a special education teacher, and school support staff, like a social worker, speech therapist, occupational therapist, and/or physical therapist. A school psychologist typically joins after the initial evaluation has been completed, or if the team is meeting for reevaluation.
9. Can the IEP be changed after the IEP meeting?
Yes! An IEP meeting will be held every year to review your child’s progress and develop a new IEP for the upcoming school year.
If you feel you need to meet before the annual IEP, you may ask to have your child’s IEP reviewed or revised at any time. IEPs may also be reviewed prior to the scheduled annual IEP. For example, the student achieved their goals and new goals need to be added, or there are changes to the student’s services that need to be made.
10. Will my child be in special education forever?
This depends on many factors including the nature of their disability, their individual progress, and their ongoing educational needs over time. For some students, special education services may be temporary, serving as a bridge to help them develop the skills needed to succeed in the general education classroom.
For other students, special education may be a long-term need. Ultimately, the goal of special education is to provide the appropriate level of support to help students make progress and achieve their educational and developmental goals. Therefore, the duration of special education services can vary from one student to another.
Whether you’re meeting with staff from your child’s school to talk about academic, social-emotional, or behavioral concerns, or meeting for a family-teacher conference, it can be helpful to think about your questions ahead of time.
The information below can help guide the conversation and be sure you get the information you need to best support your child.
Questions to Ask
Here are some questions you can use to prepare for your meeting. You can share these questions with the school staff (teacher, principal, counselor) ahead of time to make the meeting run more smoothly. You can also ask for a follow-up meeting if there’s not enough time to cover all of your questions.
What do you see as my child’s strengths? What can I do at home to support and encourage those strengths?
How is my child growing academically, socially, and emotionally? Do you see any areas of concern?
How do you meet the different needs of children in the classroom, including those of my child?
How do you measure my child’s growth in their learning and skills? How often will I get updates on their academics and behavior?
What support will my child receive daily? Who will be providing this, and how do they coordinate with one another?
What is the current focus for my child’s learning?
What does my child’s day look like? What patterns in learning and behavior do you notice throughout the day?
What’s the best way for you and me to keep in contact?
What to Bring
Advocating for your child’s needs at school can feel stressful and overwhelming. It can be helpful to prepare yourself emotionally ahead of time to be the best champion for your child.
Bring with you:
Any documents you have that may relate to the situation. This might include past evaluations, progress reports, and your communications with teachers.
Your list of questions and something to write with and write on – a pen and paper! Write down the key points you want to talk about and any steps to take after the meeting.
An idea of what you want to get out of the meeting. It can be helpful to write these down and share them with the school team ahead of the meeting.
If the school shared any documents with you before the meeting, take time to read them and share questions you have about them.
Water! Sipping water can help calm your nervous system, which can help with feelings of worry or anxiety.
Before and After the Meeting
Before the meeting, look yourself in the mirror and say aloud: “I am advocating for my child because I know my child best.” Believe it! You got this.
Ask questions if you don’t understand something. You have a right to understand what’s happening in your child’s education, and there may be words or phrases used that are difficult to understand. You can ask for translation if that would be helpful to you, and many school districts also have parent advocates who can come with you to meetings.
Think of the meeting as the beginning or continuation of a partnership with the school in order to best support your child, and be open to working together with them.
After the meeting, follow up with school staff to confirm any decisions or action steps. Keep open lines of communication and continue to advocate for your child’s needs as necessary.
Partnering with your child’s school is essential for getting them access to strong support. Knowing what to ask for can help. Consider these suggestions for steps you can take to get your child the support they need.
I have concerns about my child’s academic progress…now what?
Schedule a meeting with your child’s teacher. Arrange a meeting with your child’s teacher to discuss your concerns. Ask what they see as your child’s strengths and challenges in the classroom, and how they are differentiating instruction. Differentiating instruction is when teachers teach in a way that meets the needs of different students. This might be something that your child’s classroom teacher can provide, and might not be.
Ask for an RTI (response to intervention). You can request an RTI through your child’s teacher. An RTI plan helps your child’s teachers identify the specific areas your child is struggling in and outline specific strategies and interventions that will be implemented to support your child’s academic needs. Your child’s team at school should monitor progress closely, and you can determine how you want to be kept informed.
Request an evaluation. If you suspect that your child may have a learning disability or other educational needs and that an RTI will not be enough, you can request a formal evaluation from the school’s special education department. This evaluation can help identify any areas where your child may need additional support.
I have concerns about my child’s social-emotional development…now what?
Identify your concerns. Identify what concerns you have regarding your child’s social-emotional wellbeing. This might include things like excessive worrying, difficulty making friends, mood swings, or excessive aggression. Take note of what this looks like for your child, when they are most affected, and what intervention strategies work and don’t work.
Reach out to your child’s school. Contact your child’s teacher or school social worker to discuss your concerns. They can provide valuable insights into your child’s behavior and social interactions at school and may be able to offer support or resources. For more about the types of support staff that might be available, see Who’s Who in a School.
Seek professional help if needed. If you believe your child’s social-emotional challenges may require intervention beyond what the school can provide, consider seeking out a counselor or therapist who specializes in working with children. Your pediatrician or school social worker can provide you with recommendations or referrals.
Model positive behavior. Be a positive role model for your child by demonstrating healthy social-emotional skills, such as effective communication, empathy, and problem-solving. Show them how to navigate challenging emotions and situations in constructive ways.
Be supportive. This is likely a challenging time for your child, too. Let your child know you are there for them, that you love them unconditionally, and that you will support them.
I have other concerns about my child…now what?
Document your observations. Keep a record of specific instances or behaviors that raise concerns about your child’s speech, fine motor, or motor skills. Note any patterns or milestones that your child may be missing.
Consult with professionals. Reach out to your child’s pediatrician to discuss your concerns. They can provide guidance and may refer you to specialists such as speech therapists, occupational therapists, or developmental pediatricians for further evaluation. You should also reach out to your child’s school and ask to get connected with the speech therapist, occupational therapist, and/or physical therapist, so they can get to know your child at school and determine if further support or evaluations are needed.
Request an evaluation. You have the right to request an evaluation from your child’s school in order to help identify any areas of delay or difficulty and guide intervention strategies.
Monitor progress. Regularly monitor your child’s progress and communicate with therapists, educators, and other professionals involved in their care. Adjust interventions and strategies as needed based on your child’s development and feedback from professionals.
Parenting is challenging, and supporting your child through difficult times can be overwhelming. Identifying your concerns and reaching out for support are actionable steps you can take towards getting your child the support they need to thrive.
