{"id":38164,"date":"2025-06-26T15:04:32","date_gmt":"2025-06-26T15:04:32","guid":{"rendered":"https:\/\/jedfoundation.org\/?p=38164"},"modified":"2025-06-26T15:39:07","modified_gmt":"2025-06-26T15:39:07","slug":"insights-from-the-jed-and-aasa-district-mental-health-initiative-virtual-summit-2025","status":"publish","type":"post","link":"https:\/\/jedfoundation.org\/insights-from-the-jed-and-aasa-district-mental-health-initiative-virtual-summit-2025\/","title":{"rendered":"Insights From the JED and AASA District Mental Health Initiative Virtual Summit 2025"},"content":{"rendered":"

\"Opening<\/p>\n

\u201cEducators can take the first step in suicide prevention.\u201d\u00a0<\/span><\/p>\n

That was Dr. Shashank Joshi\u2019s message to a group of education leaders from across the country at a virtual summit for participants in the <\/span>JED and AASA District Mental Health Initiative<\/span><\/a>. A professor of psychiatry, pediatrics, and education at Stanford University and an advisory board member for The Jed Foundation (JED), Dr. Joshi went on to explain how educators can intervene if a student is in distress.\u00a0<\/span><\/p>\n

The May 6 virtual summit featured keynote presentations, interactive workshops, and collaborative breakout sessions designed to strengthen districtwide mental health approaches. Participants engaged on a range of topics, including how to leverage local partnerships and involve students in decision-making. The summit also provided district leaders with meaningful opportunities for networking and resource sharing.<\/span><\/p>\n

Proactive Approaches to Student Mental Health: Insights From Dr. Shashank Joshi<\/span><\/h3>\n

Dr. Joshi\u2019s presentation, Strengthening Early Intervention and Prevention: Proactive Approaches to Student Mental Health, offered district leaders specific strategies for preventing suicide through thoughtful policies and protocols. He framed the conversation around a compelling case study of a 15-year-old student who displayed warning signs at both home and school.\u00a0<\/span><\/p>\n

He explained that crises can be triggered by stressful events, often with an underlying mood or other psychiatric disorder and exacerbated by intoxication or substance use. They typically last about 30 minutes. During that crucial time, educators can intervene \u2014 interrupting a student who may think a temporary problem requires a permanent solution.<\/span><\/p>\n

Dr. Joshi instructed educators to ask students directly about their mood, stress levels, and coping strategies. If students aren\u2019t ready to talk, educators can take a student\u2019s emotional temperature by asking how distressed they are feeling on a scale of 1 to 10.\u00a0<\/span><\/p>\n

When indicated, educators can ask questions about thoughts of suicide \u2014 a conversation that, contrary to common misconceptions, does not increase risk and may open the door to lifesaving support. In particular, Dr. Joshi pointed to two protocols that educators can follow to assess suicide risk. Both protocols require a brief training and involve asking students only a few questions.<\/span><\/p>\n