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8 TFAH • WBT • PaininTheNation.org Professional Development Educators who receive professional development on best practices to identify and support students at risk for suicide or substance misuse can be more effective in preventing and minimizing these risks. Even though suicide is a leading cause of death of young people, educators are not typically provided with the training and tools to recognize warning signs and intervene appropriately. Although the U.S. Surgeon General has recommended training for school personnel on suicide risk, 42 the American Foundation for Suicide Prevention found that, as of 2016, only 10 states required annual training for school personnel on suicide prevention. 43 Another 17 states mandate training but not annually, and 15 states encourage training, but do not mandate it. 44 Many schools and districts are now providing Mental Health First Aid (MHFA) courses for educators to build their capacity to identify students with mental health concerns and respond appropriately. MHFA USA is listed in the Substance Abuse and Mental Health Services Administration's National Registry of Evidence-based Programs and Practices. It has been shown to help educators grow their knowledge of signs, symptoms and risk factors of mental illnesses and addictions, and increase their own mental wellness. 45 School health funding through CDC's Division of Adolescent and School Heath and its School Health Branch can be used to train educators and school health personnel on the latest prevention strategies and programs. These may include super vision strategies, behavior management techniques, school connectedness and parent engagement. Professional development funding under Title II and Title IV of the Ever y Student Succeeds Act can also be used for training teachers in social-emotional learning, mental health promotion techniques, and how to promote a positive school climate. 46 In addition to prevention and intervention training, school personnel should be educated about "postvention" efforts after suicide or suicide attempts. 47 The goal of postvention is to help heal the community and mitigate negative effects, including additional suicides. 48 The Suicide Prevention Resource Center recommends that schools plan ahead and develop protocols to be followed after a suicide in the school community and train teachers and staff on how to support affected students, their families, and each other. Such training can also help educators address other traumatic events in the lives of their students, including violence in the school, community or home. The U.S. National Guidelines developed by the National Action Alliance for Suicide Prevention provides specific recommendations to help schools with postvention planning. 49 Other school-based interventions can support students by incorporating suicide and substance misuse prevention education and other protective skills into the school day. To be effective, these programs must be evidence-based and sustained over the long term. Some schools have instituted substance misuse, suicide and mental health programs in response to tragic events in a community but may need help to identify resources to sustain such interventions beyond the immediate response period. It is important to provide more stable and sustained funding to support a long-term commitment to evidence-based programs. Just 10 states require annual training for school personnel on suicide prevention. It is important to provide more stable and sustained funding to support a long-term commitment to evidence-based programs.

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