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Thematic coding showed experiences of shock, uncertainty, anxiety, and fear, along with concerns about access to student information and limited knowledge of appropriate actions. Participants recommended proactive, inclusive policy and teacher preparation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-experiences-of-working-with-students-who-have-attempted-suicide-and-returned-to-the-classroom/596579/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-experiences-of-working-with-students-who-have-attempted-suicide-and-returned-to-the-classroom/596579.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the purpose of the study?","Question",{"text":62,"@type":63},"The study aimed to identify what teachers need for themselves after a student attempts suicide and returns to the classroom, and to understand what teachers believe they need to help students feel connected, valued, and safe.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the study conducted?",{"text":67,"@type":63},"The study used semi-structured interviews with six intermediate/secondary teachers in Newfoundland, and coding was applied to determine common themes across the data.",{"name":69,"@type":60,"acceptedAnswer":70},"What themes emerged in teachers’ experiences after the student returned?",{"text":71,"@type":63},"Teachers reported shock, uncertainty, anxiety, and fear, and participants also discussed challenges related to accessing student information and noted limited knowledge of appropriate courses of action.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596579,1792209100,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Teachers’Experiences of Working with Students Who Have Attempted Suicide and Returned to the Classroom  \nKiah Buchanan  \nMemorial University of Newfoundland  \nGregory E. Harris Memorial University of Newfoundland  \nAbstract  \nStudent suicide is a serious issue facing intermediate/secondary schools. Teachers have the potential to play important roles in addressing such risk. This study utilized semi-structured interviews with six intermediate/secondary teachers in Newfoundland concerning their experiences of working with a student who had returned to the classroom after an attempted suicide. Coding was utilized to determine common themes among the data. Findings indicated teachers experienced shock, uncertainty, anxiety, and fear in terms of how to handle such situations. Participants also discussed various issues around access to student information and some noted limited knowledge of appropriate courses of action. They recommended proactive and inclusive policy/program development as well as teacher preparation in the area of preventing student suicide attempts. Study results are discussed in the context of the needs of teachers, along with a focus on  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:2 (2014)©2014 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nteachers’perceptions of what they needed to support their students. The role of the wider school system in supporting teachers and students when it comes to suicide is also a major consideration.  \nKeywords: mental health, student suicide attempt, teacher  \nRésumé  \nLe suicide des élèves est un problème sérieux auquel sont confrontées les écoles intermédiaires/secondaires. Les enseignants ont le potentiel pour jouer un rôle important afin derépondre à ce risque. Cette étude s’appuie sur des entretiens semi-structurés menés avec six enseignants d’écoles intermédiaires/secondaires de Terre-Neuve à propos de l’expérience qu’ils ont vécue en travaillant avec un élève revenant en classe après une tentative de suicide. Un codage fut utilisé afin d’extraire des données des thèmes communs. Les résultats indiquent que les enseignants ont ressenti un choc, une incertitude, de l’anxiété et de lapeur lorsqu’il leur a fallu gérer de telles situations. Les participants ont également discuté de différents problèmes sur l’accès aux informations relatives aux élèves, et certains ont noté une connaissance limitée des lignes de conduite appropriées. Ils ont recommandé undéveloppement proactif et inclusif des programmes/politiques, ainsi qu’une préparation desenseignants en matière de prévention des tentatives de suicide chez les élèves. Les résultats de l’étude sont discutés dans le contexte des besoins des enseignants, en se concentrant également sur les perceptions des enseignants sur ce dont ils ont besoin pour soutenir leurs élèves. Le rôle du système scolaire élargi en termes de soutien des enseignants et des élèves dans le contexte du suicide est également un élément majeur de la discussion.  \nMots-clés : enseignant, santé mental, tentative de suicide d’un élève  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:2 (2014) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nTeachers are expected to be knowledgeable and capable of addressing a host of student issues and complaints, yet it would be impossible to prepare teachers for every student issue they may encounter. Many students in junior high and high school experience significant stress and report signs of mental health issues; the risk for suicide remains a serious concern among this group (Statistics Canada, 2010) . Despite this, teachers are rarely prepared to address such student issues (Freedenthal & Breslin, 2010) . We know that having a significant relationship (with a teacher or another person) can act as a buffer against mental health problems and even suicide risk (Harter & Whitesell, 1996) . As well, w","cbCaifNmOj2w4hn1","https://ap.wps.com/l/cbCaifNmOj2w4hn1","pdf",322977,28,"English","# Abstract\n## Introduction","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study aimed to identify what teachers need for themselves after a student attempts suicide and returns to the classroom, and to understand what teachers believe they need to help students feel connected, valued, and safe.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used semi-structured interviews with six intermediate/secondary teachers in Newfoundland, and coding was applied to determine common themes across the data.\"},{\"question\":\"What themes emerged in teachers’ experiences after the student returned?\",\"answer\":\"Teachers reported shock, uncertainty, anxiety, and fear, and participants also discussed challenges related to accessing student information and noted limited knowledge of appropriate courses of action.\"}]","Teachers’ Experiences of Working with Students Who Have Attempted Suicide and Returned to the Classroom | PDF",1792083340,71]