Reading: Suicide Prevention in Public Schools

Suicide Prevention in Public Schools

This article explores the emerging role of certified and ordained public school chaplains in addressing the youth suicide crisis from a Ministry Sciences perspective. As adolescent suicide continues to rank as a leading cause of death in the United States, the need for expanded emotional, moral, and spiritual support in schools has intensified. While school counselors and psychologists remain the clinical front line, chaplains—trained in trauma-informed care, ethical boundaries, and relational presence—can offer a stabilizing, soul-sensitive form of support within legally defined parameters.

Rooted in the interdisciplinary framework of Ministry Sciences, this article presents a step-by-step approach for suicide prevention that integrates pastoral care, mental health best practices, and public school compliance. It argues that chaplains are not replacements for mental health professionals but valuable collaborators who bring a nonjudgmental presence, spiritual encouragement (when consented), and timely referrals into the healing ecosystem of the school. With appropriate certification, ordination, and training—as offered through institutions like Christian Leaders Institute—public school chaplains can serve under parental consent and institutional alignment to foster environments of safety, hope, and human dignity.

1. Introduction: The Growing Crisis

Suicide among adolescents has reached alarming proportions in the United States. According to the Centers for Disease Control and Prevention (CDC, 2023), suicide is now the second-leading cause of death for individuals aged 10 to 24. This staggering statistic reflects not only individual despair but a broader cultural and systemic breakdown in supporting the mental, emotional, and spiritual well-being of youth. Adolescents today face a complex array of challenges—rising rates of anxiety, depression, identity confusion, bullying (both physical and digital), academic pressure, and family instability. Many young people silently endure trauma or struggle with feelings of isolation, purposelessness, or shame.

In response, public school systems have become primary intervention points for youth mental health. Yet the capacity of these systems is stretched thin. The American School Counselor Association (ASCA, 2023) recommends a student-to-counselor ratio of 250:1; however, many districts—particularly in rural and under-resourced areas—operate with ratios exceeding 400:1. In such contexts, triage often replaces relationship-building, and sustaining ongoing, holistic care can be challenging.

This crisis demands innovative, ethically grounded, and multidisciplinary solutions. One such approach is the integration of certified and ordained public school chaplains, specifically those trained through a ministry sciences framework. Ministry sciences—a field that combines theology, psychology, ethics, and relational presence—equips chaplains to offer soul-based care within the legal boundaries of public education. These chaplains do not replace clinical professionals; instead, they serve as supplemental caregivers, walking alongside students through emotional valleys and guiding them—when appropriate—toward deeper resources of hope, resilience, and support.

Moreover, public school chaplains operate under strict ethical protocols, including obtaining parental consent, adhering to non-proselytizing practices, and aligning with school policy. When implemented with integrity, this model expands the circle of care around vulnerable students, providing a layer of spiritual and emotional support that affirms their value, preserves their dignity, and encourages their healing journey.

2. Ministry Sciences: A Framework for Care

Ministry sciences is an emerging interdisciplinary field that equips spiritual caregivers—such as public school chaplains—with tools to support human flourishing in ethically sound, spiritually sensitive, and psychologically informed ways. Rooted in the Christian worldview and shaped through dialogue with contemporary mental health and educational disciplines, ministry sciences integrates theology, psychology, ethics, and relational presence to provide care that honors both the soul and the situation.

At the core of this framework is the conviction that every student is more than a mind to educate or a problem to manage—they are a living soul, or in biblical Hebrew, a nefesh chayah (Genesis 2:7). This term captures the integrated design of body, spirit, and relational being. Students are shaped by the stories they’ve inherited, the traumas they’ve endured, the questions they carry, and the spiritual longings that surface in moments of crisis. Suicide prevention, therefore, must reach beyond behavioral intervention to soul-level care.

From a ministry sciences perspective, suicide prevention includes several key elements:

• Soul-listening and dignified presence: Chaplains are trained to offer a calm, caring presence that is non-judgmental. They learn to listen for what lies beneath the surface—emotions, narratives, and wounds—and offer space for students to be seen and heard. This practice reflects the biblical mandate in Romans 12:15 (WEB): “Rejoice with those who rejoice. Weep with those who weep.” Rather than fix, chaplains faithfully accompany.
• Trauma-informed care and boundary ethics: Ministry sciences equips chaplains with an understanding of trauma’s impact on the brain, body, and behavior. Chaplains are taught to avoid re-traumatization, respect boundaries, and know when and how to refer students to professional counselors. They are also trained in mandatory reporting protocols and the limits of spiritual care in public settings.
• Non-proselytizing encouragement rooted in hope: In public schools, chaplains must operate within constitutional and ethical boundaries. They do not evangelize or promote a particular denomination. Instead, they offer hope-filled encouragement grounded in core values—such as love, belonging, dignity, and perseverance. With parental consent, they may offer prayer or share words of spiritual comfort, drawing from verses like Isaiah 50:4: “That I may know how to sustain with words him who is weary.”
• Interdisciplinary collaboration with school professionals: Chaplains do not work in isolation. Ministry sciences training emphasizes interdependence with counselors, social workers, teachers, and administrators. Through collaboration, chaplains respect professional domains and contribute to a whole-student care model that addresses mental, emotional, social, and spiritual needs.

This ministry sciences model does not present spirituality as a substitute for therapy, nor does it dilute theological conviction into vague inspiration. Instead, it recognizes that many students in crisis are asking soul-level questions: “Do I matter?” “Is there any purpose to this pain?” “Is there hope for me?” Chaplains trained in ministry sciences are uniquely positioned to sit with students in these questions—not to provide all the answers, but to bear witness to their worth, offer pathways of healing, and gently point toward a future beyond despair.

3. Step-by-Step Suicide Prevention Approach for Public School Chaplains

While chaplains are not mental health clinicians, they play a vital, legally appropriate, and ethically grounded role in suicide prevention through relational presence, early intervention, and spiritual encouragement. The following step-by-step model offers a structured, ministry sciences-based framework for chaplains serving in public school settings:

Step 1: Establish Trust Through Presence

Before any meaningful intervention can take place, trust must be earned, not assumed. For many students—especially those facing depression, anxiety, or suicidal thoughts—healing begins when they feel safe enough to open up. Chaplains build this trust not through preaching or pressure, but through steady, respectful presence.

• Be consistently available and visible in common school spaces, such as hallways, cafeterias, libraries, and during sporting events and extracurricular activities. Students often observe before they engage. A familiar face who shows up regularly becomes a signal of safety.
• Avoid forced conversations. Chaplains should not pursue emotional depth prematurely or ask intrusive questions. Instead, they cultivate relational capital by being approachable, remembering names, showing kindness, and respecting privacy. Students who feel seen—without being scrutinized—are more likely to initiate deeper conversations over time.
• Model dignity, patience, and non-anxious presence. A chaplain who is calm under pressure and consistent in demeanor can become a quiet anchor in a chaotic school environment. This posture lays the foundation for future trust, which is essential when a student is in crisis.
• Demonstrate respect for all students, regardless of religious belief, background, identity, or behavior. Chaplains in public schools must represent care without bias, so that students do not feel judged or excluded.

This first step is often overlooked in clinical settings that rely on appointments and referrals. But chaplaincy, particularly in public schools, is rooted in relational ministry—which starts with simply showing up, listening, and being faithfully present. In the ministry sciences framework, this aligns with the idea that spiritual care is most potent when embodied in everyday moments. Trust opens the door to everything else.

Step 2: Recognize Warning Signs

Once trust is being built through consistent presence, chaplains must be equipped to recognize signs of suicidal ideation. This does not mean diagnosing mental illness, which is beyond their role, but rather becoming observant and discerning of the emotional, verbal, and behavioral signals that suggest a student may be at risk. In a ministry sciences framework, this aligns with a pastoral understanding of watchfulness—being spiritually and relationally attentive to the whole person.

• Partner with school counselors and mental health staff to stay informed about the most up-to-date risk indicators. Chaplains should undergo basic training in suicide prevention awareness, such as the QPR (Question, Persuade, Refer) method, while adapting it appropriately for their non-clinical and spiritually neutral role. Warning signs may include:
• Social withdrawal or isolation
• Verbal expressions of hopelessness (“I don’t see the point,” “No one would miss me”)
• Sudden mood swings—especially from despair to calm (which can indicate decision-making)
• Giving away personal items or saying goodbye in subtle ways
• Dramatic declines in academic performance or appearance
• References to death, dying, or wanting to disappear (even in humor or art)
• Maintain a posture of compassionate curiosity rather than alarm. When students express dark or concerning thoughts, chaplains should gently create space for honest sharing. Asking clear but non-pressuring questions like, “That sounded heavy—are you okay today?” or “Have you talked to anyone about how you’ve been feeling lately?” can invite disclosure without triggering shame or panic.
• Adapt QPR to ministry context:
• Question: Ask in a caring, direct, and nonjudgmental way. For example: “Have you had thoughts about hurting yourself?”
• Persuade: Offer encouragement to talk with a trusted adult, reassuring the student that seeking help is a strong and wise decision.
• Refer: Never try to handle the situation alone. Always involve the school counselor or crisis team, following district policy and mandatory reporting guidelines.

Recognizing warning signs is a sacred responsibility. The chaplain's role is not to solve problems but to discern, respond appropriately, and connect the student with licensed professionals while offering a soul-centered presence and dignity throughout the process. In ministry sciences, this is not just behavioral vigilance—it is pastoral attentiveness to image-bearers who may feel lost, unseen, or overwhelmed.

Step 3: Listen Without Fixing

A central practice of chaplaincy—especially in emotionally vulnerable moments—is the ability to listen deeply without trying to fix the situation. In suicide prevention, this step is critical. Students at risk often feel isolated, misunderstood, or dismissed. What they need first is not a solution, but a soul-safe space where their pain can be named and their dignity upheld.

1. Nonjudgmental, Empathetic Presence

Public school chaplains, trained in ministry sciences, practice active, nonjudgmental listening as an expression of Christ-like compassion. This means:

• Offering undivided attention without interrupting or redirecting the conversation.
• Using reflective statements like, “That sounds incredibly heavy,” or “I can’t imagine how hard that’s been.”
• Avoiding assumptions or premature interpretations of the student’s experiences or emotions.

It also means avoiding religious platitudes or quick spiritual answers, especially in pluralistic public settings. Phrases like “God won’t give you more than you can handle” or “Just have more faith” can feel dismissive or even shaming, particularly when the student is not ready or willing to receive spiritual counsel.

Instead, chaplains can model the ministry of presence—echoing Romans 12:15: “Weep with those who weep.” This includes maintaining a silent presence, offering gentle acknowledgment of pain, and providing verbal affirmations that the student is not alone.

2. Validate the Pain Without Minimizing

Validation is not the same as agreement. It simply means acknowledging the reality of the student’s suffering and its impact. For example:

• “You’re carrying so much right now—and it makes sense that you feel overwhelmed.”
• “Anyone going through what you’ve gone through would feel lost, too.”

Avoid minimizing responses such as:

• “But you have so much to be thankful for.”
• “Other people have it worse.”
• “You’ll be fine.”

Minimization can shut down vulnerability and deepen isolation. Validation, by contrast, opens the door to healing, because it shows the student they are seen, heard, and worthy of care.

3. Spiritual Presence Without Pressure

If the student expresses openness to faith, the chaplain may gently share hope-filled encouragements without doctrinal imposition. However, even when no overt spiritual discussion occurs, the embodied presence of a chaplain—calm, compassionate, grounded—communicates sacred value. In ministry sciences, this is part of the soul-to-soul encounter that can help interrupt despair.

In this step, the chaplain fulfills a sacred calling: to be with the student in the dark without rushing to turn on the light. Often, this very act becomes the beginning of hope.

Step 4: Report and Refer Immediately

In suicide prevention, timely action can save lives. While listening and presence are foundational, chaplains must also be prepared to take immediate and appropriate steps when a student expresses suicidal ideation, intent, or risk. This is not simply a best practice—it is a legal and ethical mandate.

1. Never Promise Confidentiality When Risk Is Present

As public school chaplains, you are mandatory reporters. If a student shares anything that indicates they are at risk of self-harm or harm to others, you must never promise secrecy. Instead, set clear expectations from the beginning of your relationship:

“I want you to know that I’m here to support you, and I take what you say seriously. If you ever tell me something that makes me think you or someone else might be in danger, I’ll need to involve someone who can help keep you safe.”

This respectful framing affirms care while preserving the integrity of the chaplain’s role and the school’s legal structure.

2. Follow School Protocols and Refer to Licensed Staff

Immediately after recognizing a threat or disclosure of suicidal ideation, the chaplain must:

• Alert the school counselor, mental health team, or designated crisis response leader.
• If the situation occurs during or after school hours, follow the school’s emergency escalation protocol (e.g., principal, SRO, mental health hotline).
• If the student is in immediate danger, call 911 or the appropriate crisis intervention team, prioritizing safety above all else.

Public school chaplains are not therapists. Their role is not to assess risk or intervene clinically, but to escort the student into professional care in a quick and compassionate manner.

3. Document Appropriately and Maintain Boundaries

Documentation is both a protective and professional responsibility. Chaplains should:

• Write a factual, objective report noting what was said, what was done, and whom it was reported to.
• Submit the report to the appropriate school personnel (e.g., school counselor, administration).
• Keep no private notes with identifying student information outside of official school systems.
• Avoid following up outside of established boundaries—do not initiate communication with parents unless explicitly instructed to do so by school leadership.

By maintaining these boundaries, the chaplain protects:

• The student’s legal and emotional safety.
• The chaplain’s credibility and role.
• The school’s compliance with state and federal laws (FERPA, duty of care, etc.).

In summary, Step 4 transforms the chaplain from a caring listener into a trusted first responder within a clearly defined network. Ministry sciences affirms this shift from presence to action as part of faithful care: loving enough to act when danger is real, while staying within the proper scope of chaplaincy in a public setting.

Step 5: Provide Soul-Based Encouragement

Once a student is safely referred to the appropriate counseling staff, the chaplain’s role does not end. With appropriate parental and student consent, the chaplain may offer ongoing, soul-based encouragement—a ministry sciences practice that affirms the student’s spiritual identity without crossing into coercive or doctrinal instruction.

1. Offer Prayer with Permission

Prayer is a powerful act of presence and peace—but only if invited. In public school settings, chaplains must respect the constitutional boundaries and ask:

“Would you be open to me praying for peace and hope with you?”

If the student agrees, the prayer should:

• Be non-denominational, simple, and affirming.
• Focus on themes like comfort, strength, healing, protection, and hope.
• Avoid religious jargon, theological arguments, or assumptions about the student’s beliefs.

Example prayer:

“God, we ask for your peace to be near. Bring light to the darkness, and remind [Name] that they are never alone. May they feel loved, valued, and protected. Amen.”

This approach honors the student's dignity and personal agency while gently reinforcing spiritual care.

2. Speak Life-Giving Words Rooted in Value

Even if prayer is declined or not appropriate, chaplains can offer life-affirming words rooted in human dignity. These phrases can be drawn from Scripture or common grace themes, always framed in a way that upholds the neutrality of ministry and the worth of students.

Examples:

• “You matter. Your life has purpose—even when it doesn’t feel like it.”
• “This moment is not the whole story. You’re not alone.”
• “There is nothing wrong with needing help. We all do.”

Ministry sciences teaches that every student is a living soul (nefesh chayah)—a person created in the image of God, even if that language is not always used explicitly. Chaplains serve as reminders of hope when a student is lost in despair.

3. Support the Healing Narrative

Suicide prevention is not just about avoiding death—it’s about rediscovering reasons to live. Chaplains can support this process by:

• Encouraging the student to see their life as a meaningful story, even amid pain.
• Highlighting strengths, resilience, or past breakthroughs.
• Affirming that healing is possible—with time, support, and love.

Ministry Sciences Reflection:
Romans 15:13 (WEB) offers a soul-centered vision for this step:

“Now may the God of hope fill you with all joy and peace in believing, that you may abound in hope, in the power of the Holy Spirit.”

While chaplains in public schools cannot preach this verse, they can embody its truth—by being a consistent, peaceful, encouraging presence that brings calm to chaos and hope to despair. Through soul-based encouragement, chaplains help students not only survive but also begin to believe they can heal.

Step 6: Support Ongoing Healing

Suicide prevention is not a one-time intervention—it is an ongoing commitment to walk with a student through seasons of vulnerability, recovery, and rebuilding. After the immediate crisis has passed and appropriate referrals have been made, chaplains serve as steady, relational anchors, offering presence-based care that encourages resilience, a sense of belonging, and long-term healing.

1. Consistent Check-Ins and Encouragement

A public school chaplain’s ministry of presence continues in the weeks and months after a crisis. Through brief hallway conversations, lunchroom interactions, or informal moments of encouragement, chaplains can:

• Gently follow up without pressure: “Hey, it’s good to see you. How’s your week going?”
• Celebrate small wins: Recognize when the student shows signs of improvement, connection, or positive engagement.
• Affirm their worth: Reinforce messages of dignity, value, and perseverance.

This steady, non-intrusive connection helps the student feel seen, safe, and supported in a community context—reducing isolation and reinforcing life-giving relationships.

2. Partner with Counseling Staff to Reinforce Resilience

Chaplains should maintain open communication with licensed counselors, school psychologists, and administrative staff—within the boundaries of confidentiality and professional ethics. Together, they can:

• Collaborate on re-entry support plans for students returning after hospitalizations or crises.
• Offer chaplain presence during follow-up meetings or restorative conferences (with permission).
• Align on consistent messaging that supports mental wellness, emotional literacy, and spiritual encouragement in appropriate settings.

This cooperative model ensures that chaplains are integrated as part of a team-based approach to student well-being, rather than acting as solo responders.

3. Connect Students to Life-Giving Communities

Ongoing healing is accelerated when students are invited into healthy relationships and purpose-driven activities. Chaplains can:

• Help students explore extracurricular involvement, such as sports, arts, service clubs, or leadership opportunities.
• Encourage participation in peer mentoring programs, social skill-building groups, or lunch buddies initiatives that reduce isolation.
• With parental consent, connect interested students to faith-based youth groups, community outreach events, or chaplain-led small circles that offer support without pressure.

When these connections are student-led, family-supported, and clearly optional, they can become powerful sources of belonging and hope.

Ministry Sciences Reflection: Healing through Presence and Partnership

Ministry sciences frames human flourishing not simply as the absence of crisis, but as the presence of meaningful relationships, restored identity, and spiritual grounding. Healing, from this perspective, is a deeply integrated process—personal in experience and communal in formation. When a student is hurting, especially after suicidal ideation or attempts, the healing path must include both inward restoration and outward reconnection. Ministry sciences rejects the reduction of humans to psychological symptoms or data points. Instead, it affirms each student as a living soul (nefesh chayah)—a complex, storied, and spiritually significant being.

In this framework, resilience is cultivated not merely through inner strength or self-help strategies, but through relational ecosystems where students are seen, heard, and accompanied. Chaplains trained in ministry sciences are called to become sacred presences in these ecosystems—not to fix, convert, or coerce, but to walk alongside. Their care is marked by nonjudgmental love, rooted in biblical compassion and ethical integrity. As Galatians 6:2 (WEB) teaches, “Bear one another’s burdens, and so fulfill the law of Christ,” the chaplain’s burden-bearing becomes a quiet ministry of grace that reflects Christ’s own posture toward the wounded.

Moreover, ministry sciences affirms that chaplains are never meant to work alone. Healing is sustained through partnership—with parents, counselors, school staff, and community supports. Chaplains operate most effectively when embedded in a larger care team, contributing their unique spiritual and relational gifts while respecting the clinical expertise of others. In doing so, they model interdependence over isolation, humility over authority, and presence over performance.

Ultimately, when public school chaplains offer consistent care, safe conversations, and soul-anchoring hope, they become catalysts for transformation. They help students move from survival to significance, from disconnection to belonging, and from silent suffering to a story redeemed by grace. Ministry sciences calls this kingdom witness.

4. Collaboration with Counseling Staff: A Ministry-Aligned Partnership

In the emotionally charged and legally sensitive domain of public education, collaboration is not optional—it is essential. Public school chaplains must operate within a carefully defined, cooperative framework that respects the role of licensed mental health professionals and upholds the safety, confidentiality, and dignity of students. Ministry sciences teaches that all care must be relationally rooted and ethically aligned, which includes a posture of humility, teamwork, and clearly demarcated responsibilities.

Chaplains function not as replacements for clinical counselors but as emotional and spiritual first responders—individuals trained to listen, affirm worth, de-escalate spiritual despair, and refer students toward appropriate help. Their work is complementary, offering soul-based support that enhances, rather than competes with, therapeutic interventions.

To be effective and trustworthy partners, chaplains must:

• Communicate clearly with counselors and administrators. Chaplains should regularly update counseling staff on their availability, student encounters (within the bounds of privacy), and any concerning patterns they observe. Proactive, non-invasive communication builds mutual trust.
• Participate in cross-training. This includes school-approved training in suicide prevention protocols (such as QPR), trauma-informed care, mandated reporting, and FERPA (Family Educational Rights and Privacy Act) compliance. Understanding these frameworks ensures the chaplain protects student privacy while honoring legal obligations.
• Respect all professional boundaries. Chaplains must never step into diagnostic, therapeutic, or advisory roles beyond their scope. Rather than offering solutions to clinical issues (e.g., self-harm, sexual abuse, eating disorders), they serve as compassionate conduits, alerting the right professionals and encouraging the student to accept help.
• Build trust through transparency and shared mission. When chaplains consistently operate with integrity, sensitivity, and accountability, counseling teams come to view them as allies. This shared trust creates a stronger support net for students navigating crisis, trauma, or identity confusion.
• Align spiritual support with parental consent. Chaplains must honor both school district policy and individual family preferences. Spiritual care should only be offered when explicitly permitted by the student and their parents or guardians, ensuring freedom of belief is respected in public education.

In essence, chaplains serve as compassionate bridges—linking hurting students with deeper resources while modeling the presence and patience of Christ. By collaborating effectively with counseling staff, chaplains become part of an interdisciplinary circle of care, bringing emotional steadiness, spiritual reassurance, and a faithful witness to students facing despair. This shared work reflects the holistic vision of ministry sciences, where healing is not the task of one professional but the calling of a caring community.

5. Legal and Ethical Boundaries: Guardrails for Public School Chaplaincy

For chaplains serving in public schools, legal and ethical integrity is a defining feature of effective and trusted ministry. While the chaplain's presence can be profoundly healing, it must always be tempered by respect for student rights, parental authority, and the constitutional boundaries of public education. Ministry sciences emphasizes that credibility in ministry arises not only from compassion, but from compliance with structures that protect the vulnerable and uphold justice.

To faithfully serve within this delicate framework, chaplains must:

• Adhere to all relevant state and local laws. Legislative acts, such as Texas SB 763 (2023) and Florida HB 931 (2024), grant school districts the authority to include volunteer or employed chaplains in their student support systems. These laws typically require that chaplains undergo criminal background checks, operate under parental consent, and follow district-defined roles. Chaplains must thoroughly understand their district’s chaplaincy policies and never exceed their authorized scope.
• Maintain mandatory reporter status. As with teachers and counselors, chaplains are legally and ethically required to report any suspicion of abuse, neglect, or suicidal ideation. Failure to report appropriately could not only endanger a student’s life but also expose the chaplain and school to serious legal liability. Ministry sciences views this reporting responsibility as a sacred duty to protect the vulnerable.
• Operate within ethical boundaries of non-coercion. In accordance with the Establishment Clause of the U.S. Constitution, chaplains may not proselytize, evangelize, or pressure students toward any particular belief system. All conversations must be initiated by the student and occur only with written parental consent. Chaplains may offer spiritual encouragement and prayer only when invited, and always in a way that affirms the student’s dignity and freedom of belief.
• Maintain appropriate logs and documentation. While chaplains should record relevant interactions for accountability (e.g., time of meeting, general concern addressed, referrals made), they must avoid documenting sensitive or identifying details that could compromise student privacy. FERPA and district guidelines should be followed to ensure confidentiality is preserved in line with federal education law.
• Avoid dual roles or blurred boundaries. Chaplains must be vigilant to distinguish their presence as spiritual care providers—not licensed therapists, life coaches, or disciplinary figures. Their support should be pastoral, not clinical; relational, not authoritative. When in doubt, chaplains should defer to professional staff and consult administration before taking action.

In sum, legal and ethical clarity is what empowers chaplains to serve boldly without overstepping. These boundaries are a framework of trust, enabling chaplains to be present in the public square with confidence and credibility. By walking with students in pain while honoring the rules of public service, chaplains embody the biblical wisdom of Micah 6:8 (WEB): “to do justly, to love mercy, and to walk humbly with your God.”

6. Conclusion 

Public school chaplains trained through institutions like Christian Leaders Institute can be strategic allies in suicide prevention. Grounded in ministry sciences, their soul-based presence, ethical care, and collaboration with counseling teams provide a powerful, legally sound layer of protection and hope for vulnerable students.

References:

• American School Counselor Association (ASCA). (2023). Student-to-counselor ratios. https://www.schoolcounselor.org
• Centers for Disease Control and Prevention (CDC). (2023). Youth Risk Behavior Survey Data Summary. https://www.cdc.gov/healthyyouth
• Clouser, R. (2005). The Myth of Religious Neutrality: An Essay on the Hidden Role of Religious Belief in Theories. University of Notre Dame Press.
• Christian Leaders Institute. (2024). Public School Chaplaincy Certification Program. https://www.christianleadersinstitute.org

Suggested Reading:

• Joiner, T. (2005). Why People Die by Suicide. Harvard University Press.
• Vanier, J. (1998). Becoming Human. Paulist Press.
• Glanzer, P. & Ream, T. (2009). The Idea of a Christian College: A Reexamination for Today’s University. Wipf and Stock.