b'Youth Bereaved by Suicide Studies show that those who have experienced suicide loss, through the death of a friend or loved one, are nearly four times as likely to attempt suicide themselves. 19Youth Living with Medical Conditions or DisabilitiesA number of physical conditions are associated with an elevated risk for suicidal behavior. Some of these conditions include chronic pain, loss of mobility, disfigurement, cognitive delays that make problem-solving a challenge, and other chronic limitations. Adolescents with asthma are more likely to report suicidal ideation and behavior than those without asthma. Additionally, studies show that suicide rates are significantly higher among people with certain types of disabilities, such as those with multiple sclerosis or spinal cord injuries. 20Best Practice: Suicide Prevention Task ForceIt is recommended that school districts establish a suicide prevention task force in conjunction with adopting a suicide prevention policy. Such a task force should consist of administrators, parents, teachers, school-employedmental health professionals, representatives from community suicide prevention services, and other individualswith expertise in youth mental health, under the administration of a district suicide prevention coordinator. The purpose of such a task force is to provide advice to the district administration and school board regardingsuicide prevention activities and policy implementation, and to keep aware of current research, data, trends, and evolving best practices. In addition, the task force can help to compile a list of community resources to assist with suicide prevention activities and referrals to community mental health providers.Referrals and LGBTQ Youth LGBTQ youth are at heightened risk for suicidal behavior, which may be related to experiences of discrimination, family rejection, harassment, bullying, violence, and victimization. It is therefore especially important that school staff be trained to support at-risk LGBTQ youth with sensitivity, cultural competency, and affirming practices. School staff should not make assumptions about a students sexual orientation or gender identity, and should validate students who do decide to disclose this information. Information about a students sexual orientation or gender identity should be treated as confidential and not disclosed to parents, guardians, or third parties without the students permission. In the case of parents who have exhibited rejecting behaviors, great sensitivity needs to be taken in what information is communicated with parents. Additionally, when referring students to out-of-school resources, it is important to connect LGBTQ students with LGBTQ-affirminglocal health and mental health service providers. Affirming service providers are those that adhere to best practices guidelines regarding working with LGBTQ clients as specified by their professional association (e.g., apa.org/pi/lgbt/resources/guidelines.aspx).Model School District Policy on Suicide Prevention | Model Language, Commentary, and Resources 20'