"13 Reasons Why" Netflix Series: Considerations for Educators

By Judith A. Tindall, PhD,                                          
(The NAPPP Webinar in April had discussion around 13 Reasons as well as
NAPPP Proclamation on Suicide Prevention/Intervention. Webinar available on
NAPPP website along with discussion guide for 13 Reasons.  Please see below
guidelines for working with “13 Reasons Why”)

Schools have an important role in preventing youth suicide, and being aware of potential risk factors in students’ lives is vital to this responsibility. The trending Netflix series 13 Reasons Why, based on a young adult novel of the same name, is raising such concerns. The series revolves around 17-year-old Hannah Baker, who takes her own life and leaves behind audio recordings for 13 people who she says in some way were part of why she killed herself. Each tape recounts painful events in which one or more of the 13 individuals played a role.

Producers for the show say they hope the series can help those who may be struggling with thoughts of suicide. However, the series, which many teenagers are binge watching without adult guidance and support, is raising concerns from suicide prevention experts about the potential risks posed by the sensationalized treatment
of youth suicide. The series graphically depicts a suicide death and addresses in wrenching detail a number of difficult topics, such a bullying, rape, drunk driving, and slut shaming. The series also highlights the consequences of teenagers
witnessing assaults and bullying (i.e., bystanders) and not taking action to address the situation (e.g., not speaking out against the incident, not telling an adult about the incident).

Cautions

We do not recommend that vulnerable youth, especially those who have any degree of suicidal ideation, watch this series. Its powerful storytelling may lead impressionable viewers to romanticize the choices made by the characters and/or develop revenge fantasies. They may easily identify with the experiences portrayed and recognize both the intentional and unintentional effects on the central character. Unfortunately, adult characters in the show, including the second school counselor who inadequately addresses Hannah’s pleas for help, do not inspire a sense of trust
or ability to help. Hannah’s parents are also unaware of the events that lead to her suicide death. While many youth are resilient and capable of differentiating between a TV drama and real life, engaging in thoughtful conversations with them about the show is vital. Doing so presents an opportunity to help them process the issues addressed, consider the consequences of certain choices, and reinforce the message that suicide is not a solution to problems and that help is available. This is particularly important for adolescents who are isolated, struggling, or vulnerable to suggestive images and storylines. Research shows that exposure to another person’s suicide, or to graphic or sensationalized accounts of death, can be one of the many risk factors that youth struggling with mental health conditions cite as a reason they contemplate or attempt suicide. What the series does accurately convey is that there is no single cause of suicide. Indeed, there are likely as many different pathways to suicide as there are suicide deaths. However, the series does not emphasize that common among most suicide deaths is the presence of treatable mental illnesses. Suicide is not the simple consequence of stressors or coping challenges, but rather, it is most typically a combined result of treatable mental illnesses and overwhelming or intolerable stressors. School psychologists and other school-employed mental health professionals can assist stakeholders (e.g., school administrators, parents, and teachers) to engage in supportive conversations with students as well as provide resources and offer expertise in preventing harmful behaviors.

Guidance for Educators



1    While we do not recommend that all students view this series, it can be appreciated as an opportunity to better understand young people’s experiences, thoughts, and feelings. Children and youth who view this series will need supportive adults to process it. Take this opportunity to both prevent the risk of harm and identify ongoing social and behavior problems in the school community that may need to be addressed. Help students articulate their perceptions when viewing controversial content, such as 13 Reasons Why. The difficult issues portrayed do occur in schools and communities, and it is important for adults to listen, take adolescents’ concerns seriously, and be willing to offer to help.       

1. Reinforce that school-employed mental health professionals are available to help. Emphasize that the behavior of the second counselor in the series is understood by virtually all school-employed mental health professionals as inappropriate. It is important that all school-employed mental health professionals receive training in suicide risk assessment. Make sure parents, teachers, and students are aware of suicide risk warning signs. Always take warning signs seriously, and never promise to keep them secret.  Establish a confidential reporting mechanism for students.

Common signs include:
o    Suicide threats, both direct (“I am going to kill myself.” “I need life to stop.”) and indirect (“I need it to stop.” “I wish I could fall asleep and never wake up.”). Threats can be verbal or written, and they are
often found in online postings.
o    Giving away prized possessions.
o    Preoccupation with death in conversation, writing, drawing, and social media.
o    Changes in behavior, appearance/hygiene, thoughts, and/or feelings. This can include someone who is typically sad who suddenly becomes extremely happy.
o    Emotional distress. Students who feel suicidal are not likely to seek help directly; however, parents, school personnel, and peers can recognize the warning signs and take immediate action to keep the youth safe. When a student gives signs that they
                          may be considering suicide, take the following actions:
o    Remain calm, be nonjudgmental, and listen. Strive to understand the intolerable emotional pain that has resulted in suicidal thoughts. Avoid statements that might be perceived as minimizing the student’s emotional pain (e.g., “You need to move on." or "You should get over it.”).
o    Ask the student directly if they are thinking about suicide (i.e., "Are you thinking of suicide?").
o    Focus on your concern for their well-being and avoid being accusatory.  Reassure the student that there is help and they will not feel like this forever.
o    Provide constant supervision. Do not leave the student alone.
o    Without putting yourself in danger, remove means for self-harm, including any weapons the person might find.
o    Get help. Never agree to keep a student's suicidal thoughts a secret. Instead, school staff should take the student to a school-employed mental health professional. Parents should seek help from school or
community mental health resources. Students should tell an appropriate care-giving adult, such as a school psychologist, administrator, parent, or teacher.

  1. School or district officials should determine how to handle memorials after  student has died. Promote memorials that benefit others (e.g., donations for a suicide prevention program) and activities that foster a sense of hope and encourage positive action. The memorial should not glorify, highlight, or accentuate the individual’s death. It may lead to imitative behaviors or a suicide contagion (Brock et al., 2016). 
  1. Reinforcing resiliency factors can lessen the potential of risk factors that lead to suicidal ideation and behaviors. Once a child or adolescent is considered at risk, schools, families, and friends should work to build these factors in and around the youth.
o    Family support and cohesion, including good communication.
o    Peer support and close social networks.
o    School and community connectedness.
o    Cultural or religious beliefs that discourage suicide and promote healthy living.
o    Adaptive coping and problem-solving skills, including conflict resolution.
o    General life satisfaction, good self-esteem, and a sense of purpose.
o    Easy access to effective medical and mental health resources.

  1. Strive to ensure that all student spaces on campus are monitored and that the school environment is truly safe, supportive, and free of bullying.

  1. If additional guidance is needed, ask for support from your building- or district-level crisis team. The team may be able to assist with addressing unique situations affecting your building.

NAPPP Position Statement adopted 2011

“Suicide Prevention Resolution for general population”

WHEREAS, more than 34,000 suicides occurred in the U.S in 2009, with suicide being the 11th leading cause of death for all Americans, the second leading cause of death among 25-34 year olds, and the third leading cause of death among 15- to 24-year olds, and

WHEREAS, in 2009, 13.8% of students in grades 9-12 seriously considered suicide in the previous 12 months (17.4% of females and 10.5% of males), and

WHEREAS, peers are often the first to know of someone considering suicide and referral skills are vital to such life-threatening issues,

WHEREAS, studies have shown that peer programs have been found to be one of the most proven and effective prevention and intervention strategies for persons exhibiting suicidal ideations, and 

WHEREAS, the Mission of the National Association of Peer Program Professionals (NAPPP) is to help adults establish, train, supervise, and evaluate peer programs,

THEREFORE BE IT RESOLVED that NAPPP encourages peer program professionals to establish awareness, preventive, and responsive strategies to suicidal ideations through their peer programs that follow NAPPP Programmatic Standards and Ethics.




Suicide Awareness Voices of Education (SAVE) and the JED Foundation have created talking points for conversations with youth specific to the 13 Reasons Why series, available online.

 More Resources:

Additional Resources

  • National Suicide Prevention Hotline, 1-800-273-TALK (8255), or text "START" to 741741

Websites


From the National Association of School Psychologist

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