By K. Viswanath, Tiffany E. Taylor, and Holly G. Rhodes, Editors; Committee on Understanding and Addressing Misinformation About Science; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Academies of Sciences, Engineering, and Medicine

Our current information ecosystem makes it easier for misinformation about science to spread and harder for people to figure out what is scientifically accurate. Proactive solutions are needed to address misinformation about science, an issue of public concern given its potential to cause harm at individual, community, and societal levels. Improving access to high-quality scientific information can fill information voids that exist for topics of interest to people, reducing the likelihood of exposure to and uptake of misinformation about science. Misinformation is commonly perceived as a matter of bad actors maliciously misleading the public, but misinformation about science arises both intentionally and inadvertently and from a wide range of sources.

NATIONAL ACADEMIES PRESS. 2024. 409p.

By Scott Poland

Importance of Training: School personnel, especially counselors, need proper training to effectively handle suicidal students and understand the warning signs.

Administrative Support: Gaining support from top administrators is crucial for implementing a successful suicide intervention program.

Family Involvement: Notifying and involving parents is essential when dealing with suicidal students.

Confidentiality: While students expect confidentiality, it must be broken if a student's welfare is at risk

Guilford Press, 1989, 213 pages