Category: News

The use of general-purpose AI chatbots (i.e. ChatGPT, Claude, Gemini, etc.) continues to expand, with surveys suggesting that about half of Americans use these tools. While AI chatbots were developed to provide human-like, conversational assistance with tasks such as finding information and managing work, many people, including adolescents and young adults, turn to AI chatbots for emotional support and mental health assistance. These AI chatbots were not developed, designed, or intended for these mental health uses, and national organizations have highlighted concerns, including suicide risk, when AI chatbots are used in this unintended manner. Here are some important points on this topic:

Risks of AI chatbots for mental health concerns

• AI chatbots cannot substitute for a trained mental health professional. National organizations caution that AI chatbots are not regulated or tested for mental health use. AI chatbots are designed to maximize user engagement – in contrast to human mental health professionals who have ethical and legal obligations to prioritize a patient’s well-being and safety.
• Use of AI chatbots can evolve into unhealthy dependence and reinforce mental health symptoms related to depression, obsessive compulsive disorder, mania, psychosis, eating disorders, and suicide.
• AI chatbots do not identify or respond reliably to mental health crises. A 2023 UW study found that AI chatbots did not consistently recommend human help until risk was very high, and few provided suicide hotline information.

Our recommendations for AI chatbot use

• Use AI chatbots for their intended purposes: Accessing information, organizing work tasks, creating journaling prompts – NOT mental health support, diagnosis or crisis care.
• Treat it as a tool, not a therapist: Turn to trusted support people or a professional for emotional support and mental health needs.
• Protect your privacy: Avoid sharing identifying details, passwords, or anything you would not want stored or reviewed. Conversations with a therapist are legally confidential; conversations with a bot are not.
• Verify advice: Always verify urgent advice with a clinician, counselor, or crisis line before acting on it. · Know how to access crisis resources: The 988 Suicide & Crisis Lifeline (phone and text) and Crisis Text Line (text 741-741) are available for 24/7 support with a trained crisis counselor.

References

American Psychological Association. (2025). Health advisory: Use of generative AI chatbots and wellness applications for mental health. https://www.apa.org/topics/artificial-intelligence-machine-learning/health-advisory-chatbots-wellness-apps

Common Sense Media. (2025). Common Sense Media AI Risk Assessment: AI Chatbots for Mental Health Support. https://institute.commonsensemedia.org/sites/default/files/ra-import/csm-ai-risk-assessment-mental-health-11142025.pdf

Heston, T.F. (2023). Safety of Large Language Models in Addressing Depression. Cureus, 15. https://doi.org/10.7759/cureus.50729

McBain, R. K., et al. (2026). AI Chatbot Use and Disclosure for Mental Health Among US Adolescents and Young Adults. JAMA Pediatrics, 180(8), 884–890. https://doi.org/10.1001/jamapediatrics.2026.2015

Pew Research Center. (2026). Americans and AI 2026: Chatbots, Smart Devices and Views on Impact. https://www.pewresearch.org/wp-content/uploads/sites/20/2026/06/PI_2026.06.17_Americans-and-AI_REPORT.pdf

The JED Foundation. (n.d.). Why Your Teen Shouldn’t Be Using AI Companions – and What to Do If They Are. https://jedfoundation.org/why-your-teen-shouldnt-be-using-ai-companions-and-what-to-do-if-they-are/

School communities play a critical role in supporting young people during some of the most difficult moments they may face. When a suicide loss or other tragic event occurs, schools are often at the center of helping students, staff, and families navigate grief and begin the healing process. 

Recently, Forefront team members Samantha Pacampara and Michelle Flores had the opportunity to present at the Washington State School Counselor Association (WSCA) Conference, sharing practical strategies with school counselors and education leaders from across the state. 

Their session, “Postvention in Practice: Supporting Grief and Healing in School Communities,” focused on how schools can prepare for and respond to loss in ways that support healing and strengthen community resilience. 

Building Systems that Support Grief and Healing 

During the session, Samantha and Michelle discussed what effective postvention looks like in real school settings. Postvention refers to the coordinated actions taken after a suicide or traumatic loss to support those affected, reduce risk, and help communities recover. 

Schools often want to respond in thoughtful and supportive ways but may not always have clear guidance or systems in place. The presentation explored how schools can build plans and structures ahead of time, so they are better prepared to respond when a crisis occurs. 

This includes: 

Creating clear communication strategies 

Supporting both students and staff through grief 

Coordinating with mental health professionals and community partners 

Developing systems that reduce risk while promoting healing 

By strengthening these systems, schools can provide consistent support while helping their communities process loss in healthy ways. 

Partnership Is Essential 

One of the key themes of the session was the importance of collaboration. 

Students and families are at the center of this work, but schools cannot do it alone. Supporting young people requires strong partnerships between counselors, educators, mental health providers, families, and community organizations. 

Across Washington, many school counselors and education leaders are already doing incredible work to support student mental health. The WSCA conference created an opportunity for professionals to share their experiences, discuss challenges, and learn from one another. 

Forefront is grateful to be part of these conversations and to work alongside partners who are committed to strengthening the systems that support young people. 

Looking Ahead: Expanding Support for Washington Schools 

Forefront continues to partner with schools across Washington to strengthen suicide prevention and postvention practices. 

Through training, technical assistance, and collaborative programs, Forefront helps schools build the knowledge and systems needed to support students both before and after a crisis. 

Schools interested in strengthening their suicide prevention and school mental health efforts are encouraged to connect with the Forefront team. Forefront is currently recruiting for the next cohort of participating schools, and the program is free for a limited time for Washington high schools. 

Recruitment is open for the next cohort of JED High School delivered by Forefront Suicide Prevention, a free, fully funded program that helps schools strengthen student mental health and suicide prevention systems. 

Participating schools receive: 

• A customized, data‑informed action plan tailored to their school community 

• Hands‑on guidance from trusted, Washington‑based school mental health experts 

• Support with suicide prevention crisis planning and policy development 

• Access to LEARN prevention curricula and school‑based resources 

• Discounts on Forefront’s ESA suicide prevention trainings 

• Connection to a statewide network of schools committed to student well‑being 

• Schools may choose a one‑year or three‑year option, depending on capacity and goals. All costs are fully covered, but cohort space is limited. Schools can begin participation in September 2026 or January 2027. 

Apply now to secure your school’s spot and build a stronger, more connected approach to student mental health. 

👉 Learn more and complete the interest form: 
https://jedfoundation.org/jed-high-school-delivered-by-forefront-suicide-prevention/ 

📧 Questions? Contact Michelle Flores at miflores@uw.edu or Sam Pacampara at samkpac@uw.edu for more information. 

Together, schools and communities can create safer, more supportive environments where every student has the support they need to thrive. 

Supporting LGBTQ+ Youth  

Youth who identify as LGBTQ+ are at an increased risk of suicide compared to cisgender/heterosexual peers. In 2023, 39% of LGBTQ+ youth seriously considered attempting suicide in the past year. This includes 46% of transgender and nonbinary youth, compared overall to 30% of cisgender/heterosexual youth.¹ LGBTQ+ youth are at greater risk of discrimination, hostile school experiences, and bullying, which may contribute to suicide. To address this problem, Forefront Suicide Prevention has collaborated with professionals in the LGBTQ+ community in the Puget Sound to produce a suicide prevention training that will improve the safety and wellbeing of LGBTQ+ youth.  

This course explores suicide prevention strategies to support LGBTQ+ youth.  

• A self-paced online training module (60 minutes) 

• Module: Forefront Suicide Prevention LEARN® LGBTQ+ Youth 

• Free and open to everyone  

• Appropriate for adults 18 years and older and those who support LGBTQ+ youth 

Learn Specific Skills for Suicide Prevention in LGBTQ+ Youth

• Learn about unique challenges and risk factors LGBTQ+ youth face  

• Explore the public health issue of suicide and why people, especially LGBTQ+ youth, may consider dying by suicide 

• Understand the importance of conversations about wellness and suicidality in reducing stigma and increasing connection 

• Understand thoughtful storage access to high-risk lethal means 

• Identify available and recommended resources appropriate for a variety of needs 
  

If you are unable to register, please email ffront@uw.edu

New user? This guide will tell you how to login and create a new account.

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References

• The Trevor Project. (2024). 2024 U.S. national survey on the mental health of LGBTQ+ young people. The Trevor Project. https://www.thetrevorproject.org/survey-2024/  

• Bailey, E., Spittal, M. J., Pirkis, J., Gould, M., & Robinson, J. (2017). Universal Suicide Prevention in Young People. Crisis, 38(5), 300–308. https://doi.org/10.1027/0227-5910/a000465 

• Be Smart. (2023, February). Protecting LGBTQ+ youth from firearm suicide. https://besmartforkids.org/wp-content/uploads/2023/02/Protecting-LGBTQ-Youth-from-Firearm-Suicide.pdf  

• CDC. (2024, July 1). YRBSS Results. Youth Risk Behavior Surveillance System (YRBSS). https://www.cdc.gov/yrbs/results/index.html  

• CDC. (2025, March 26). Facts about suicide. Centers for Disease Control and Prevention. https://www.cdc.gov/suicide/facts/index.html 

• GLSEN. (2021). The 2021 national school climate survey. GLSEN. https://www.glsen.org/research/2021-national-school-climate-survey  

• Gould, M. S., Marrocco, F. A., Kleinman, M., Thomas, J. G., Mostkoff, K., Cote, J., & Davies, M. (2005). Evaluating Iatrogenic Risk of Youth Suicide Screening Programs. JAMA, 293(13), 1635. https://doi.org/10.1001/jama.293.13.1635 

• Joiner, T. (2007). Why People Die by Suicide. https://doi.org/10.2307/j.ctvjghv2f 

• Russon, J., Washington, R., Machado, A., Smithee, L., & Dellinger, J. (2021). Suicide among LGBTQIA+ youth: A review of the treatment literature. Aggression and Violent Behavior, 64, 101578. https://doi.org/10.1016/j.avb.2021.101578 

• The Trevor Project. (2019, July). The Trevor Project research brief: Accepting adults reduce suicide attempts among LGBTQ youth. The Trevor Project. https://www.thetrevorproject.org/wp-content/uploads/2019/06/Trevor-Project-Accepting-Adult-Research-Brief_June-2019.pdf 

• The Trevor Project. (2021, October 14). Bullying and suicide risk among LGBTQ youth. The Trevor Project. https://www.thetrevorproject.org/research-briefs/bullying-and-suicide-risk-among-lgbtq-youth/ 

• The Trevor Project. (2022, June 28). Resilience and mental health among LGBTQ youth. The Trevor Project. https://www.thetrevorproject.org/research-briefs/resilience-and-mental-health-among-lgbtq-youth-june-2022/ 

• The Trevor Project. (2023). The mental health and well-being of Indigenous LGBTQ young people‌. https://www.thetrevorproject.org/wp-content/uploads/2023/10/Research-Report-Indigenous-LGBTQ-Youth-Mental-Health-Report.pdf  

• The Trevor Project. (2024). 2024 U.S. national survey on the mental health of LGBTQ+ young people. The Trevor Project. https://www.thetrevorproject.org/survey-2024/  

• The Trevor Project. (2024, July 15). School-Related protective factors for LGBTQ middle and high school students. The Trevor Project. https://www.thetrevorproject.org/research-briefs/school-related-protective-factors-for-lgbtq-middle-and-high-school-students-aug-2023/  

• Van Orden, K. A., Witte, T. K., Cukrowicz, K. C., Braithwaite, S. R., Selby, E. A., & Joiner, T. E. (2010). The interpersonal theory of suicide. Psychological Review, 117(2), 575–600. https://doi.org/10.1037/a0018697  

Why is Forefront changing its online learning system? 

We are moving all of our online training courses to a new learning management system (LMS) called Intellum on September 22 2025. Intellum’s platform is designed to be more user-friendly and to make it easier to access our courses. 

When will the change happen? 

The transition will occur on September 22 2025. On that date: 

• All access to the current LMS will close — this includes registration for new users and access for existing learners. 

• The new LMS will go live. You can register for new courses in the new system after this date. 

What happens to my in-progress courses?

Any courses you have not completed by September 22 will be lost. You will need to start over in the new LMS. 

Can I still take courses in the old system before the switch? 

Yes. You can continue to register for and complete courses in the old system up until September 22. 

Will my account transfer to the new system? 

No. We will not be moving user accounts from the old system to the new one. 
You will need to create a new account in the new LMS if you want to take courses after September 22. 

Will my course completions transfer? 

While your account won’t transfer, we will keep records of course completions from the old system. 

• You will not be able to view your old courses in the new system. 

• If you need proof of completion after September 22, you can email ffront@uw.edu. 

How do I download my certificate before the switch? 

If you have completed a course and want a copy of your certificate: 

1. Log in to the old LMS before September 22 2025. 

2. Download and save your certificate. 
   After September 22, you will need to contact us for proof of completion. 

How do I register in the new system? 

After September 22 2025: 

1. Visit Forefront’s Education & Training page. 

2. Select the course you want to take. 

3. Click the link to register in the new LMS. This guide will tell you how to login and create a new account.

What if I have more questions? 

Email ffront@uw.edu and our team will assist you. 

The Mental Health Game Plan: Prioritizing Suicide Prevention and Mental Health Screening in Collegiate Sports 

Suicide rates among college athletes doubled between 2002 and 2022, per University of Washington (UW) researchers Bridget Whelan MPH and Kelly Schloredt PhD, ABPP, in 2024. Although rates of depression, anxiety and suicide have risen among all students, student athletes face unique challenges due to pressures from both school and sport.

In response to these findings, UW Athletics and Forefront Suicide Prevention have partnered to develop a customized suicide prevention program for UW student athletes.

Join us for this webinar in the Forefront speaker series to learn more about the specific suicide risk factors that affect collegiate athletes, and to hear from Dr. Schloredt, and Bridget M. Whelan, as they discuss their 20-year analysis of the issue and what being done to bring attention to collegiate athlete mental health.

After this webinar, you’ll be able to:

• Describe the trends and risk factors associated with suicide among collegiate athletes, based on a 20-year analysis.
• Recognize the unique challenges and pressures collegiate athletes face that may contribute to suicide risk.
• Understand the significance of this suicide prevention training as one of the first programs specifically involving student –athletes, and its potential impact on athlete mental health.

Special thanks to all the organizations that contributed to the work that is presented: UW School of Medicine; UW Department of Family Medicine, Sports Medicine Section; UW Intercollegiate Athletics, Washington State Department of Health.

This event has been approved for 1 CEUs by the Washington Chapter, National Association of Social Workers (NASW) for Licensed Social Workers, Licensed Marriage & Family Therapists and Licensed Mental Health Counselors. Your Provider number is #1975-473

This webinar is part of the series that was produced in partnership with the Washington State Department of Health.

Speaker Bios:

Kelly Schloredt, PhD, ABPP is a Clinical Professor in the Department of Family Medicine, Sports Medicine Section at the University of Washington. She also serves as the Director of Psychological Services for UW Intercollegiate Athletics, leading a team of 5 other psychologists attending to the mental health care needs of approximately 650 D1 NCAA student-athletes. As part of this work, Dr. Schloredt has been instrumental in creating a partnership with Forefront Suicide Prevention to bring the LEARN Saves Lives suicide prevention curriculum to coaches, student-athlete facing staff, and student athletes at the UW. Prior to this, she spent 21 years at Seattle Children’s engaged in a variety of clinical, research, and administrative activities. During this time, she not only served as the Clinical Director of the Psychiatry and Behavioral Medicine Unit, but was also an integral member of research teams focused on examining, developing, and adapting treatments for clinical depression in youth, and examining firearm security in families of youth who presented to a pediatric emergency department with mental health concerns. A strong believer in clinical translational research, Dr. Schloredt co-authored a book entitled “Behavioral Activation with Adolescents: A Clinician’s Guide” based on some of the research she participated in and looks forward to the ongoing opportunity to participate in research activities that will directly support the health and well-being of NCAA student-athletes across the US.

Bridget Whelan, MPH, is a Research Scientist in the Department of Family Medicine, Sports Medicine Section at the University of Washington. Her research focuses on suicide prevention, mental health screening, diagnostic accuracy of concussion and mental health assessments, and injury prevention in collegiate sports. She previously served as Director of the Pac-12 Concussion Coordinating Unit, where she oversaw multi-site research initiatives aimed at standardizing data collection and improving athlete safety across the conference. Bridget applies epidemiological methods and data-driven approaches to examine risk factors for mental health challenges in athletes, with the goal of improving early identification and intervention. Her work includes a 20-year analysis of suicide in NCAA athletes, published in the British Journal of Sports Medicine, as well as research on diagnostic accuracy in concussion assessment and the impact of sports injuries on long-term well-being. Committed to translating research into action, Bridget collaborates with clinicians, athletic organizations, and public health professionals to develop evidence-based strategies that enhance mental health support and care accessibility for athletes.