This article serves as the first in a series addressing comprehensive suicide prevention programming in the school context. Suicide is currently the second leading cause of death for 10- to 24-year-olds in the United States. As schools are a place where the majority of youth spend a significant amount of time, it follows that they are a natural context in which to address suicide prevention. Indeed, many youth rely on mental health treatment that occurs in the school context (Duong et al., 2021) and legislation has been enacted to encourage schools to address suicide risk (American Foundation for Suicide Prevention [AFSP], 2020). This "Communiqué" series will attempt to provide a reference to the programs that have been included in the evidence base in order to make it easy for school-based practitioners to engage with these potentially life-saving efforts, particularly as many practicing school psychologists may have limited access to the literature (e.g., databases behind paywalls vs. open-sourced materials). The author starts in this article by discussing comprehensive suicide programming efforts and addressing some of the barriers to developing this type of programming in the schools. The next article will discuss the importance of the student voice and the value of data collection in the development of this type of crisis prevention, intervention, and postvention. The articles that follow will provide a review and critique of the current efforts based on the common categories (e.g., gatekeeper trainings, screening). The series will conclude with an article outlining the importance of postvention efforts (i.e., following a student, staff, or parent suicide).