With rising rates of adolescents experiencing suicide-related thoughts and behaviors (STB), schools have been identified as key sites for suicide-prevention initiatives. Research on the roles of school professionals has centered on the identification of risk and referral of students for treatment. Less is known about the ongoing, subtle ways school professionals impact the school experiences, access to services, and recovery of adolescents with STB. The present study aimed to describe multiple perspectives on the ways school professionals support students with suicide-related risk. Transcripts of interviews conducted with adolescents with a history of STB (n=19), their parents (n=19), school professionals (n=19), and hospital professionals (n=7) as part of a larger study of school re-entry following psychiatric hospitalization were re-analyzed for the present study to identify themes reflecting school professional roles. Results from applied thematic analysis indicated relationships with adults at school provided emotional and instrumental benefits to adolescents with STB. Major themes reflecting actions and attitudes of supportive school professionals related to: 1) proactively carrying out job duties, 2) prioritizing relationships, 3) understanding mental health, and 4) responding effectively to suicide-related risk. Facilitators to support included training and experience, opportunities to form connections, and systems-level initiatives, while barriers included competing demands for limited resources, variability, stigma and discomfort, and characteristics of adolescent development. Interpreted through an ethic of care, these themes reveal opportunities for school professionals to support students with a history of STB. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]