ABSTRACT Recent qualitative research in Ireland illuminates the impact of student suicide on Irish school guidance counsellors and the school organisation. It exposes distinctive factors in the overall system contributing to their experience of organisational trauma when coping with suicide aftermath. A qualitative Interpretative Phenomenological Analysis study privileged the voices of this Irish cohort of first responders to student suicide. Much international literature highlights the often severe effects of suicide trauma on mental health professionals. Irish school guidance counsellors comprise some of this cohort who deal with suicide. As they are highly likely to encounter suicide due to the accelerating rate of youth suicide in Ireland, they are vulnerable to similar risks of adverse impact. This research helps fill a gap in the literature concerning the specific Irish school context. In this research, semi-structured interviews generated descriptions of what was indicative of vicarious and secondary trauma, moral injury, organisational trauma and lack of containment, systemic disconnect, ambiguity and organisational double-bind used as a defence strategy, which appears to have comprised crisis recovery for the entire system. This article draws on the research and argues for a review of the Irish school critical incident protocols and policy and the introduction of an external evaluation of their efficacy in containing trauma in Irish schools.