It's like an epidemic, we don't know what to do”

The perceived need for and benefits of a suicide prevention programme in UK schools

Datos Bibliográficos

ID9615648
AutoresEmma Ashworth (0000-0002-5279-4514, School of Psychology, Faculty of Health Liverpool John Moores University Liverpool UK, autor de correspondencia), Joniece Thompson (School of Psychology, Faculty of Health Liverpool John Moores University Liverpool UK), Pooja Saini (0000-0002-4981-7914, School of Psychology, Faculty of Health Liverpool John Moores University Liverpool UK)
Año2024
Volumen94
Número3
Páginas824-838
Fecha de publicación2024-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/bjep.12683
PMID38514453
OpenAlexW4393091982
IdiomaEN
Citas recibidas1
Referencias citadas36

BACKGROUND: Despite emerging evidence for the effectiveness of school-based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known. AIMS: We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school-based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation. SAMPLE AND METHODS: A total of 46 participants took part. Semi-structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15-18 across three state secondary schools. Data were analysed using thematic framework analysis. RESULTS: Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes. CONCLUSIONS: Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school-based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff

Focus group · Medical emergency · Mental health · Poison control · Psychiatry · Psychological intervention · Qualitative research · Suicidal ideation · Suicide prevention · Thematic analysis · Child and Adolescent Psychosocial and Emotional Development · Human Factors and Ergonomics · Medicine · Mental Health Treatment and Access · Psychology · Suicide and Self-Harm Studies