A Systematic Review of School-Based Suicide Prevention Interventions for Adolescents, and Intervention and Contextual Factors in Prevention

Walsh, Eibhlin H; Herring, Matthew P.; McMahon, Jennifer

doi:10.1007/s11121-022-01449-2

Cited by 16 publications

(6 citation statements)

References 107 publications

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“…Further, disaggregation of the demographic data allows states to create equitable suicide action plans that are attentive to risk profiles for the entire youth population in the state. Most importantly, this data can inform the prioritization of inclusive voices in the planning process, thereby creating more effective and meaningful suicide interventions (Walsh et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Informing Equitable Prevention Practices: A Statewide Disaggregated Analysis of Suicide for Ethnoracially Minoritized Adolescents

Richardson,

Williams,

Vance

et al. 2024

Prev Sci

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The increase in adolescent suicide rates in the United States is a pervasive public health issue, and ethnoracial youth with diverse identities are disproportionately impacted, yet less studied. National planning efforts reinforce state-level approaches to suicide prevention through an equitable lens to prevent adolescent suicide. This study examined disaggregated state-level data over time to determine changes to suicide outcomes based on race/ethnicity, sex, sexual orientation, and the intersection of these identities and determined which sub-groups had higher odds of suicide outcomes. Data from the 1991–2019 Centers for Disease Control and Prevention Youth Risk Behavioral Surveillance System were analyzed for 17,419 ethnoracially minoritized high school adolescents in North Carolina. Descriptive analyses and multinominal logistic regression models were employed. Findings indicated that subgroups within categories of ethnoracial populations, specifically Black female adolescents unsure of their sexual orientation, reported higher rates of suicide attempts. Additionally, Multiracial adolescents reported higher means for suicide consideration and attempts over time. Recommendations for investigating state-level suicide data by focusing on diverse intersecting identities to illuminate areas for potential prevention efforts and support health equity are provided.

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Section: Discussionmentioning

confidence: 99%

Informing Equitable Prevention Practices: A Statewide Disaggregated Analysis of Suicide for Ethnoracially Minoritized Adolescents

Richardson,

Williams,

Vance

et al. 2024

Prev Sci

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“…A description of the Intinn elements is provided in Figure 1. Owing to the growing issue of suicide among young people and the call to address this topic in schools (McMahon et al , 2017; Walsh et al , 2023), the feature film used as part of Intinn was “I Used to Live Here”. The 82-min film, written and directed by Frank Berry, centres around the impact of suicide on two young people and their community and is situated in a working-class area of a large urban centre (Figure 1).…”

Section: Methodsmentioning

confidence: 99%

A film-based intervention (Intinn) to enhance adolescent mental health literacy and well-being: multi-methods evaluation study

Goodwin,

Behan,

Saab

et al. 2023

MHRJ

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Purpose Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience. Design/methodology/approach A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis. Findings Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience. Originality/value Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

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“…There is evidence that supports the efficacy of school‐based suicide prevention (Walsh et al, 2022), but the outcome of a school‐based intervention depends on the level and the quality of the implementation (Darlington et al, 2018). Implementation relies on the complex interactions between the contextual factors (Darlington et al, 2018), which has seldomly been scientifically researched in the field of suicide prevention (Walsh et al, 2023). The characteristics of the intervention itself and the stakeholders, are two of the contextual factors that are of influence (e.g., school organization, students' characteristics, and teacher training and support) (Barry & Rachel, 2007; Darlington et al, 2018) As part of early identification of suicidal behavior, it is important to consider school staff and organizational capacity to implement a suicide prevention intervention, for example, training (WHO, 2021b).…”

Section: Introductionmentioning

confidence: 99%

Exploring the readiness of youth education institutions with high‐risk students to implement a suicide prevention gatekeeper intervention: A nationwide observational survey study in Denmark

Østergaard,

Larsen,

Bast

et al. 2024

Psychology in the Schools

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Danish schools offering “preparatory basic education and training” (FGU schools) have students that are characterized by having different academic, social, or personal problems. In addition, many FGU students are at high risk of suicidal behavior. Many young people with suicide behavior do not seek help and early identification is important for suicide prevention. Teachers are in a position where it could be relevant to implement a gatekeeper intervention. To ensure successful implementation of an intervention, it is important to establish organizational readiness for change, including its innovation‐specific capacity, which are the facilitating requirements in the organization specific to the intervention. We aimed to explore the innovation‐specific capacity to implement a gatekeeper intervention at FGU schools in Denmark. This study is based on an online survey completed by teaching staff (n = 251) at FGU schools to explore their overall knowledge about and experience with students' suicidal behavior. Limited knowledge of suicide prevention was found among teaching staff. Most knowledge was from personal experience. There is a need for teaching staff to be educated about suicidal behavior. There is a lack of innovation‐specific capacity to implement a gatekeeper intervention.

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A Systematic Review of School-Based Suicide Prevention Interventions for Adolescents, and Intervention and Contextual Factors in Prevention

Cited by 16 publications

References 107 publications

Informing Equitable Prevention Practices: A Statewide Disaggregated Analysis of Suicide for Ethnoracially Minoritized Adolescents

Informing Equitable Prevention Practices: A Statewide Disaggregated Analysis of Suicide for Ethnoracially Minoritized Adolescents

A film-based intervention (Intinn) to enhance adolescent mental health literacy and well-being: multi-methods evaluation study

Exploring the readiness of youth education institutions with high‐risk students to implement a suicide prevention gatekeeper intervention: A nationwide observational survey study in Denmark

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