Abstract
In response to concerns over youth suicide, there has been an increase in school-based suicide prevention programs. However,
we know little about teacher perspectives on school-based suicide prevention and mental health programs. This study examined
teacher roles in the implementation of a district-wide suicide prevention program through focus groups and interviews with
middle school teachers, administrators, and other school personnel. Study results highlighted teachers’ critical role in detecting
students at risk for suicide. Factors that appeared to facilitate teacher participation in the suicide prevention program
included well-defined crisis policies and procedures, communication of these procedures, collaboration across staff, and the
presence of on-campus mental health resources. Participants identified a need for direct teacher training on risk factors
for suicide, crisis response, and classroom management. Other strategies for improving suicide prevention efforts included
in-school trainings on mental health resources and procedures, regular updates to these trainings, and greater visibility
of mental health staff.
we know little about teacher perspectives on school-based suicide prevention and mental health programs. This study examined
teacher roles in the implementation of a district-wide suicide prevention program through focus groups and interviews with
middle school teachers, administrators, and other school personnel. Study results highlighted teachers’ critical role in detecting
students at risk for suicide. Factors that appeared to facilitate teacher participation in the suicide prevention program
included well-defined crisis policies and procedures, communication of these procedures, collaboration across staff, and the
presence of on-campus mental health resources. Participants identified a need for direct teacher training on risk factors
for suicide, crisis response, and classroom management. Other strategies for improving suicide prevention efforts included
in-school trainings on mental health resources and procedures, regular updates to these trainings, and greater visibility
of mental health staff.
- Content Type Journal Article
- Pages 1-13
- DOI 10.1007/s12310-011-9056-7
- Authors
- Erum Nadeem, Division of Mental Health Services and Policy Research, New York State Psychiatric Institute, Columbia University, New York, NY, USA
- Sheryl H. Kataoka, Division of Child and Adolescent Psychiatry, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, USA
- Vickie Y. Chang, Osher Center for Integrative Medicine, University of California, San Francisco, San Francisco, CA, USA
- Pamela Vona, UCLA Center for Health Services and Society, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, USA
- Marleen Wong, School of Social Work, University of Southern California, Los Angeles, CA, USA
- Bradley D. Stein, RAND Corporation, Pittsburgh, PA, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625