Evaluation of a Suicide Prevention Program Encompassing Both Student and Teacher Training Components

Abstract

Background: Although suicide prevention programs have been shown to change suicide-related knowledge and attitudes, relatively little is known about their effects on actual behavior. Aims: Therefore, the focus of the present study was on improving participating school staff's practical and communication skills. Method: Suicide prevention workshops for students in grades 8-10 (N = 200) and a gatekeeper training program for school staff (N = 150) were conducted in 12 secondary schools in Germany. Schools were alternately assigned to one of three interventions (staff, students, or both trained) or to a waitlist control group. Results: School staff undergoing the training showed increased action-related knowledge, greater self-efficacy when counseling students in need and augmented counseling skills, and also had more conversations with students in need. Although students participating in the workshops did not seek help more frequently, they provided help to their peers more often in the conditions in which both students and school staff or only the latter had been trained. Limitations: The generalizability of the results is constrained by high dropout rates due to the COVID-19 pandemic and the relatively small sample size. Conclusion: A combination of suicide prevention programs for school staff and students appears to be most effective.

Keywords: gatekeeper training; psycho-educational training; students; suicide prevention in schools; teachers.

Figure 1. Study design and timeline.

Figure 2. Fictional crisis situation. The vignette employed to assess action-related knowledge (at T0, T1, and T2).

Figure 3. Effect of the study conditions on action-related knowledge. Time course of the school staff’s mean action-related knowledge in the trained groups (E1: N = 13, E3: N = 19, solid line) compared with untrained controls (E2: N = 12, CG: N = 14, dashed line), plotted with SEs. CG = control group.

Figure 4. Influence of the training programs on self-efficacy. Time course of the school staff’s mean self-efficacy in counseling students in need in the trained groups (E1: N = 16, E3: N = 22) versus untrained controls (E2: N = 16, CG: N = 22). CG = control group.

Figure 5. Effect of the training programs on counseling skills. Time course of the school staff’s mean counseling scores in the trained groups (E1: N = 17, E3: N = 20) compared with the untrained controls (E2: N = 13, CG: N = 24).

Figure 6. Influence of the training conditions on self-reported QPR skills. Time course of the school staff’s mean QPR (Question, Persuade, Refer) scores in the trained groups (E1: N = 16, E3: N = 18) compared with the untrained controls (E2: N = 10, CG: N = 22). CG = control group.