NDLI: Secondary Teachers’ Perceptions of their Role in Suicide Prevention and Intervention

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Secondary Teachers’ Perceptions of their Role in Suicide Prevention and Intervention

Content Provider	Springer Nature Link
Author	Hatton, Victoria Heath, Melissa A. Gibb, Gordon S. Coyne, Sarah Hudnall, Greg Bledsoe, Cathy
Copyright Year	2016
Abstract	Teachers are identified as frontline participants in school-based suicide prevention efforts. However, their training and roles in these efforts are often not clearly defined. Because 25 states currently mandate suicide prevention training for teachers and 14 other states encourage this training, teachers’ perceptions about their role in suicide prevention are important to consider. As such, this study assessed secondary teachers’ (N = 74) perceptions of their role in suicide prevention, barriers to participating in suicide prevention, and their perceived levels of comfort and confidence in identifying and intervening with suicidal youth. Participating teachers overwhelmingly agreed that they should have a role in suicide prevention. In comparison with untrained teachers, those with previous suicide prevention training were twice as likely to have had a suicidal student or peer of a suicidal student approach them to talk about suicide. Surprisingly, years of teaching were not correlated with teachers’ comfort and confidence in identifying and supporting suicidal youth. Overall, teachers agreed that limited training, fears of making the situation worse, and fears of legal repercussions were barriers that kept teachers from intervening with potentially suicidal students. In order to help teachers effectively perform their gatekeeper role, training efforts must consider teachers’ perceptions, address perceived barriers, and facilitate teacher–student interactions that would increase the likelihood of students coming to teachers for assistance with suicidal concerns. To help schools in providing suicide prevention training for teachers, a list of recommended resources is provided.
Starting Page	97
Ending Page	116
Page Count	20
File Format	PDF
ISSN	18662625
Journal	School Mental Health
Volume Number	9
Issue Number	1
e-ISSN	18662633
Language	English
Publisher	Springer US
Publisher Date	2016-01-09
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Adolescent suicide School-based suicide prevention Teacher training Teacher perceptions Teacher roles in suicide prevention Barriers Child and School Psychology Psychology Clinical Psychology Developmental Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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