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Cited by 7Suicide and Self-Harm StudiesSchool Health and Nursing EducationGrief, Bereavement, and Mental Health

“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

Open access
Ashworth, Emma, Thompson, Joniece, Saini, Pooja·2024·British Journal of Educational Psychology
DOI 10.1111/bjep.12683
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Abstract

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.

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  • In the scoping study, all participants advocated the importance of school-based suicide prevention and gave feedback on changes needed to adapt MAPSS for the UK.

    “All participants advocated the importance of school-based suicide prevention and gave feedback on the changes needed to adapt the MAPSS intervention for the UK.”

    From Study protocol for the Multimodal Approach to Preventing Suicide in Schools (MAPSS) project: A regionally based feasibility trial of an integrated response to suicide risk among UK secondary school pupils (2024) · cites this paper as [19]

    The Conclusions report that participants saw an urgent need for more school-based suicide prevention, but the Abstract says they 'overwhelmingly agreed,' not that every participant advocated it. The Data collection and Discussion sections describe feedback on interventions and recommendations for UK schools; they do not identify that feedback as changes needed to adapt MAPSS specifically. Our copy gives no page numbers for these passages. (LLM, conf=0.86)

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  • A recent scoping study of MAPSS for UK schools interviewed children and young people, school staff, parents, and health professionals.

    “A recent scoping study of MAPSS for UK schools [18, 19] interviewed CYP, school staff, parents, and health professionals.”

    From Study protocol for the Multimodal Approach to Preventing Suicide in Schools (MAPSS) project: A regionally based feasibility trial of an integrated response to suicide risk among UK secondary school pupils (2024) · cites this paper as [19]

    The Methods (Design and setting) describe a UK scoping study with interviews of mental health professionals, parents and school staff, plus focus groups with children and young people. The study explored school-based suicide prevention interventions generally, not MAPSS specifically. The paper describes MAPSS separately as a project being trialled in Melbourne, Australia (Keywords section). (LLM, conf=0.88)

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Research works printed but not linked: 16

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Cited by

Sorted by citations

Authors
Ashworth, E., Thompson, J., & Saini, P.
Affiliations
Liverpool John Moores University (GB)
Corresponding author
Ashworth, Emma
ORCID
Venue
British Journal of Educational Psychology
Publisher
Wiley
Published
2024-03-21
Volume
94
Issue
3
Pages
824-838
ISSN
  • 0007-0998 (ISSN-L)
  • 2044-8279
DOI
10.1111/bjep.12683
OpenAlex
W4393091982
Cited by
7
References
15
Citations by year
2026: 5 · 2025: 1 · 2024: 1
FWCI
3.51
Type
journal article
Language
en
Open access
Licence
Locations
  • British Journal of Educational Psychology (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Liverpool John Moores University (submittedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Suicide and Self-Harm Studies
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Psychology › Clinical Psychology › Grief, Bereavement, and Mental Health
Keywords
school-based suicide prevention, suicide prevention programs, social validity, implementation barriers and facilitators, adolescents, secondary schools, suicidal ideation, stigma, neurodiversity, school staff training, children and young people
MeSH terms
School Mental Health Services, Suicide Prevention, Adolescent, Adult, Female, United Kingdom, Humans, Male, School Health Services, Schools, Qualitative Research, Suicidal Ideation

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