Introduction: Suicide is a leading cause of death in young people, which may in part be because young people are notoriously poor help-seekers. Improving the identiication of at-risk young people and connecting them to appropriate help is needed to prevent suicide in adolescents. The aim of this study is to examine the efectiveness of suicide prevention gatekeeper programs for parents and teachers, which are designed to improve their ability to recognise and respond to risks so that they may intervene before crisis occurs. Methods: Academic databases and reference lists were searched for gatekeeper training programs involving teachers and parents, and which aimed to prevent youth suicide, between journal inception and May 2018. Information directly reporting on suicide literacy (knowledge, conidence, attitudes) and/or gatekeeper behaviours (identiication, referral) was extracted and a qualitative synthesis was conducted. Results: Thirteen studies fulilled inclusion criteria. Signiicant moderate-to-large intervention efects were reported for suicide literacy outcomes among teachers and parents, with the largest gains among those with lowest baseline scores. No improvements in identiication and referral behaviors among gatekeepers were noted. A need to improve evaluation research designs and outcome measurements was evident. Conclusions: While gatekeeper programs lead to increased suicide literacy, there is little evidence for behavioural change. There is need to increase the reach and uptake of gatekeeper training by ofering digital versions, which may lead to improved behavioural outcomes, and to employ targeted strategies to engage parents in this training as one of the most trusted sources of support for vulnerable youth.

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In a previous study, clumsy children, when compared to normal children of the same age, were found to be impaired in their ability to match the length of successively presented straight lines within and between the modalities of vision and kinaesthesis. The present study explores this finding further by comparing the clumsy children's performance with that of a group of younger normal children whose skills of movement are comparable to those of the clumsy children. It was found that the clumsy children's performance on the perceptual measures was equivalent to that of the younger normal children.

The ability of children between the ages of 5 and 10 years to match the length of lines within and between the modalities of vision and kinaesthesis was studied. No evidence was found for specific increases in cross-modal skill which could not be explained in terms of within-modal development. Performance in the perceptual task was related to measures of developing motor skill in the children. Substantial relationships were found between performance on the within-modal tasks and motor skill, but no significant relationships were found between cross-modal measures and motor skill development. It is concluded that the development of cross-modal integration is not a major determinant of motor skill development.

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