Principals' perceptions of benefits and barriers to school-based suicide prevention programs

Whitney, Stephen D.; Renner, Lynette M.; Pate, Christina M.; Jacobs, Katie A.

doi:10.1016/j.childyouth.2010.12.015

Cited by 23 publications

(39 citation statements)

References 31 publications

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“…Four of the studies with qualitative elements (D'Souza et al 2005;Kirk 2014;Nadeem et al 2016;Whitney et al 2011) scored well on the CASP tool, indicating appropriate research design, recruitment, data collection, and data analysis. Each study also included a clear statement of aims and findings and added value to the evidence base.…”

Section: Qualitative Studiesmentioning

confidence: 99%

“…Thirty studies reported on the feasibility of universal or selective screening ( Supplementary Table 5). Fourteen reported on screening programmes for behavioural and socioemotional problems (Bruhn et al 2014;Chartier et al 2008;Davis 2014;Donohue et al 2015;Edmunds et al 2005;Gilmore et al 2004;Kirk 2014;McManus 2009;Nemeroff et al 2008;Poulsen et al 2015;Romer 2012;Shortt et al 2006;Vander Stoep et al 2005;Walker et al 1994), eight on suicide risk (Eckert et al 2003;Fox et al 2013;Gould et al 2005;Hallfors et al 2006a;Miller et al 1999;Robinson et al 2011;Scherff et al 2005;Whitney et al 2011), four on substance abuse (Chatterji et al 2004;Curtis et al 2014;Hallfors et al 2006b;Hallfors et al 2000), three on depression (Chatterji et al 2004;Fox et al 2013;Lyon et al 2016), and one each on ADHD (Barry et al 2016), anxiety (Chatterji et al 2004), and eating disorders (D'Souza et al 2005).…”

Section: Universal and Selective Screeningmentioning

confidence: 99%

“…However, when asked about in-principle feasibility, staff did not view identification of such problems as a school responsibility (Bruhn et al 2014). Similarly, four in-principle studies comparing different identification models found that school staff were not persuaded screening for suicide risk was beneficial or acceptable (Eckert et al 2003;Miller et al 1999;Scherff et al 2005;Whitney et al 2011), and questioned whether screening was within schools' remit (Whitney et al 2011). In these studies, staff preferred in-service training and curriculum-based models over screening.…”

Section: Universal and Selective Screeningmentioning

confidence: 99%

“…Cost and Resource Implications Thirteen studies considered cost and resource implications of screening. Regardless of condition screened for, schools were concerned about programme sustainability due to human resource requirements from the data collection stage to the provision of on-going support for identified students (Bruhn et al 2014;D'Souza et al 2005;Donohue et al 2015;Hallfors et al 2006a;Hallfors et al 2000;Vander Stoep et al 2005;Whitney et al 2011). These concerns were reflected in a modelling study that found depression screening would require additional mental health professionals in order to accommodate newly identified students (Lyon et al 2016).…”

Section: Universal and Selective Screeningmentioning

confidence: 99%

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Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

et al. 2020

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Under-identification of mental health difficulties (MHD) in children and young people contributes to the significant unmet need for mental health care. School-based programmes have the potential to improve identification rates. This systematic review aimed to determine the feasibility of various models of school-based identification of MHD. We conducted systematic searches in Medline, Embase, PsycINFO, ERIC, British Education Index, and ASSIA using terms for mental health combined with terms for school-based identification. We included studies that assessed feasibility of school-based identification of students in formal education aged 3-18 with MHD, symptomatology of MHD, or exposed to risks for MHD. Feasibility was defined in terms of (1) intervention fit, (2) cost and resource implications, (3) intervention complexity, flexibility, manualisation, and time concerns, and (4) adverse events. Thirty-three studies met inclusion criteria. The majority focused on behavioural and socioemotional problems or suicide risk, examined universal screening models, and used cross-sectional designs. In general, school-based programmes for identifying MHD aligned with schools' priorities, but their appropriateness for students varied by condition. Time, resource, and cost concerns were the most common barriers to feasibility across models and conditions. The evidence base regarding feasibility is limited, and study heterogeneity prohibits definitive conclusions about the feasibility of different identification models. Education, health, and government agencies must determine how to allocate available resources to make the widespread adoption of school-based identification programmes more feasible. Furthermore, the definition and measurement of feasibility must be standardised to promote any future comparison between models and conditions.

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Section: Qualitative Studiesmentioning

confidence: 99%

Section: Universal and Selective Screeningmentioning

confidence: 99%

Section: Universal and Selective Screeningmentioning

confidence: 99%

Section: Universal and Selective Screeningmentioning

confidence: 99%

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Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

et al. 2020

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“…There are various approaches to school suicide prevention, including curriculum‐based programs, universal screening programs, and staff in‐service and training programs . Staff in‐service and training, which occurs in the “gatekeeper model,” has been found to be feasible and acceptable to principals, with little staff or parent resistance and few barriers with respect to time commitment . The gatekeeper model relies on staff training to identify distressed students and connect them with needed services, improve awareness of suicide warning signs, and referrals for services .…”

mentioning

confidence: 99%

School Personnel Experiences in Notifying Parents About Their Child's Risk for Suicide: Lessons Learned

Nadeem

Santiago

Kataoka³

et al. 2015

Journal of School Health

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BACKGROUND Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. METHODS This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. RESULTS Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. CONCLUSIONS Our study suggests that systematic post-crisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context.

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Examining Individual and Service Delivery Context Variables and Their Association with the Effectiveness of QPR Suicide Prevention Gatekeeper Training

Gryglewicz,

Garrison,

Childs

et al. 2023

Adm Policy Ment Health

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Principals' perceptions of benefits and barriers to school-based suicide prevention programs

Cited by 23 publications

References 31 publications

Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

School Personnel Experiences in Notifying Parents About Their Child's Risk for Suicide: Lessons Learned

Examining Individual and Service Delivery Context Variables and Their Association with the Effectiveness of QPR Suicide Prevention Gatekeeper Training

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