Conference Agenda

Introduction. Signs of Suicide (SOS) is an evidence-based school-based suicide prevention program, which has been adapted and implemented in Poland as part of the National Health Program. The main goal is to reduce suicides and suicide attempts among middle and high school students by improving the knowledge about depression and suicide warning signs and related skills. The effectiveness of the Polish version of the program was examined in real-life conditions.

Methods. A quasi-experimental design was conducted. Self-report anonymous questionnaire data were collected from about 2,600 middle and high school students. Effectiveness of the program was examined with 30 day delay after the program completion. Longitudinal data of 1540 was analyzed using two mixed models, LMM and GLMM. The documentation of the program's implementation kept by school coordinators was also analyzed.

Results. As a result of the program, approximately 10% of students (N = 135) sought consultation with the school psychologist or pedagogue. Approximately one-third of the students consulted visited a school specialist for the first time. Exposure to the SOS program resulted in greater knowledge of depression and suicide warning signs, a more proactive students' attitudes and beliefs to support people in mental crisis, and greater openness to professional help. Besides, results indicated a significant reduction in the risk of suicide attempts among at-risk students. The results also suggested that the program had a protective effect among students with no history of suicidal behavior or self-harm who participated in the program.

Conclusions. SOS is the first suicide prevention program implemented in middle and high schools in Poland, which has been proven effective in the quasi-experimental study. The results allow us to recommend the SOS program for widespread implementation in Polish schools.

Intro: Suicide among young people presents a major UK public health concern, with increased risk for youth who have self-harmed or know someone who has died by suicide. This study explored young people’s experiences of accessing and receiving preventative and responsive self-harm and suicide support through schools and youth organisations in England, with a view to identifying inequalities, important components, and perceived gaps, barriers, and facilitators to effective support.

Methods: Sixty-four young people aged 15 – 21 with experience of self-harm and/or a death by suicide participated in semi-structured interviews and focus groups between November 2024 and May 2025. Purposive sampling ensured representation from key sociodemographic groups experiencing heightened risk of self-harm and suicide. Transcripts were thematically analysed using framework analysis, with inductive coding refined through collaborative team discussion.

Results: We generated four main themes that, while distinct, interrelate to describe wide variation in young people's experiences of seeking, accepting, and receiving support: (1) access and acceptance of support (e.g. being aware of available support options and processes; flexible pathways for initiating support; proactive approaches from trusted adults; and support provision as conditional on adult judgements); (2) adults’ responses and responsibilities (e.g. prioritising listening over problem-solving; signposting and referring to external support; youth organisations as support settings; and complex emotions about receiving support); (3) impacts of confidentiality and privacy concerns (e.g. privacy and information-sharing within settings; and disclosing concerns to parents); and (4) helpful support feeling relevant and reliable (e.g. understanding and relating to others’ experience, choosing from flexible support features; and using coping techniques).

Conclusions: Young people report wide-ranging experiences of accessing and receiving self-harm and suicide support from schools and youth organisations. Experiences of support are highly variable, and policies and guidance in settings must therefore be designed to be holistic, responsive, and flexible to individual needs.

Objective: Adolescents in Aotearoa New Zealand face high rates of emotional distress with limited early intervention services. This research is the first to evaluate the effectiveness of implementing Dialectical Behavior Therapy—Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A), a school-based program designed to build emotion regulation and coping skills, in Aotearoa. Method: The DBT STEPS-A program was delivered across 14 schools to students aged 10–14 years (N = 262; 48.5% female). Students completed psychometric measures assessing emotion regulation, psychosocial difficulties and strengths, mindfulness, life satisfaction, and psychological skill use before and after the program. Student and school demographic information was obtained. Using a pre-post design, effectiveness was assessed through the proportion of students obtaining meaningful change in psychometric measure scores, band score shifts, and subgroup analyses. Results: Significant improvements were observed in SDQ band score shifts, DBT skill use (p < .0001), emotion regulation strategies (p < .01), goal-directed behavior (p < .01), mindfulness (p = .02), and life satisfaction (p < .001) in students across a number of schools, with the greatest benefits observed among students with clinically elevated baseline scores. No significant changes were found in externalizing domains. Exploratory analyses suggested differential effects by ethnicity and a school equity index, suggesting broader factors influenced the degree of benefit. Conclusions: These findings support DBT STEPS-A as an effective early intervention for youth in Aotearoa New Zealand, particularly for students with emerging emotional difficulties. Future studies should explore long-term outcomes, cultural adaptations, and implementation fidelity.

Introduction: According to World Health Organization (2021), suicide is the fourth leading cause of death among individuals aged 15–19 worldwide, with suicide rates among youth increasing faster than in the general population. This highlights the urgent need for prevention initiatives targeting this age group. Schools play a critical role in implementing such strategies; however, many educators report feeling unprepared to address suicidal behavior. Although school-based prevention programs have increased in recent years, they primarily focus on general school staff (administrators and teachers) in relation to identification and referral. In contrast, training programs specifically designed for psychological counselors remain limited. Therefore, the present study aims to evaluate the effectiveness of an Online Suicide Prevention and Intervention Training Program developed for secondary school psychological counselors.

Methods: A randomized controlled trial was conducted with 56 school counselors working in secondary schools in İzmir, Türkiye, who were randomly assigned to a training group (n = 30) or a wait-list control group (n = 26). The training group completed an online gatekeeper-based suicide prevention program. Measures of attitudes toward and perceived competence in working with suicidal behavior, suicide literacy, suicide stigma, and gatekeeper behaviors were administered at pre- and post-test, and group differences were analyzed using ANCOVA controlling for baseline scores.

Results: The results indicate that the training group showed higher perceived competence and lower negative attitudes toward working with suicidal behavior than the wait-list control group (both p < .001), with large effect sizes. The training also increased suicide literacy (p < .001) and gatekeeper behaviors (p < .01), while significantly reducing stigmatizing attitudes toward suicide (p = .001).

Conclusions: The findings indicate that the online training program enhances psychological counselors’ perceived competence and intervention-related behaviors while reducing stigmatizing attitudes toward suicidal behavior, supporting its use in the professional development of school counselors.

Background:
Teaching staff in Danish FGU schools frequently encounter students exhibiting suicidal behaviour but report limited knowledge and confidence in how to respond. Project ROS implemented the culturally adapted QPR (Question, Persuade, Refer) gatekeeper training, supported by a structured implementation intervention, to strengthen suicide prevention capacity in this high‑risk school setting.

Aim:
To evaluate the feasibility, acceptability and fidelity of school‑based QPR gatekeeper training and its accompanying implementation intervention, and to assess preliminary outcomes related to knowledge, engagement and implementation processes.

Methods:
A mixed‑method feasibility design was employed, including pre‑, post‑ and 6‑month follow‑up surveys alongside focus groups and field observations. Quantitative measures assessed knowledge about suicidal behaviour, acceptability and fidelity. Qualitative data from field observations and focus group interviews explored contextual fit, acceptability.

Results:
Knowledge about suicidal behaviour increased substantially after training. Correct responses across RFOS items improved on all indicators.Paired t‑tests confirmed a significant increase in overall knowledge from pre‑training (mean 4.4, CI 3.6–5.2) to post‑training (mean 6.0, CI 5.5–6.3; p < .001), with gains maintained at 6‑month follow‑up (mean 5.9, CI 5.4–6.3).
Acceptability was high. Fidelity was strong, with high recognition of key QPR components. Implementation strategies showed mixed impact; while 95% received the information email, qualitative findings indicated that email communication did not meaningfully engage staff. In contrast, the two‑tier model using student coaches as local instructors strengthened collaboration, improved confidence and reduced reluctance to discuss suicidality. Component differentiation analyses suggested that personal bereavement by suicide was significantly associated with recognising referral components.

Conclusion:
Project ROS demonstrates that QPR gatekeeper training, supported by a tailored implementation intervention, is feasible, acceptable and capable of producing both immediate and sustained knowledge improvements in FGU schools. The two‑tier model shows promise for sustainability, although further cultural tailoring is warranted. Findings support progression to a full‑scale evaluation.