Evaluating the Signs of Suicide Program: Middle School Students at Risk and Staff Acceptability

Abstract

Students at risk of suicide can be identified effectively through school-based prevention programs such as Signs of Suicide (SOS), which incorporate both psychoeducation and screening components. Prior research has focused on high school students; however, there is limited research in middle schools, and even less is known of school staff’s responsiveness to these programs. The current study evaluated the implementation of SOS with students at two U.S. middle schools (N = 2,537; 49% female) and through a treatment evaluation survey completed by school implementation staff (N = 26; 89% female). Nearly 20% of students emerged as at risk for suicide; risk was significantly higher among females, sixth graders, students with lower socioeconomic status, and students eligible for special education or accommodation plans. Most staff rated SOS as an acceptable program, and qualitative feedback regarding strengths and barriers is described. These findings advance practical knowledge for effectively implementing school-based suicide prevention programs and may guide school psychologists in advocating for and implementing such interventions.

Impact Statement

Suicide is the second leading cause of death among youth in the U.S., and prevention programs delivered in school settings have been effective at identifying and supporting these students. Nearly 20% of students participating in a suicide prevention program emerged as at risk for suicide, with several groups of students at significantly higher risk. Staff implementing this program generally reported positive perceptions of its acceptability, while also identifying several barriers and suggestions for improving future implementations.

Keywords:

• Suicide
• prevention
• program evaluation

Associate Editor:

• Rhonda C. Boyd

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Kelly N. Clark

Kelly N. Clark is a nationally certified school psychologist and Assistant Professor in the School Psychology Program at Louisiana State University. Her research is centered on promoting student mental health through universal screening and multitiered, evidence-based intervention. She is especially interested in the developmental transition from late childhood to early adolescence.

Daniel Strissel

Daniel Strissel is a doctoral candidate in the School Psychology Program at Northern Illinois University, who will join the clinicians at Neuro Educational Specialists following completion of his doctoral internship. His research and clinical interests include measurement theory, personality assessment, and the applicability of mindfulness-based interventions for internalizing disorders.

Christine K. Malecki

Christine K. Malecki is a licensed psychologist, as well as a Professor and Program Director in the School Psychology Program at Northern Illinois University. Her research program is focused on students’ perception of social support, bullying and victimization, and curriculum-based measurement (CBM) of reading and written language.

Julia Ogg

Julia Ogg is a licensed psychologist and Associate Professor in the School Psychology Program at Northern Illinois University. Her research interests focus on home and school factors that supportive adaptive development for youth with externalizing behavior challenges, as well as parenting attitudes and behaviors that support the development of academic enabling classroom behaviors (e.g., engagement, prosocial skills) in children.

Michelle K. Demaray

Michelle K. Demaray is a licensed psychologist and Professor in the School Psychology Program at Northern Illinois University. Her research is broadly focused on social-emotional issues in schools. She is particularly interested in bullying and victimization in schools, as well as students’ perceptions of social support.

Morgan A. Eldridge

Morgan A. Eldridge is a licensed psychologist in the Mood Disorders Center at the Child MindInstitute and recently completed her postdoctoral fellowship at the University of Nebraska Medicine, Munroe-Meyer Institute. Her research and clinical interests are broadly focused on best practices in integrated behavioral mental healthcare for adolescents with an emphasis on crisis intervention and school-based mental health.