Virtual SOS Signs of Suicide: Student Perspectives and Acceptability

Abstract

When the COVID-19 pandemic closed in-person schools in March 2020, SOS Signs of Suicide shifted to a virtual program. This paper describes an evaluation of the acceptability of the online program by middle and high school students (N = 1196). Students generally responded favorably to virtual SOS. Although some were unsure, of those with an opinion, 73.9% thought it was the same or better than in-person and 85.1% recommended virtual programming continue. At-risk students were more likely to prefer virtual SOS to in-person. Thematic analysis identified the following themes behind the continuation of virtual SOS: it helps people, it is more comfortable, better access to students, the medium of SOS does not matter, it is easier and more fun, and preferences depend on the individual person. Concerns about virtual SOS focused on a belief that in-person programming is better and that students are less likely to learn and engage virtually. The feedback clearly highlighted a diversity of opinions. Implications for schools are discussed, including opportunities to broaden the reach of SOS.

Impact Statement

The SOS Signs of Suicide program provides education on suicide that decreases self-reported suicide attempts and provides opportunities for help-seeking and identification of at-risk youth. SOS Signs of Suicide was adapted to an online format due to the COVID-19 pandemic. Although some students did were not sure what they thought about virtual SOS, of those with an opinion, 73.9% thought it was as good or better than in-person and 85.1% said it should continue to be offered. Benefits of virtual SOS included broader access to students, more comfortable learning environment, and an easier experience.

Keywords:

• suicide prevention
• SOS Signs of Suicide
• adolescents
• youth
• suicide

Associate Editor:

• Tyler Renshaw

DISCLOSURE

James McCauley is employed by the same umbrella organization that produces SOS Signs of Suicide.

Additional information

Notes on contributors

Rebecca G. Mirick

Rebecca G. Mirick, PhD, LICSW, is a licensed clinical social worker and an Associate Professor and BSW Program Coordinator at Salem State University School of Social Work. As a clinical social worker, Dr. Mirick has worked with children, adolescents, families and adults in a variety of settings, including outpatient mental health settings, preschools, Early Intervention, HeadStart programs and DYS. Dr. Mirick has worked in the field of suicide prevention since 2006, providing training and education on suicide prevention and engaging in program evaluation of suicide prevention training and programming.

James McCauley

James McCauley, LICSW, is the Co-Founder and Assistant Program Director of Riverside Trauma Center in Dedham, MA. Jim provides mental health support for schools, workplaces, and communities affected by traumatic events. He has ­consulted with numerous schools and communities in Massachusetts and New England on trauma responses. He provides consultations and trainings on suicide postvention services, suicide clusters, and suicide prevention coalitions. He also has extensive experience providing therapy to children, adolescents, and adults and previously managed outpatient mental health clinics and programs for children for more than 20 years.