NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1415405
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
EISSN: EISSN-1927-5269
Secondary Principals' Perceptions and Practices for Implementing Student Suicide Prevention Programs
Dawn M. Porter; Louis S. Nadelson; Samantha H. Mullins
Journal of Education and Learning, v13 n1 p51-62 2024
We explored secondary school principals' knowledge of suicide prevention programs, their perceptions of the logistical and cultural barriers associated with suicide prevention program adoption, and their justification for adopting (or not adopting) suicide prevention programs in their schools. Principals, as positional leaders of schools, can lead the adoption and support of school-based suicide prevention programs for their students. Using a phenomenology framework, we conducted semi-structured interviews of eight secondary school principals working in public schools in the south-central United States. The principals readily identified the importance of supporting students' mental health to enhance their learning as a justification for implementing suicide prevention programs for their students. They shared how limited staffing, time, perception of school responsibility for student mental health, and lack of knowledge of available suicide prevention resources were logistical, cultural, and knowledge barriers to adopting suicide prevention programs for students. Our research has profound implications for practice.
Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A