Systematic review and narrative synthesis of suicide prevention in high-schools and universities : a research agenda for evidence-based practice
| dc.contributor.author | Breet, Elsie | en_ZA |
| dc.contributor.author | Matooane, Matsie | en_ZA |
| dc.contributor.author | Tomlinson, Mark | en_ZA |
| dc.contributor.author | Bantjes, Jason | en_ZA |
| dc.date.accessioned | 2021-08-19T06:35:49Z | |
| dc.date.available | 2021-08-19T06:35:49Z | |
| dc.date.issued | 2021-06-10 | |
| dc.date.updated | 2021-06-13T04:15:08Z | |
| dc.description | CITATION: Breet, E., et al. 2021. Systematic review and narrative synthesis of suicide prevention in high-schools and universities : a research agenda for evidence-based practice. BMC Public Health, 21:1116, doi:10.1186/s12889-021-11124-w. | |
| dc.description | The original publication is available at https://bmcpublichealth.biomedcentral.com/ | |
| dc.description.abstract | Background: Youth suicide prevention in high-schools and universities is a public health priority. Our aim was to propose a research agenda to advance evidence-based suicide prevention in high-schools and universities by synthesizing and critically reviewing the research focus and methodologies used in existing intervention studies. Methods: Fourteen databases were systematically searched to identify studies which evaluate suicide prevention interventions delivered on high-school or university campuses, with before and after measures. Data from included studies (n = 43) were extracted to identify what, where, how and for whom interventions have been tested. Narrative synthesis was used to critically evaluate research focus and methodology. Study quality was assessed. Results: Research has focused primarily on selective interventions, with less attention on indicated and universal interventions. Most evidence comes from North America and high-income countries. The target of interventions has been: non-fatal suicidal behaviour; confidence and ability of staff/students to intervene in a suicidal crisis; suicide-related knowledge and attitudes; and suicide-related stigma. No studies included suicide deaths as an outcome, evaluated eco-systemic interventions, explored how context influences implementation, used multisite study designs, or focused explicitly on LGBTQ+ youth. Two studies evaluated digital interventions. Quality of the majority of studies was compromised by lack of methodological rigour, small samples, and moderate/high risk of bias. Interventions often assume the existence of an external well-functioning referral pathway, which may not be true in low-resource settings. Conclusion: To advance evidence-based suicide prevention in educational settings we need to: conduct more high-quality clinical and pragmatic trials; promote research in low- and middle-income countries; test targeted interventions for vulnerable populations (like LGBTQ+ youth), evaluate interventions where death by suicide is the primary outcome; include translational studies and use implementation science to promote intervention uptake; evaluate the potential use of digital and eco-systemic interventions; and conduct multisite studies in diverse cultural settings. | |
| dc.description.uri | https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-021-11124-w | |
| dc.description.version | Publisher's version | |
| dc.format.extent | 21 pages | |
| dc.identifier.citation | Breet, E., et al. 2021. Systematic review and narrative synthesis of suicide prevention in high-schools and universities : a research agenda for evidence-based practice. BMC Public Health, 21:1116, doi:10.1186/s12889-021-11124-w | |
| dc.identifier.issn | 1471-2458 (online) | |
| dc.identifier.other | doi:10.1186/s12889-021-11124-w | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/110878 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | BMC (part of Springer Nature) | |
| dc.rights.holder | Authors retain copyright | |
| dc.subject | Suicide prevention | |
| dc.title | Systematic review and narrative synthesis of suicide prevention in high-schools and universities : a research agenda for evidence-based practice | en_ZA |
| dc.type | Article |