Creating suicide-safer schools: evaluating the impact of brief awareness training on staff confidence, language, and emotional readiness

Suicide remains a leading cause of death among young people in the United Kingdom, placing schools in a critical position to identify and support at-risk students. However, many educators report limited training and persistent uncertainty in addressing suicide-related concerns. This study evaluates the immediate outcomes of a 90-min suicide awareness training delivered to 400 staff members across a UK multi-academy trust. The training, developed by suicide prevention charity Kelly’s Heroes, focused on stigma reduction, safe language use, recognition of warning signs, and confidence in initiating supportive conversations. A mixed-methods design was employed. Quantitative data were collected through 14 post-training Likert-scale items assessing knowledge, confidence, and perceived relevance. Qualitative data were obtained via open-text responses and analysed using reflexive thematic analysis. Findings showed high levels of satisfaction with the training’s delivery and relevance. Participants (N = 86) reported increased awareness of non-stigmatising language and improved understanding of suicide risk, although confidence in practical application remained more variable. Thematic analysis revealed four overarching themes: reframing of professional role, the cultural significance of suicide-related language, emotional containment during training, and the need for continued support and institutional follow-up. While the intervention was well received, the results underscore the limitations of brief, standalone sessions. Staff expressed a desire for deeper, practice-based learning and raised concerns about emotional labour and role boundaries. The study concludes that suicide awareness training, when thoughtfully designed and relationally delivered, can serve as an effective starting point for developing suicide-safer school environments. Implications for professional development, policy alignment, and emotional support structures are discussed.