The global suicide and self-harm of youth has now turned into a serious public health issue, pushing a wide variety of personal, social, and environmental factors. The research on suicide, self-harm, and underlying reasons has been carried out in schools with a growing focus in recent years that echoes the seriousness of the situation within the school system. The primary aim of the proposed study is to conduct an in-depth analysis of classroom-based initiatives that prevent, treat, and address various suicide behaviours in young people attempting suicide-related behaviours. This group includes suicidal thoughts, suicide attempts, and self-harm with or without suicidal intent. The focus group is school-going children and adolescents, who form a vulnerable group where age-adjusted prevalence rates for self-harm range from 4.6% to 16.1% (Quarshie et al., 2020). Suicide attempts and self-harm can be a destructive factor to youth’s mental health and lead to the implementation of school-based programs by integrating and doing the critical assessment of the current theories, this study aims to identify evidence-based practices, highlight methodological limitations, and inform the development of tailored interventions that address the complex risk and protective factors associated with youth suicide and self-harm within educational contexts.
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The literature review covers eight articles that focus on the aspects of youth mental health, self-harm, and suicide, but with a concentration on school-based interventions and their consequences. The studies varied in terms of population, age groups, and geographic regions. Researchers have conducted several studies that focused on college/university students, including an examination of stigma and suicidal ideation among U.S. college students (DeVylder et al., 2022) and the association between mobile phone addiction, depression, online social support and suicidal ideation among Chinese university students (Hu et al., 2022). The other studies focus on the adolescent age group, for example, a systematic review of self-harm in sub-Saharan African youth (Quarshie et al., 2020), a qualitative investigation into the needs and experiences of young people who self-harm (Hetrick et al., 2020), and analysis of moderators and mediators between bullying victimization and self As well, the other research team used trauma-focused therapy (Peters et al., 2022)and clinical/community samples examining childhood maltreatment, attachment, and suicidality (Stagaki et al., 2022).
The research employs a broad set of methods comprising both quantitative tools such as surveys and statistical techniques like regressions and moderation/mediation models, besides qualitative methods such as interviews and thematic analysis. Research synthesis is a systematic literature review aiming to summarize the existing evidence on a particular topic. The studies concentrated on various measures and measured parameters that included standardized models of mental health disorders, suicidal ideation, self-harm, stigma, mobile phone addiction, depression, online social support, childhood trauma, attachment, and mentalizing capabilities. Researchers assessed particular interventions, such as a school-based suicide prevention program (universal awareness/ screening and gatekeeper training). Also included were approaches specific for PTSD/interpersonal trauma as well as infant maltreatment, the effects of which were revealed. This multitude of populations, methods, measures, and interventions evince the multidimensional contextuality of youth mental health and the need to employ multidisciplinary, empirically dependable approaches.
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Researchers pointed out that stigma associated with mental health is one of the main impediments for adolescents with suicidal thoughts and suicidal behaviours to seek help and comply with treatment. DeVylder et al. (2022) investigated stigma and its association with mental health indicators in college students with suicidal thoughts by taking data from the 2020–2021 Healthy Study. The research results showed that students at college with suicidal thoughts are more likely to reflect adverse stereotypes; these stereotypes, in turn, aggravated their emotional issues, such as stress, sadness, and self-harm.
Conversely, Quarshie et al. (2020) did an extensive review focusing on self-harm in Sub-Saharan Africa among the youth; they identified compl
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