Background: Suicide is a major global issue; US college students may be at greater risk and faculty may play a crucial role in prevention. Aims: The primary purpose of the present study was to examine: the level of confidence of college/university faculty in identifying at-risk students, to what extent they believed that their actions might reduce suicide, and their knowledge and experiences of their school's policies regarding intervention with at-risk students. Method: Data from 507 higher education faculty across the US were obtained via an online survey tool. Participants consisted mostly of professors and all had completed some level of graduate school. Results: Most participants reported believing it is the college/university faculty's role to identify students at risk for suicide; however, many reported that their institution did not provide gatekeeper training. Participants who had received gatekeeper training were more confident in identifying and assisting at-risk students. Limitations: The study did not determine participants' actual policy knowledge or the various types and lengths of training received. Conclusion: More widespread gatekeeper training for college/university faculty may provide benefits to faculty's confidence and could promote increased assistance for at-risk students.
Background: Suicide is a major global issue; US college students may be at greater risk and faculty may play a crucial role in prevention. Aims: The primary purpose of the present study was to examine: the level of confidence of college/university faculty in identifying at-risk students, to what extent they believed that their actions might reduce suicide, and their knowledge and experiences of their school's policies regarding intervention with at-risk students. Method: Data from 507 higher education faculty across the US were obtained via an online survey tool. Participants consisted mostly of professors and all had completed some level of graduate school. Results: Most participants reported believing it is the college/university faculty's role to identify students at risk for suicide; however, many reported that their institution did not provide gatekeeper training. Participants who had received gatekeeper training were more confident in identifying and assisting at-risk students. Limitations: The study did not determine participants' actual policy knowledge or the various types and lengths of training received. Conclusion: More widespread gatekeeper training for college/university faculty may provide benefits to faculty's confidence and could promote increased assistance for at-risk students.