Suicide prevention is a major public health challenge and a top priority in the World Health Organization Mental Health Action Plan for 2013-2020 (WHO, 2013). For college students, suicide is the second leading cause of death and affects 7.5 per 100,000 (Bernanke et al., 2017); 33% of college students reported that depression affected their productivity and 10% admitted considering suicide within the previous year (American College Health Association, 2015). Data suggest an association between hopelessness, desperation, and intense loneliness and suicidal ideation (Bernanke et al., 2017).
Noting the correlation between student engagement and academic success, Godor (2017) posits that non-traditional students' academic success may be sabotaged by social facts, rather than individual vulnerabilities. Social facts may be defined as non-traditional students' perceptions of academic overregulation leading to Durkheim’s "fatalistic suicide." The situation is further complicated by clinicians' aversion to working with suicidal individuals due to risks of litigation (Harned et al., 2017).
Training people who interact with at-risk individuals to intervene effectively has proven successful in reducing suicide (Harned et al., 2017). One possible strategy would be to recognize faculty as "key gatekeepers" (WHO, 2014) and develop faculty proficiency in assessing and reporting suicide risk. Students interact with faculty on a regular basis, while only 50% of suicide victims contacted a health professional in the 12 months preceding their death (Harned et al., 2017). Educating faculty could be a viable strategy for promoting wellness and mental health initiatives in institutions of higher education.
American College Health Association. (2015). National College Health Assessment II. Hanover, MD
Bernanke, J., Galfalvy, H. C., Mortali, M. G., Hoffman, L. A., Moutier, C., Nemeroff, C. B., ... & Oquendo, M. A. (2017). Suicidal ideation and behavior in institutions of higher learning: A latent class analysis. Journal of Psychiatric Research, 253-259. DOI: http://dx.doi.org/10.1016/j.jpsychires.2017.09.003
Godor, B. P. (2017). Academic fatalism: applying Durkheim’s fatalistic suicide typology to student drop-out and the climate of higher education. Interchange, 48(3), 257-269.
Harned, M. S., Lungu, A., Wilks, C. R., & Linehan, M. M. (2017). Evaluating a multimedia tool for suicide risk assessment and management: The Linehan Suicide Safety Net. Journal of Clinical Psychology, 73
World Health Organization. (2013). Mental Health Action Plan 2013–2020 (pp. 48). Retrieved from www.who.int/mental_health/publications/action_plan/en/