# Teachers as Gatekeepers in Adolescent Suicide Prevention: The Role of Suicide-Related Knowledge, Empathy, and Collaborative Self-Efficacy

## TL;DR

This study explores how knowledge, empathy, and collaboration among teachers influence their confidence in preventing adolescent suicide.

## Contribution

The study identifies empathy and collaborative self-efficacy as novel predictors of teachers' gatekeeper self-efficacy in suicide prevention.

## Key findings

- Teachers with higher suicide-related knowledge and empathy showed greater gatekeeper self-efficacy.
- Collaborative self-efficacy and prior exposure to suicidality also predicted higher gatekeeper confidence.
- Persistent myths, like discussing suicide increasing risk, were still present among teachers.

## Abstract

Teachers play a key role as gatekeepers in adolescent suicide prevention, and knowledge about suicidality is a well-established predictor of teachers’ gatekeeper self-efficacy. However, little attention has been paid to other potential predictors, particularly teachers’ empathy and self-efficacy in collaborating with colleagues to support adolescents experiencing mental distress. This cross-sectional study examined the associations between suicide-related knowledge, teacher empathy (perspective taking, empathic concern, and personal distress), collaborative self-efficacy, and gatekeeper self-efficacy. A convenience sample of 455 Italian secondary school teachers (84% female; mean age = 46.7 years, SD = 10.5) completed an anonymous self-report questionnaire. Data was analyzed using descriptive statistics and multiple regression analyses. Overall, teachers demonstrated adequate knowledge of adolescent suicidality. However, several myths persisted, including the belief that openly talking about suicide may increase risk. Higher gatekeeper self-efficacy was associated with greater knowledge, higher levels of perspective taking and empathic concern, lower levels of empathic distress, greater collaborative self-efficacy, and prior exposure to adolescent suicidality. These findings underscore the joint contribution of personal and relational factors to teachers’ gatekeeper self-efficacy and offer important implications for the development of teacher-focused gatekeeper training programs.