Approximately 200 young people die by suicide each year. Young men are three times as likely as women to take their own life [54]. Risk factors accumulate over the life course, and these include poor mental health, self-harm, academic stresses (allied with seasonal trends), bullying, social isolation, family environment and bereavement, relationship problems, substance misuse, or neglect. Adverse childhood experiences, deprivation and poor physical health also contribute. The 15 to 24-year olds' rate rose in the UK in 2018 to 9.1 per 100,000 young people; it is highest in Northern Ireland. In Dorset, there were no deaths reported at this age range in 2020, but 10 reported in 2021 – all male. Increases have also risen in males ages 11 to 14 and in females of all ages. In England, nearly half of 17 to 19-year-olds with a mental disorder reported self-harm or attempted suicide. Referrals to Childline for suicide have increased year-on-year since 2009/10 - 3,518 were made in 2018/19. Research is also uncovering other, emerging, risk factors: anxiety disorders should be examined along with depression in suicide assessment, and this may be linked with sleep problems as a predictor [55, 56].
Family members of a young person who has died by suicide often use the expression of its occurrence as "out of the blue" to indicate its apparent suddenness. Examining a case series over three years from 2014 in those below 19 years of age, almost half were known to have self-harmed, three-fifths had spoken of suicidal ideas or communicated these online, and a similar proportion had been in contact with relevant service [57]. However, a substantial minority of young people who had died by suicide had given no direct indication or had self-harmed. This "minimal warning" group had lower rates of risk factors and were less likely to have been in contact with services [58]. By relying on inquest and other investigation data, families and other witnesses may have under-reported warning signs that suggest they could have intervened.
Within young people (<25), suicides can occur in clusters. They may happen in institutions or within linked episodes spread geographically and can be at risk of future clusters. Mechanisms include social transmission (person-to-person or via the media), perception that suicidal behaviour is widespread, susceptible young people socialising with others at risk, and social cohesion diffusing ideas and attitudes. Recognising these clusters leads to more effective intervention and can include bereavement support, provision of help for susceptible individuals, proactively engaging with the media (especially social media) and public health approaches [59].
Safety planning was first described for use in the military to accompany a thorough suicide risk assessment [60], coping strategies, utilising contacts as a means of distraction from suicidal thoughts, contacting family members and friends, contacting mental health professionals and agencies, and reducing the potential for use of lethal means. Safety planning for CYP has been identified as a promising approach to reduce the risk of suicide [61]. Suicide planning has been recommended as a routine part of care packages for CYP with suicidal ideation, although more evidence is required from male populations [62]. Healthcare professionals require specific training before administering safety planning and parents/carers may require their own, similar, planning resource.
The government's suicide prevention strategy aimed most of its actions at the Department for Education [53]. They aim to expand the numbers of mental health support teams in schools, consider including suicide and self-harm prevention in the curriculum, fund anti-bullying organisations within schools, support universities to embed its Suicide-safer universities guidance, commission, and independent review of higher education student suicides, and add suicide prevention into their Promoting the health and wellbeing of looked-after children guidance.
They have produced guidance on promoting and supporting mental health and wellbeing in schools and colleges. Their whole school approach to mental health and wellbeing can ultimately improve learning. Beginning this approach involves understanding how the pre-existing statutory responsibilities relate to mental health and wellbeing. These include: the special educational needs and disabilities (SEND) code of practice, safeguarding and relationships, health and sex education (RSHE) curriculum. The approach involves identifying a senior mental health lead for training, and understanding the role of Mental Health Support Teams (MHSTs): a serviced aimed at meeting the mental health needs of 5 to 18 year olds. The training covers psychological first aid training. The school should be able to signpost suitable resources and be aware of local support.
Currently, it is unclear whether universities owe their students a duty of care - that includes mental health - and this question currently lies before the High Court following the suicide of a student with social anxiety due to give a presentation.
Hull City Council: You are not alone
'You are not alone' is a suicide awareness campaign developed by young people aged between 11 to 20 years old that involved creating a soundscape of positive messages to reach out to vulnerable people, alongside a local co-produced website providing information and advice. It included:
- skills training that was commissioned by Papyrus to address appropriate language and information around suicide
- young people themselves identified positive messages to turn into poems and record in a studio using a sound engineer and creative writing tutor
- they designed postcards detailing how to access local support and made a film for the Headstart YouTube channel
- the project provided practical and media training (allowing the participants to promote the campaign themselves), support to understand budget and spending, and produced a book of poems and messages created during their time on the project
- advice from the course organisers to others considering a similar approach is to allow young people to lead and be flexible as it may evolve into something unexpected
Havering Council: mental health training and support for schools
This mental health training and support for schools project brought together partners to support a whole school approach to mental health and the utilisation of a locally developed online resource setting out information on mental health and suicide prevention training with support for schools and families.
- it established a CYP Emotional Wellbeing Group co-chaired by the public health team and local CAMHS commissioner
- the partners included: school reps, CAMHS, LA Education services (psychiatrists, behaviour officers etc), Youth Offending Team, Youth Services, Police, and members of the voluntary sector
- it provided an understanding of the available training and support and how to respond to emerging needs
- a shared online resource was developed
Improving student mental health through partnerships between universities and NHS services
Large numbers of students engage with both university and NHS services. However, communication between universities and the NHS has been variable and often based on individual people and their network of contacts. This project to improve student mental health through partnerships:
- aimed to develop a standard operating procedure to ensure that students in crisis are supported in a joined-up and systematic way
- created U-COPE - (University – Community Outpatient Psychotherapy Education) service to deliver therapeutic interventions to students who self-harm over six sessions – part of the Liverpool Model
The student liaison service also developed essential links between the university and NHS services.