Dedication	iii
Acknowledgements	iv
Statement on the Included Publications	vi
Summary	viii
Contents	xi
List of Figures	xiv
List of Tables	xv
List of Abbreviations	xvi
Chapter 1	Introduction	18
1.1	Suicide Among Adolescents: A Global Health Issue	18
1.2	Suicide Prevention: From General Methods to School-Based Practice	20
1.3	Ongoing Challenges for Educational Suicide Prevention	22
Chapter 2	Literature Review	27
2.1	Suicidality: Definition and Terms	27
2.2	Suicide Among Adolescents and Young Adults	29
2.2.1	Trajectories of Suicidality	30
2.2.2	Risk and Protective Factors	31
2.2.3	Demographic Aspects	34
2.3	Psychological Theories of Suicide	37
2.3.1	Hopelessness Theory of Suicide	38
2.3.2	Interpersonal Theory of Suicide and Ideation-to-Action Framework	39
2.3.3	Integrated Motivational-Volitional Model of Suicide	41
2.4	Educational Suicide Prevention	43
2.4.1	Goals and Strategies of Educational Programs	45
2.4.2	Educational Prevention Program Evaluation	52
2.5	Development of the Research Questions	58
2.5.1	Theoretical Framework: Research Questions 1.1 & 1.2	58
2.5.2	Program Development and Evaluation: Research Question 2	59
2.5.3	Differential Results: Research Questions 3.1 & 3.2	59
Chapter 3	Dos and Don'ts in Designing School-Based Awareness Programs for Suicide Prevention		61
Chapter 4	Beyond Knowledge: A Systematic Review on the Correlation of Mental Health Literacy with Stigma and Help Seeking	72
Chapter 5	Addressing Help-seeking, Stigma and Risk Factors for Suicidality in Secondary Schools: Short-term and Mid-term Effects of the HEYLiFE Suicide Prevention Program in a Randomized Controlled Trial	95
Chapter 6	Promoting Protective Factors for Suicidal Behavior in Adolescents at Risk: Differential Efficacy of the HEYLiFE Suicide Prevention Program	122
Chapter 7	Discussion	143
7.1	Theoretical Framework	143
7.1.1	Expert Opinions? It’s a Start	143
7.1.2	School-based Prevention: A Worthwhile Commitment	145
7.1.3	Heading to Shared Theoretical Frameworks for Suicide Prevention	146
7.1.4	From Specific to Upstream Prevention	147
7.1.5	Enhancing Safety	147
7.1.6	Mental Health Knowledge: The Core of Mental Health Literacy	149
7.1.7	Quantifying Correlations: How Strong is the Link between Knowledge, Stigma and Help-Seeking?	150
7.1.8	Unravelling the Correlations: How does Knowledge Contribute to Prevention?	152
7.1.9	The Limits of Knowledge for Suicide Prevention	154
7.2	Program Development and Evaluation	155
7.2.1	Short-lived Effects for Knowledge and Attitudes	156
7.2.2	Protective Effects on the Mid-term	158
7.2.3	Heterogeneous Findings for Stigma	160
7.2.4	Program Safety	162
7.2.5	Program Acceptability	163
7.3	Differential Effects	164
7.3.1	Gender: Masculinity Norms as a Challenge for Prevention	164
7.3.2	Age: Tailoring Prevention to Development	167
7.3.3	Suicide Risk: When Educational Prevention is not Enough	168
7.4	Limitations	170
7.5	Implications for Research and Practice	173
7.5.1	Specific vs. Upstream Prevention	173
7.5.2	Central Mechanisms and Outcomes in Specific Educational Suicide Prevention	174
7.5.3	Extension, Replicability and Generalizability of the Results	175
7.5.4	Further Understanding Differential Effects	176
7.5.5	Towards Multi-Level Suicide Prevention in Schools	177
7.5.6	Lessons Learned During the NeSuD Project	178
7.5.7	Outlook: Recent Developments of the NeSuD Project	180
7.6	Conclusion	181
References	183
Appendix A: Additional Materials Grosselli et al., 2021	236
Appendix B: Additional Materials Grosselli et al., 2024b	246
Appendix C: Additional Materials Grosselli et al., 2024a	251
Erklärung gemäß § 5 der Promotionsordnung	269