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Campus Pages Overview

Even with access to low- or no-cost mental health treatment provided by most four-year residential colleges and universities and more community colleges strengthening linkages to community mental health services, many students who experience mental health problems or are suicidal are not receiving help. For example, counseling center directors report that the vast majority of students who die by suicide are not clients of the counseling center (Gallagher, 2006). In addition, only a small number of students who report being depressed are receiving treatment (American College Health Association, 2008; Eisenberg et al, 2007b).

Effective care for mental, alcohol, and other drug abuse disorders is a protective factor for suicidal behavior (Suicide Prevention Resource Center, 2003), and when young people are connected early to effective supports and treatments, most mental health problems can be successfully managed (Institute of Medicine, 1994). But while increasing access to and providing high quality mental health treatment services are essential, neither is sufficient to address college student mental health issues and prevent suicide.

The Suicide Prevention Resource Center promotes a comprehensive, public health approach that goes beyond simply providing treatment services by expanding efforts to prevent mental health problems from arising and promote the mental health of all students. This approach relies on data about health problems, including their frequency and impact, to plan interventions. A key assumption in the public health approach is that a combination of activities, policies, and interventions working together, at the individual, interpersonal, and campus levels, is more likely to produce results.

Campus Data

Efforts to promote mental health and prevent suicide on campuses should start with a thorough understanding of current data regarding suicide, suicidal thoughts, and other mental health problems among college students. Read more...

Developing a Campus Program

Developing and implementing effective mental health promotion and suicide prevention efforts on a college or university campus requires a cultural shift. Strategic thinking, collaboration with key partners, and a comprehensive set of strategies are needed to create campus-wide change. Read more...

Resources and Research

Each section within the Campus Pages contains specific research and resources relevant to the specific page you are visiting. You can also browse a complete list of materials included in these pages. Read more...


This section supports Objective 4.3 of the NSSP: Increase the proportion of colleges and universities with evidence-based programs designed to address serious young adult distress and prevent suicide.

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    • Section I: Evidence-Based Programs
      • American Indian Life Skills Development/Zuni Life Skills Development
      • CARE
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    • Section II: Expert/Consensus Statements
      • A Resource Guide for Implementing the Joint Commissions 2007 Patient Goals on Suicide
      • Addressing Suicidal Thoughts and Behaviors in Substance Abuse Treatment: A Treatment Improvement Protocol TIP 50
      • Consensus Statement on Youth Suicide by Firearms
      • Framework for Developing Institutional Protocols for the Acutely Distressed or Suicidal College Student
      • Guidelines for School Based Suicide Prevention Programs
      • National Guidelines for Seniors' Mental Health: The Assessment of Suicide Risk and Prevention of Suicide
      • Reporting on Suicide: Recommendations for the Media
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      • Student Mental Health and the Law
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      • Towards Good Practice: Standards and Guidelines for Suicide Bereavement Support Groups
      • Warning Signs for Suicide Prevention
    • Section III: Adherence to Standards
      • "Is Your Patient Suicidal?" Emergency Department Poster and Clinical Guide
      • After an Attempt: A Guide for Medical Providers in the Emergency Department Taking Care of Suicide Attempt Survivors
      • After an Attempt: A Guide for Taking Care of Your Family Member After Treatment in the Emergency Department
      • After an Attempt: A Guide for Taking Care of Yourself After Your Treatment in the Emergency Department
      • Applied Suicide Intervention Skills Training (ASIST)
      • Army ACE Suicide Intervention Program
      • Ask 4 Help Suicide Prevention for Youth
      • Assessing and Managing Suicide Risk: Core Competencies (AMSR)
      • At-Risk: Identifying and Referring Students in Mental Distress
      • Be A Link Suicide Prevention Gatekeeper Training
      • CALM: Counseling on Access to Letha Means
      • Campus Connect: A Suicide Prevention Training for Gatekeepers
      • Connect/Frameworks Suicide Postvention Program
      • Connect/Frameworks Suicide Prevention Program
      • Depression Wellness Guide for Adults with Depression and their Family and Friends
      • Depression and Bipolar Wellness Guides for Parents and Teens
      • EndingSuicide.com
      • Gryphon Place Gatekeeper Suicide Prevention Program-A Middle School Curriculum
      • Healthy Education for Life (HELP)
      • Helping Every Living Person (HELP) Depression and Suicide Prevention Curriculum
      • High School Gatekeeper Curriculum
      • Interactive Screening Program
      • LEADS for Youth: Linking Education and Awareness of Depression and Suicide
      • LOOK LISTEN LINK: A Health Curriculum for Middle School
      • Making Educators Partners in Youth Suicide Prevention
      • More Than Sad: Teen Depression
      • Not My Kid: What Parents Should Know About Teen Suicide
      • Preventing Transgender Suicide: An Introduction for Providers
      • Question, Persuade, Refer (QPR) Gatekeeper Training for Suicide Prevention
      • Recognizing and Responding to Suicide Risk: Essential Skills for Clinicians
      • Resources Related to BPR Section III Criteria
      • Response: A Comprehensive High School-based Suicide Awareness Program
      • Sources of Strength
      • Suicide Alertness for Everyone (safeTALK)
      • Suicide Assessment Five-Step Evaluation and Triage (SAFE-T)
      • Supporting Survivors of Suicide Loss: A Guide for Funeral Directors
      • Youth Suicide Prevention School-based Guide Checklists
      • Youth Suicide Prevention, Intervention, and Postvention Guidelines: A Resource for School Personnel
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      • Section I: Evidence-Based Programs
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  • Colleges & Universities
    • Campus Pages Overview
    • Campus Data
      • Prevalence
      • Risk and Protective Factors
      • Consequences
    • Developing a Campus Program
      • Strategic Planning
        • 1. Describe the problem and its context.
        • 2. Identify priority problems and set long-range goals
        • 3. Consult the science and identify strategies.
        • 4. Select or develop interventions.
        • 5. Develop an evaluation plan
        • 6. Create an action plan.
        • 7. Implement interventions, evaluate, make improvements.
      • Comprehensive Approach
        • Increase Help-Seeking Behavior
        • Provide Mental Health Services
        • Identify Students at Risk
        • Promote Social Networks
        • Follow Crisis Management Procedures
        • Restrict Access to Potentially Lethal Means
        • Develop Life Skills
      • Campus Task Forces
    • Resources & Research
      • Alphabetical List
      • Research
        • Research for Campus Suicide Prevention and Mental Health Promotion
        • Research for Campus Pages Overview
        • Research for Campus Data
        • Research for Campus Data: Consequences
        • Research for Campus Data: Prevalence
        • Research for Campus Data: Risk and Protective Factors
        • Research for Campus Task Forces
        • Research for Comprehensive Approach
        • Research for Develop Life Skills
        • Research for Developing a Campus Program
        • Research for Follow Crisis Management Procedures
        • Research for Identify Students at Risk
        • Research for Increase Help-Seeking Behavior
        • Research for Promote Social Networks
        • Research for Provide Mental Health Services
        • Research for Restrict Access to Potentially Lethal Means
        • Research for 1. Describe the problem and its context.
      • Resources
        • Resources for Campus Pages Overview
        • Resources for 1. Describe the problem and its context.
        • Resources for 2. Identify priority problems and set long-range goals.
        • Resources for 3. Consult the science and identify strategies.
        • Resources for 4. Select or develop interventions.
        • Resources for 6. Create an action plan.
        • Resources for 7. Implement interventions, evaluate, make improvements.
        • Resources for Campus Data
        • Resources for Campus Suicide Prevention and Mental Health Promotion
        • Resources for Campus Task Forces
        • Resources for Comprehensive Approach
        • Resources for Developing a Campus Program
        • Resources for Follow Crisis Management Procedures
        • Resources for Identify Students at Risk
        • Resources for Increase Help-Seeking Behavior
        • Resources for Promote Social Networks
        • Resources for Provide Mental Health Services
        • Resources for Restrict Access to Potentially Lethal Means
        • Resources for Strategic Planning
      • Strategic Planning
        • Describe the problem and its context
        • Identify priority problems and set long-range goals
        • Consult the science and identify strategies
        • Select or develop interventions
        • Develop an evaluation plan
        • Create an action plan
        • Implement interventions, evaluate, make improvements
      • Comprehensive Approach
        • Identify Students at Risk
        • Increase Help-Seeking Behavior
        • Provide Mental Health Services
        • Follow Crisis Management Procedures
        • Restrict Access to Potentially Lethal Means
        • Develop Life Skills
        • Promote Social Networks
      • Prevalence
      • Risk and Protective Factors
      • Consequences
      • Campus Task Forces
    • Campus Examples
      • Campus Examples for 1. Describe the problem and its context.
      • Campus Examples for 2. Identify priority problems and set long-range goals.
      • Campus Examples for 4. Select or develop interventions.
      • Campus Examples for 5. Develop an evaluation plan.
      • Campus Examples for 6. Create an action plan.
      • Campus Examples for 7. Implement interventions, evaluate, make improvements.
      • Campus Examples for Campus Data
      • Campus Examples for Campus Data: Risk and Protective Factors
      • Campus Examples for Campus Suicide Prevention and Mental Health Promotion
      • Campus Examples for Campus Task Forces
      • Campus Examples for Comprehensive Approach
      • Campus Examples for Developing a Campus Program
      • Campus Examples for Identify Students at Risk
      • Campus Examples for Increase Help-Seeking Behavior
      • Campus Examples for Strategic Planning
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The SPRC is supported by a grant (1 U79 SM059945-01 ) from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (DHHS). No official endorsement by SAMHSA or DHHS for the information on this web site is intended or should be inferred.

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