RESEARCH ON THE PECULIARITIES OF TEACHERS' ATTITUDES TO THE PREVENTION OF SUICIDAL BEHAVIOR OF STUDENTS

To a considerable extent, the improvement of strategies for the prevention of suicidal behavior among adolescents is associated with general educational institutions. Teachers are pivotal in this process, as they are compelled to respond effectively and promptly to suicidal behavior exhibited by students, should it be identified. However, due to the considerable demands on teachers' time, the efficacy of prevention strategies is diminished. Consequently, it is crucial to examine teachers' attitudes towards the necessity of implementing such a complex task as the prevention of suicidal behavior among students. The aim of this study is to ascertain the particular nuances of teachers' attitudes towards the prevention of suicidal behavior among students in general education schools. It was demonstrated that the capacity to identify the indications of suicidal behavior and respond effectively in a crisis situation constitutes a crucial element of teacher training. Nevertheless, despite the acquisition of knowledge in the domain of suicide prevention, educators report feelings of apprehension when confronted with a student exhibiting suicidal behavior. Among educational psychologists, the number of specialists experiencing fear and anxiety in relation to such pupils is less, but half of the specialists are afraid to do harm with their actions. With regard to motivation, the results indicated that despite the experience and the amount of knowledge gained on the topic of suicidal behavior prevention, half of the teachers have no desire to help, in contrast to teacher-psychologists who are ready to do so. In a survey of educators, approximately half identified the prevention of student suicide as an important responsibility of the school environment. However, they underestimate the risk of suicidal attempts among students and feel fearful of getting involved in their problems, despite their willingness to integrate themselves into the topic of prevention. Educational psychologists demonstrate a greater inclination to engage in prevention measures, yet they also exhibit apprehension about the potential for inadvertently causing harm to students. It is recommended that a prevention model be created based on an 'organizational core' of professionals with a high level of awareness and willingness to share experiences and provide support to colleagues in the implementation of anti-suicide initiatives.