A Systematic Review of the Barriers Associated with Help-Seeking among Students at Risk of Suicide
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| Title: | A Systematic Review of the Barriers Associated with Help-Seeking among Students at Risk of Suicide |
|---|---|
| Language: | English |
| Authors: | Giovanna C. Cameron, Simon C. Hunter (ORCID |
| Source: | Educational Research and Evaluation. 2025 30(3-4):190-211. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Literature Reviews, College Students, Postsecondary Education, Suicide, Prevention, Barriers, Help Seeking, At Risk Persons, Mental Health, Health Services, Access to Health Care, Meta Analysis |
| DOI: | 10.1080/13803611.2024.2422626 |
| ISSN: | 1380-3611 1744-4187 |
| Abstract: | Suicide is one of the leading causes of death worldwide and post-secondary students are a particularly vulnerable group with respect to this. A systematic review was conducted to investigate the barriers associated with help-seeking for suicidality in this population, whilst exploring the quality of the literature. The databases PsychInfo, PsychArticles, MEDLINE, and Emcare were searched for publications up to the year 2022 inclusive, yielding ten publications. The most frequently cited barriers were lack of time and finance, questioning the seriousness of their own needs, wanting to deal with their problems on their own, perceiving stress to be a normal part of attending university/college, and perceived stigma. These barriers should be taken into consideration when designing suicide prevention strategies. Limitations of this review include the majority of studies within this review employing a cross-sectional design and only professional help-seeking. Future studies should employ longitudinal designs and investigate informal help-seeking. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498053 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1498053 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Systematic Review of the Barriers Associated with Help-Seeking among Students at Risk of Suicide – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Giovanna+C%2E+Cameron%22">Giovanna C. Cameron</searchLink><br /><searchLink fieldCode="AR" term="%22Simon+C%2E+Hunter%22">Simon C. Hunter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3922-1252">0000-0002-3922-1252</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+C%2E+McCartney%22">Rachel C. McCartney</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+McKain%22">Lisa McKain</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Research+and+Evaluation%22"><i>Educational Research and Evaluation</i></searchLink>. 2025 30(3-4):190-211. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Suicide%22">Suicide</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Persons%22">At Risk Persons</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Services%22">Health Services</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Health+Care%22">Access to Health Care</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13803611.2024.2422626 – Name: ISSN Label: ISSN Group: ISSN Data: 1380-3611<br />1744-4187 – Name: Abstract Label: Abstract Group: Ab Data: Suicide is one of the leading causes of death worldwide and post-secondary students are a particularly vulnerable group with respect to this. A systematic review was conducted to investigate the barriers associated with help-seeking for suicidality in this population, whilst exploring the quality of the literature. The databases PsychInfo, PsychArticles, MEDLINE, and Emcare were searched for publications up to the year 2022 inclusive, yielding ten publications. The most frequently cited barriers were lack of time and finance, questioning the seriousness of their own needs, wanting to deal with their problems on their own, perceiving stress to be a normal part of attending university/college, and perceived stigma. These barriers should be taken into consideration when designing suicide prevention strategies. Limitations of this review include the majority of studies within this review employing a cross-sectional design and only professional help-seeking. Future studies should employ longitudinal designs and investigate informal help-seeking. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1498053 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1498053 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13803611.2024.2422626 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 190 Subjects: – SubjectFull: Literature Reviews Type: general – SubjectFull: College Students Type: general – SubjectFull: Postsecondary Education Type: general – SubjectFull: Suicide Type: general – SubjectFull: Prevention Type: general – SubjectFull: Barriers Type: general – SubjectFull: Help Seeking Type: general – SubjectFull: At Risk Persons Type: general – SubjectFull: Mental Health Type: general – SubjectFull: Health Services Type: general – SubjectFull: Access to Health Care Type: general – SubjectFull: Meta Analysis Type: general Titles: – TitleFull: A Systematic Review of the Barriers Associated with Help-Seeking among Students at Risk of Suicide Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Giovanna C. Cameron – PersonEntity: Name: NameFull: Simon C. Hunter – PersonEntity: Name: NameFull: Rachel C. McCartney – PersonEntity: Name: NameFull: Lisa McKain IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1380-3611 – Type: issn-electronic Value: 1744-4187 Numbering: – Type: volume Value: 30 – Type: issue Value: 3-4 Titles: – TitleFull: Educational Research and Evaluation Type: main |
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