Strategies to Promote Teachers’ Knowledge of Mental Health and Reduce Suicide Risk Among College Students in Mexico

Abstract

This article, derived from empirical research, had as its main objective to propose strategies to promote teachers’ knowledge of mental health and reduce suicide risk among college students in Mexico. The methodology employed a qualitative approach with an exploratory action-research design, utilizing inductive and synthesis analysis methods-synthesis. The sample consisted of 14 teachers from a single campus, who were administered a semi-structured interview with 10 open-ended questions. The data were analyzed through a process of coding, categorization, and triangulation, as well as the construction of matrices for the evaluation of internal factors (EFI), external factors (EFI), and SWOT analysis. The results showed that deficiencies were identified in educator training and psychological support, which affect suicide risk prevention. Lockdown and social pressure have exacerbated emotional problems, requiring structured support strategies. Emphasis was placed on the urgent need for awareness-raising, safe environments, and ongoing training. The conclusions highlight the importance of mental health in strengthening pedagogical practices. The lack of clear protocols and limited institutional prevention efforts hinder the detection and management of this phenomenon. It is recommended to implement strategies in a structured manner and provide training to improve the university community.