SUICIDE PREVENTION IN THE EDUCATIONAL SETTING: AN ANALYSIS OF EDUCATIONAL STRATEGIES IN COLOMBIA

Abstract

Suicide prevention in Colombian educational institutions requires an approach that goes beyond reactive monitoring, integrating pedagogical strategies that strengthen emotional resilience in the classroom. In this regard, the implementation of comprehensive care pathways must be aligned with a curriculum that prioritizes mental health as a cross-cutting theme rather than an isolated subject. The purpose of this article is to reflect on suicide prevention in educational contexts through an analysis of the pedagogical strategies employed in Colombian educational institutions. The methodology involves a literature review aimed at equipping teachers with methodological tools to identify risk factors, while promoting spaces for active listening that break down social stigma. In this way, the school becomes a protective environment capable of mitigating psychosocial vulnerabilities by fostering meaningful peer relationships. In fact, the effectiveness of these interventions depends on the alignment between national public policies and the specific local realities faced by the country’s diverse communities. The existence of regulatory protocols is not enough; ongoing training is needed to equip school counselors to manage crises from a human rights perspective. Family involvement is equally crucial for building a strong support network that supports the holistic development  of at-risk students.