Exploring professional perspectives on the cascading impact of system responses to student suicide in secondary schools

In the United Kingdom, educational psychologists support schools following student suicides through collaboration with school leadership, staff, and students, known as postvention. Various approaches are employed in response to such traumatic events. There is developing research in this area, as well as efforts to disseminate protocols and develop resources to support schools with these experiences. However, empirical exploration of effective support mechanisms in school settings remains sparse, particularly regarding staff support. This study involved professionals from three schools impacted by student suicide, utilising semi-structured interviews with school staff and online questionnaires with educational psychologists and senior leadership team members. The reflexive thematic analysis revealed that postvention led by educational psychologists and the headteacher is an evolving process influenced by the nature of incidents and school hierarchies, shaped by contextual and relational factors. Challenges arose concerning the definition of pastoral and professional roles as well as support boundaries. Although participants valued collaboration, certain personal, professional, and systemic factors sometimes hindered the effectiveness of postvention support. Barriers included reliance on personal experiences during crises and balancing student support with school routines. Findings suggest the need for clearer structures, role definitions, and support boundaries for professionals involved in postvention. Future research in this area may explore further identified barriers to the flow of support across school systems, particularly related to informal contracting among professional groups in postvention activities.