Abstract
Suicide accounts for one in ten unnatural deaths among adolescents and young adults aged 15 to 29 in South Africa. It is the second leading cause of mortality in this age group. The issue is even more prevalent in rural areas and intersects conditions of poverty, violence, abuse, unemployment, and very limited access to psychological services. The objectives were to investigate teachers' views on how to support learners who may present with suicidal ideation in rural learning ecologies. In particular, to evaluate several key aspects such as the understanding of teachers on the term ‘suicidal ideation’ itself, the factors that influence suicidal ideation, how teachers view their roles in providing care and support to learners with suicidal ideation, and how support could be enhanced for learners who may present suicidal ideation in rural learning ecologies. This qualitative case study research, underpinned by the social constructivist paradigm, drew on a sample of twelve teachers to explore their views on care and support for learners who present with suicidal ideation in rural learning ecologies. Purposive sampling within the non-probability type of sampling was adopted. The study used in-depth one-on-one interviews and open-ended questionnaires to generate data. A reflective journal was also used for additional information. All discussions were audio taped, transcribed verbatim, and then analysed using an inductive approach. Data analysis used Braun and Clarke’s Thematic Method (2006). The study used Bricolage to combine Nel Noddings’ Ethics of Care Theory, Erikson’s psychosocial development stage in the Theory of Identity Development, the Agentic Capability Theory, and the Three-step Theory of Suicide to develop ways to support learners with suicidal behaviour. The results demonstrate that suicidal ideation and behaviour in rural learning ecologies are complex. There is a growing concern among the participants about the increasing number of learners with suicidal ideation who take their own lives within the sampled rural learning environments. The research identified insufficient psychological, social, and emotional support and environmental factors, such as family circumstances, that influence learners to think of self-harm. However, while it was found that teachers often viewed their roles beyond traditional instruction, incorporating the positions of mentors, guides, even caretakers and custodians, many teachers felt unprepared or uncomfortable addressing suicide with learners. The findings have implications for practice suggesting (a) a great necessity to promote mental health awareness and well-being in schools and classrooms, including suicidal ideation, in the curriculum; (b) offer ongoing support via the number of student-learner-assistance and mentors in schools; and (c) thirdly, actively promote collaboration of families and community members to offer continuous support to suicidal learners.