Objective:

To assess the effect of an educational intervention to prevent suicidal behavior in teenagers of grades 6th to 8th at a school in Manizales, Colombia.

Materials and methods:

Quasi-experimental study (n = 103), that collected demo-graphic variables, the Plutchik Suicide Risk Scale, the Myth or Reality Survey, the Rathus Assertiveness Scale, and the Rosenberg Self-Esteem Scale. Participants were divided into five groups and an educational intervention lasting 8 sessions was given to them. A month later, the same questionnaires were administered.

Results:

Before the educational intervention, suicidal risk was identified in 42.7% of the sample, low self-esteem in 56.9%, confrontational assertiveness in 68.9%, and 2,9 on the myths around suicide questionnaire. After the intervention, the suicide risk factor fell to 6.8%, high self-esteem was found in 45.1%, a greater proportion of patients, 44.7% showed confrontational assertiveness, and the score on the myths questionnaire rose to 4.5. The t-test for paired groups showed significant learning in all cases (p < 0.001). Conclusions: The study highlighted the importance recognizing and strengthening social skills, having assertive communication and intellectual skills in order to reduce suicidal risk in young students.

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