Needs for suicide literacy and training among Vietnamese teachers: Findings from a cross-sectional study

Teachers are vital frontline gatekeepers for identifying students at risk of suicide, yet suicide literacy remains significantly underexplored in the Vietnamese context. This study addresses the critical gap by providing the first timely, teacher-centric analysis of suicide literacy and training demands in post-pandemic Vietnam. A cross-sectional survey was conducted with 527 in-service teachers (2023-2025) using the Literacy of Suicide Scale (LOSS) and a comprehensive training-needs assessment. Data were analyzed using descriptive statistics and non-parametric tests. To ensure methodological rigor, negative binomial regression with a log link function and exposure-year offsets was employed to account for the overdispersed nature of count-based literacy scores and varying recruitment periods. Participants demonstrated moderate suicide literacy, with the highest accuracy in Treatment/Prevention (71.6%) and vital gaps in identifying Causes/Triggers (43.9%). Regression analysis revealed that higher literacy was significantly associated with prior mental health training (89% higher rate of correct responses), direct experience with suicidal students, and regional differences, with Northern teachers scoring 2.12 times higher than those in the South. Most teachers (91.7%) expressed a high demand for training, prioritizing warning signs and response strategies via flexible online or hybrid formats. This study uniquely identifies specific drivers of suicide literacy within the Vietnamese teaching workforce, bridging the gap between theoretical policy and practical frontline capacity. The findings provide a vital roadmap for educational policy, suggesting that suicide-prevention training must be integrated into national teacher-development frameworks, which is essential to mitigate youth suicide risks within Vietnam's evolving school mental health ecosystem.