Extended Data Table 4 Generalized estimating equation analysis of changes in primary outcomes between two groups over 12 months among trainer teachers (n = 223)

From: School-based suicide prevention using the gatekeeper programme: a cluster-randomized trial

  1. Generalized estimating equation (GEE) models were used to examine changes in stigma, suicide literacy, perceived competence, and willingness to intervene across four time points for trainer teachers. Each model included main effects for group (intervention vs waitlist control) and time (T2, T3, and T4 relative to baseline T1), as well as interaction effects (Group*Time2, Group*Time3, and Group*Time4) to assess how the intervention effect varied over time. For example, Group*Time2 represents the combined effect of being in the intervention group at the post-intervention time point. Controlled variables included age, gender, education level, family income, religion, years of work, and baseline outcome scores. Two-sided P-values were adjusted in each model to account for potential false positives using a false discovery rate (FDR) correction.
  2. The results indicate that LGTP intervention significantly reduced stigma against suicide at T2 (β = − 1.26, SE = 0.10, PFDR < 2.0×10−16), T3 (β = − 0.88, SE = 0.12, PFDR = 5.3×10−12), and T4 (β = − 0.93, SE = 0.13, PFDR = 1.1×10−12) compared to the control group among trainer teachers. Additionally, the intervention significantly increased suicide literacy at T2 (β = 0.99, SE = 0.12, PFDR < 2.0×10−16), T3 (β = 0.90, SE = 0.12, PFDR = 3.3×10−12), and T4 (β = 0.77, SE = 0.13, PFDR = 3.6×10−8) relative to the control group. Furthermore, the intervention significantly increased the perceived competence at T2 (β = 1.34, SE = 0.08, PFDR < 2.0×10−16), T3 (β = 1.00, SE = 0.11, PFDR < 2.0×10−16), and T4 (β = 0.78, SE = 0.11, PFDR = 2.8×10−11) compared to the control group. Lastly, the intervention significantly increased the willingness to intervene at T2 (β = 0.92, SE = 0.11, PFDR < 2.0×10−16), T3 (β = 1.14, SE = 0.13, PFDR < 2.0×10−16), and T4 (β = 0.47, SE = 0.14 PFDR = 0.003) in comparison to the control group. The details about the simple effects of time and group for trainer teachers are presented in the supplementary Tables 3, 4.
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