Abstract
BACKGROUND: Online harm affects many people and has been associated with self-harm and suicidal ideation. Although there is an emerging body of evidence that addressing adverse online experiences should be part of the support offered to people who are at risk of self-harm and suicide, there has been little guidance to date on how this support might be provided and how safe conversations can be had on the subject. A UK charity dedicated to offering emotional support to anyone experiencing mental discomfort, having difficulty coping, or being at risk of suicide developed a digital intervention, the Online Safety Hub (the Hub), to address this shortfall. OBJECTIVE: The study aimed to evaluate the impact of the Hub on practitioners (people who provide support) and people with lived experiences of suicide and self-harm and to determine what learning environment is best suited to increase and maintain learning in the context of the Hub. METHODS: A sequential explanatory mixed methods evaluation comprised a rapid literature review, data collected from people with lived experience (n=6) and practitioners through an analysis of the Hub's activity data, 2 surveys (survey 1: n=45; survey 2: n=368), interviews (n=9), and focus groups (n=7). Surveys were analyzed for descriptive purposes only, and the interview and focus group analyses comprised coding of data and thematic analysis. The study design was informed by a panel of people with lived experience of online harm resulting in either self-harm and/or suicidal ideation. RESULTS: Initially, the evaluation found limited uptake of the Hub. Engagement with the Hub was impeded by a lack of clarity on the part of practitioners as to whether they were the intended audience. The evaluation process prompted the charity to design and deliver webinars to facilitate uptake of the Hub. Practitioners who engaged with the Hub via webinars found the content useful and were able to consider incorporating their learning into practice. The webinars offered a more social learning experience than individual engagement with the Hub, providing a community of practice for people with common interests across diverse organizational settings. Opportunities for shared learning and the supportive nature of the community of practice were valued when learning about the sensitive and difficult topic of online harm in relation to self-harm and suicide. The Hub contributed to awareness-raising and shared learning. CONCLUSIONS: Online resources alone may not be sufficient for an intervention to effectively raise awareness and change practice. Social learning facilitated through communities of practice can enhance engagement, uptake, and learning.