Table 1.

Summary of Themes

Theme	Codebook Definition	Examples (Quotes)
1: Youth leaders building valuable skills and embracing a youth leader identity Individual Level	Code when interviewee refers to 1 of the following: Increased understanding of suicide prevention and community resources through adaptive youth-friendly training Serving as gatekeepers and developing protocols to connect peers to community resources and trusted adults during times of crisis Increased skills in public speaking and team work Building confidence and important life skills and pride in making a difference Seeing the work of being a youth leader pay off while having fun	“My other friend who is also in this group was talking to a boy on Facebook and he admitted that he had thoughts about doing suicide, so she messaged him, and she had the protocols. The first step is always asking, ‘Are you thinking about doing suicide?’ And then he said, ‘Yes.’ so she went on to the next step, which was ‘Do you already have a plan?’ and he said, ‘No.’ So if they say “no,” you just try to talk to them and get them to feel comfortable enough to explain their situation and then if they're comfortable, try to connect them. And so that's what she did.” -Youth Leader, Focus Group
2: Community Coordinators building valuable skills Individual Level	Code when interviewee refers to 1 of the following: Increased understanding and comfort with suicide prevention Increased skills in public speaking Learning valuable skills for career development including community mobilization and working with youth	“For me, of course it's being from a generation where it's kind of taboo to talk about it [suicide]. I never really had a sit-down talk about suicide prevention ever or just about the topic of suicide…I didn't know why people would be at risk of suicide until now. So, it benefited me a great deal, knowing all of the risk factors and warning signs, I didn't know that. And then ways of how-to safe message, that's another one I didn't know - and self-care.” -Adult Coordinator, Key Informant Interview
3: Creating positive relationships and serving as gatekeepers for peers and families Interpersonal Level	Code when interviewee refers to 1 of the following: Enhanced relationships among youth leaders, community coordinators, trusted adults, and community resources Youth leaders and coordinators serving as connectors and resources for peers and family members	“I liked that we all had fun but at the same time, we're learning things about suicide and how to help prevent it. Some of the people in our group didn't really talk to each other, and a while after that, we got closer - we bonded.” -Youth Leader, Focus Group
4: Building a community safety net and increasing public awareness of suicide prevention Community Level	Code when interviewee refers to 1 of the following: Creating a safety net for suicide prevention Increased awareness of suicide in a safe way in the schools and community Community recognition of the youth leader group Addressing the stigma through a prevention framework	“The kids were always open to spread the word, which is good because if it's coming from them, the parents, the adults, the people in the community would listen. It was good to talk about it and bringing the issues up in the community that we can talk about it and that there's help, local help and national help, but overall local help that you can get. And it's not a bad thing to get help. And also, just talking about suicide in general to the whole public. It helped the community a lot I think.” -Adult Coordinator, Key Informant Interview
5: Sustaining the momentum Sustainability	Code when interviewee refers to 1 of the following: Importance of engaging and partnering with schools and organizations Limitations related to limited involvement of the organization, limited time, competing demands or priorities, and limited staffing support Sustaining efforts and learning from the implementation and process of this project	“Overall I have to say the administration [is] extremely supportive. They do try to be community-based as much as possible. They took it a step further than what we were expecting, but it was a positive one. The director made the decision to incorporate it into their curriculum” -Adult Coordinator, Key Informant Interview