The present study was prompted by the observation that there was very high prevalence of suicide ideation and attempts among students in secondary schools in Kenya. The objective of the study was to explore the influence of personality traits on suicide ideation and attempts among learners in public secondary school students in Kenya. The target population comprised of the students population (5940), Guidance and Counseling teachers (29), teachers (289) and the sub county educational officers (8). Overall, the sampled respondents were 300 covering all the categories of the study comprising 260 students, 8 sub county educational officers and 28 class teachers and 4 heads of Guidance and Counseling. The data collection instruments comprised of questionnaires and interviews schedules. The instruments were piloted and tested for reliability at 0.7 reliability coefficients while validity was established by seeking assistance of supervisors and other experts. The collected data was analyzed using thematic analysis for qualitative data while quantitative data was analyzed using both descriptive and inferential statistics like frequency tables and the regression model. The findings established that the study components comprising personality. The findings from the regression analysis yielded the value of R=0.848 which means the variation in the number of suicide ideations and attempts are explained by the study components. Further, the computed value of R2=0.72 demonstrates a strong positive relationship of the study variables and the incidences of suicide ideation and attempts in Kenya.
The study recommends the establishment and strengthening of Guidance and Counseling programmes, training guidance and counseling teachers to reach out to the students, fostering life skills among the students to cope with the day to day challenges, enhancing the co-curricular activities to keep the students busy and change of behavior attitudes among the students.

The present study was driven by high prevalence of suicide ideation and attempts among students in secondary schools in Kenya. The objective of the study was the relational analysis of the family history contribution on suicide ideation and attempts among learners in public secondary school students in Kenya. The study was based on mixed methodology using qualitative and quantitative research designs. The target population comprised of the students population (5940), Guidance and Counseling teachers (29), teachers (289) and the sub county educational officers (8). Overall, the sampled respondents were 300 covering all the categories of the study comprising 260 students, 8 sub county educational officers and 28 class teachers and 4 heads of Guidance and Counseling. The data collection instruments comprised of questionnaires and interviews schedules. The instruments were piloted and tested for reliability at 0.7 reliability coefficients while validity was established by seeking assistance of supervisors and other experts. The collected data was analyzed using thematic analysis for qualitative data while quantitative data was analyzed using both descriptive and inferential statistics like frequency tables and the regression model. The findings established that the study component of family history had a significant contribution to the frequency of suicide ideation and attempts in Kenya. The findings from the regression analysis yielded the value of R=0.848 which means the variation in the number of suicide ideations and attempts are explained by the study components. Further, the computed value of R2=0.72 demonstrates a strong positive relationship of the study variables and the incidences of suicide ideation and attempts in Kenya. The study recommends the establishment and strengthening of Guidance and Counseling programmes, training guidance and counseling teachers to reach out to the students, fostering life skills among the students to cope with the day to day challenges, enhancing the co-curricular activities to keep the students busy and change of behavior attitudes among the students.