["Psychology in the Schools, EarlyView. ", "\nABSTRACT\n\nBackground\nAmong teenagers and young adults, suicide represents a significant public health challenge. Schools are critical for suicide prevention due to the significant time adolescents spend there. Gatekeeper training (GKT) has shown promise in increasing awareness and knowledge, but its implementation‑relevant characteristics and contextual fit in school settings require further investigation.\n\n\nAim\nThe aim of this review was to describe the programs, identify essential functions, implementation challenges and reported outcomes for gatekeeper training interventions for teaching staff implemented in schools, providing a comprehensive overview.\n\n\nMethods\nThe Preferred Reporting Items for Systematic Reviews and Meta‐analysis Extension for Scoping Reviews (PRISMA‐ScR) was followed. To structure extraction of intervention characteristics, we applied the Usable Innovation Framework, and to interpret reported outcomes we drew on the behavioral science framework COM‑B model, which conceptualizes behavior as shaped by capability, opportunity, and motivation.\n\n\nResults\nThis scoping review examined 39 articles (describing 37 studies) on suicide prevention gatekeeper interventions in schools for adolescents aged 10–25. Seven categories of GKT were identified. The review found that while GKT generally increased knowledge, its impact on actual intervention behavior varied. Time constraints and resource limitations were significant barriers to implementation.\n\n\nConclusion\nGatekeeper training was consistently associated with improvements in staff capability and motivation, though findings should be interpreted cautiously. To enhance real‐world impact, future research should standardize outcome measures, address contextual barriers, and employ rigorous designs with embedded process evaluations to strengthen sustainability.\n"]